• The Korean Publising Journal, Monthly
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• s.234
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• pp.6-6
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• 1998

과학기술서는 딱딱하고 재미없는 전문가의 책으로 알기 쉽지만, 사실 우리의 생활은 모두 과학기술의 발달과 맥이 닿아 있다. 길이.질량.시간.전기.온도 등 생활과학의 기초가 되는 개념을 통해 과학기술에 의한 생활문명의 원리를 이해할 수 있다.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.295-302
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• 2016

In this study, we investigated a learning progression focusing on $5^{th}$ to $9^{th}$ graders' performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.25-39
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• 2006

Most student misconceptions about evolution are similar to misconceptions and disputes which early scientists had in science history. The aim of this study was to analyze student evolution conceptions based on science history, there by revealing for effectively teaching strategies on evolution. A test was developed according to Lee's three dimensional framework (2004) on evolution concept changes. Lee's framework had been constructed according to 4 stages of evolution concept changes in history in three-dimensional aspects such as mechanism, time, and subject: before Lamarck (stage 1), Lamarck (stage 2), Darwin (stage 3), and after Darwin (stage 4). Major results were as follows. First, the evolution conceptions of students appeared fixed to stage 2 regardless of grade. Moreover, students usually possessed Lamarckian thought and did not show consistency in evolution concepts among the three dimensional aspects of mechanism, time, and subject. Therefore, students were found to apply different conceptions of evolution to each different situation.

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.126.1-126.1
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• 2008

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.922-936
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• 2008

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) teaching strategy on cognitive levels, science concept understanding, argumentation and writing skills. 131 students attending to co-ed middle school were selected for the study and assigned to the experimental and comparative group. The teaching strategy using SWH was applied to the experimental group, while the traditional one led by teacher's lecturing was applied to the comparative group. The cognitive level test (SRT II) and baseline test were administered before the instruction period. The summary writing test and SRT II test were administered after instruction. The results showed that there was a significant difference between two groups in cognitive levels and science concept understanding, whole argumentation and writing skills. However, there was no significant difference in some argumentation components, including warrant, backing, qualifier, rebuttal, metacongnitive question. The results of this study showed the possibility of implementation of SWH in science classroom teaching.

• Journal of the military operations research society of Korea
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• v.8 no.1
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• pp.5-13
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• 1982

• Journal of Science Education
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• v.41 no.3
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• pp.382-404
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• 2017

This study aims to explore a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). For this purpose, a total of 7,390 responses of the 9th graders on 8 constructed response items in NAEA conducted in 2015 were inputted by computer and the inputted answers were analyzed and classified into different levels. After completing this process, five levels were set for each construct and a construct map was created according to the levels. In this study, the construct map was written in a progression-based rubric format, which was used as a criterion for leveling the answers of all students. In addition, the Rasch model was applied to measure the scores and achievements of the respondents by means of statistical analysis to correlate the scores of the students with the achievement levels of the constructs. Lastly, a preliminary learning progression was created by revising the construct map reflecting the results of Rasch model application. This study was meaningful in that it explored the possibility of developing the learning process by using constructed response items in NAEA. However, the preliminary learning progression developed in this study is still hypothetical and inferential because it is not longitudinally traced to individual students. Therefore, it is necessary to continually revise and supplement through iterative research process.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.211-222
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• 2004

신체적 체험은 인간의 사고를 형성하는 바탕이 된다. 문제해결 경험은 인간 사고를 한층 더 발전시킨다. 특히 사물의 형태와 움직임을 관찰하고, 그러한 환경에 감각-운동 신경을 발달시키는 체험에서 획득된 개념들은 추상적 사고에서 중심적 역할을 한다는 언어심리학의 가설이 흥미롭게 제기되어 연구되어 오고 있다. 개념체계로서 수학, 언어로서 수학, 의미 만들기로서 수학 , 문제 해결로서 수학 등 수학학습과 관련된 수학의 여러 모습에 대한 새로운 시각을 갖게 한다. Lakoff와 Johnson는 신체적 체험이 가져온 이러한 개념체계들 '메타포'라고 부른다. 메타포의 '개념' 수준으로의 확장은 analogy의 의미를 확장시켰다. 수학학습에 신체적 체험으로 존재하는 개념들은 수학적 개념에 이르는 학습을 새롭게 보게 한다. 본 연구는 metaphor와 analogy의 인지과학 및 언어과학에서 연구되고 있는 일반적 의미들을 제시하고 수학학습에서의 적용될 수 있는 방법들을 제시한다.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.