• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.161-171
• /
• 2019

The purposes of this study are: 1) to verify the systems thinking factor structure of elementary school students and 2) to compare systems thinking according to their preferred subjects in order to get implications for following research. For the study, pre-tests analyze data from 732 elementary school students using the STMI (Systems Thinking Measuring Instrument) developed by Lee et al. (2013). And exploratory factor analysis was conducted to identify the factor structure of the students. Based on the results of the pre-test, the expert group council revised the STMI so that elementary school students could respond to the 5-factor structure that STMI intended. In the post-test, 503 data were analyzed by modified STMI and exploratory factor analysis was performed. The results of the study are as follows: First, in the pre-test, elementary school students responded to the STMI with a test paper consisting of two factors (personal internal factors and personal external factors). The total reliability of the instrument was .932 and the reliability of each factor was analyzed as .857 and .894. Second, for modified STMI, elementary school students responded a 4-factor instrument. Team learning, Shared Vision, and Personal Mastery were derived independent factors, and mental model and systems analysis were derived 1-factor. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .686 to .864. Finally, a comparison of systems thinking according to preferred subjects showed a significant difference between students who selected science (engineering) group and art (music and physical education). In conclusion, it was confirmed that statistically meaningful results could be obtained using STMI modified by term and sentence structure appropriate for elementary school students, and it is a necessary to study the relation of systems thinking with various student variables such as the preferred subjects.

• Journal of the Korean Chemical Society
• /
• v.55 no.5
• /
• pp.875-881
• /
• 2011

This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.

• Journal of the Korean earth science society
• /
• v.38 no.3
• /
• pp.239-249
• /
• 2017

The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.

• Journal of The Korean Association For Science Education
• /
• v.25 no.5
• /
• pp.603-609
• /
• 2005

Students obtain most concepts through textbooks, and teaching-learning activities between teachers and students. Accordingly, if science teachers already have misconceptions they will inevitably affect students' scientific concept. This study found many problems in teachers' cognition on the concepts of nuclear radiation. Because 12th grade physics II is classified as an optional subject in the 7th curriculum, teachers have few chances to teach it and, more importantly, have difficulty in teaching it because of the need to prepare students for the university entrance examination. The concept of radiation must be taught correctly because of its emergence in the 'environment' unit of 10th grade Science. Finally, results from this study can help science teachers teach these difficult concepts more correctly. In addition, results can also be useful in in-service retraining programs.

• Journal of The Korean Association For Science Education
• /
• v.25 no.2
• /
• pp.79-87
• /
• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

• Journal of The Geomorphological Association of Korea
• /
• v.18 no.2
• /
• pp.81-98
• /
• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.3
• /
• pp.13-23
• /
• 2017

There have been many researches on educational effects and efficient education methods related to Informatics education for computational thinking. However, while the one of the human models specified in the national curriculum focuses on self-directed career development ability, research on Informatics education from the viewpoint of career education is deficient. This study aimed to analyze the effects of Informatics education on science high school students' career development ability and suggest implications. As a result, not the students' career recognition and career search ability, but also career choice and preparation also improved. However, it was analyzed that there is a significant difference according to the gender and the completion of the middle school Informatics education. This study is expected to contribute to the necessity of Informatics education and the direction of Informatics education research from the viewpoint of career education.

• Korean Management Science Review
• /
• v.28 no.1
• /
• pp.141-158
• /
• 2011

This study concerns with an applicability of the management science approach to the score adjustment among the College Scholastic Aptitude Test(CSAT) optional subjects. A linear programming model is developed to minimize the sum of score distortions between optional subjects. Based on the analysis of the 377,089 CSAT(2010) applicants' performances in social science test section, this study proposes a new approach for the score equating or linking method of the educational measurement theory. This study makes up for the weak points in the previous linear programming model. First, the model utilize the standard score which we can get. Second, the model includes a goal programming concept which minimizes the gap between the adjusting goal and the result of the adjustment. Third, the objective function of the linear programing is the weighted sum of the score distortion and the number of applicants. Fourth, the model is applied to the score adjustment problem for the whole 11 optional subjects of the social science test section. The suggested linear programming model is a generalization of the multi-tests linking problem. So, the approach is consistent with the measurement theory for the two tests and can be applied to the optional three or more tests which do not have a common anchor test or a common anchor group. The college admission decision with CSAT score can be improved by using the suggested linear programming model.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.3
• /
• pp.157-170
• /
• 2000

A Study of Factors Affecting on High School Students’Choice of ’The Science of Home-Economics’Course in the 7th National Curriculum The purpose of this study is to explore what kind of factors make high school students decide to select ‘The Science of Home Economics’as one of the course among various in-depth elective courses in high school curriculum. an empirical survey was conducted by administering a structured survey questionnaire to 463 male and female students who attend in a college-bound high school in Taegu. The major findings are as follows: 1) There were significant differences between the choice group of ‘The Science of Home Economics’and non-choice group of ‘The Science of Home Economics’in learning motivation to 5 units of ‘The Science of Home Economics’student’s perception of the traditional role and progressive role of Home Economics education impression of Home Economics teachers, mother’s academic career, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course. 2) Significant variables which influenced students’selection of ‘The Science of Home Economics’relatively were, in descending order, student’s perception of the progressive role of home economics education. impression of Home Economics teachers. coeducational schooling. student’s learning motivation to the ‘food’unit. student’s attitude for sex-role, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course.

• Journal of the Korean Data and Information Science Society
• /
• v.22 no.6
• /
• pp.1097-1103
• /
• 2011

The Ministry of Education Science, and Technology proclamated the school curriculum of the republic of Korea at 9 August 2011. The characteristics of this curriculum are as follows; effective learning of student-centered, group of grade, group of category, concentration study, reduction of study subjects, extension of school autonomy, elective curriculum in high school. We investigate the modification of probability and statistics curriculum. And we discuss statistics education in university.