• Korean Educational Research Journal
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• v.38 no.1
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• pp.29-39
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• 2017

This study analyzes the items of acid base and redox unit in the middle school science textbook based on the 2009 revised science curriculum using Bloom's taxonomy of educational objectives. As a result of the analysis, the elements of knowledge area appeared the most in textbook items of all publishing companies, and those elements were less in order of understanding, application, analysis, synthesis and evaluation. And the sub-domain of cognitive domains were not evenly distributed by the publisher. Therefore, schools need to refer to the evaluation items of the textbooks of various publishing companies and use them in class.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.235-240
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• 2006

정보통신 기술 발달에 따른 사회적 변화는 생활 전반에 중대한 영향을 미치고 있다. 교육 분야에서도 수준별 교육과정을 통하여 자기주도적 학습을 강조하면서 초등 과학과의 목표에서도 과학적 소양의 함양이 강조되고 있다. 따라서 과학과의 다양한 분야를 직접 실험할 수 없는 문제점 등을 해결 하는 방안으로 전자적 도구의 활용 방안-전자교과서-이 활발히 이루어지고 있다. 이에 본 연구는 전자교과서에 대한 개념을 정리하고, 초등학교 과학과 '열의 이동과 우리 생활' 단원을 대상으로 전자교과서를 개발하여, 현장 수업을 통해 전자교과서의 학습효과를 검증하고자 한다.

• Journal of Science Education
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• v.35 no.2
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• pp.149-158
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• 2011

The purpose of this study is to improve education program for Informal Science Education Institution by analyzing education program of Natural History Museum, one of informal science education institution. This research subject is Seodaemun Museum of Natural History, located in Seodaemun-Gu, Seoul. It is Public Natural History Museum, which runs more than 60 education programs every year continuously for recent 6 years. Objects of this study are 32 education programs for 3rd to 6th grade of elementary school. The result of study shows that teaching materials of programs, run by informal science education institution, don't contain enough script and activity for improving creativity and inquiring mind. As the result of the study, it is required that guidance plan of education program be developed with more activities, teaching method and script, to seek quality of class than quantity of that when developing education program of science education institutes. And it is required to develop teaching material using creative technique and to improve medium and long term program for development of feedback.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.15-28
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• 2016

The purpose of this study is to investigate the changes of students' modeling ability in terms of 'meta-modeling knowledge' and 'modeling practice' through co-construction of scientific model. Co-construction of scientific model instructions about astronomy were given to 41 middle-school students. The students were given a before and after instruction modeling ability tests. The results show that students' 'meta-modeling knowledge' has changed into a more scientifically advanced thinking about models and modeling after the instruction. Students were able to be aware that 'they could express their thoughts using models', 'many models could be used to explain a single phenomena' and 'scientific models may change' through co-construction modeling process. The change in the 'modeling practice' of the students was divided into four cases (the level improving, the level lowering, the high-level maintaining, the low-level maintaining) depending on the change of pre-posttest levels. The modeling practice level of most students has improved through the instruction. These changes were influenced by co-construction process that provides opportunities to compete and compare their models to other models. Meanwhile, the modeling practice level of few students has lowered or maintained low level. Science score of these students at school was relatively high and they thought that the goal of learning is to get a higher score in exams by finding the correct answer. This means that students who were kept well under traditional instruction may feel harder to adapt to co-construction of scientific model instruction, which focuses more on the process of constructing knowledge based on evidences.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.705-715
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• 2016

The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the ETG is 30Hz. The participants of attention test were elementary 155 6th-grade elementary students and the participants for the eye-tracker were six 6th-grade male students. The eye movements were analyzed using the 'BeGaze Mobile Video Analysis Package' program. The results of this research are as follows. First, the attention test results of elementary students showed high correlation between selective attention and sustained attention (.85) and low correlation between selective attention and self-regulation (.32). Second, the attention types of elementary students were divided into four; attention, inattention, easygoing and hasty. Third, elementary students' attention were divided into top-down, bottom-up, default mode network through analysis of elementary students′ eye-movements during real science classes. Also their attention shift occurred frequently due to various reasons in real class situation. There were three reasons that made elementary students fail to handle knowledge-dependent top-down attention; 1) the cognitive failure of target caused by failing to focus attention, 2) the absence of prior knowledge on target object, 3) the analogical failure of prior knowledge. Finally, elementary students' attention process were schematized based on the analysis of students' eye movements and attention test. This research is expected to be utilized as basic data for developing effective teaching strategies, teaching-learning models and instructional materials.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• Journal of Science Education
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• v.33 no.1
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• pp.44-55
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• 2009

The research is aimed at investigating the development and application of high school biology classes utilizing discourse-typed inquiry learning program fitted with POE, and the corresponding effect on student's academic achievement and attitude toward science. 4 classes of 11th graders in a general high school located in Busan were selected as subjects. Biology I, 'Circulation' unit was lectured for 4 weeks (6 classes), and the experimental group underwent classes utilizing discourse-typed inquiry learning program fitted with POE. The control group was taught identical major learning contents, but based on the learning objectives and research activities provided by Biology I textbook. As a result of application, first, the discourse-typed inquiry learning program fitted with POE exhibited positive consequences of linking previously acquired knowledge and the new learning attained through experiments, as well as not only improving the students' problem solving capacity through diverging questions from the teachers to drive the students' higher-level contemplation, but also enhancing student academic achievement by assisting their logical thinking. Second, POE-fitted discourse-typed inquiry learning program rendered presupposing session of the experiment that resulted in drawing learners' attention in advance, and incited active participation in the learning process through solving the contradiction between what was actually observed and what was expected, which eventually proved to lay out positive impact on students' attitude toward science.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.557-575
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• 2010

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: $\cdot$ Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning $\cdot$ Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge $\cdot$ Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.