• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.177-189
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• 2013

According to a comparison study of international academic achievements, Korean students showed high academic achievements in science and mathematics, whereas their learning motivation appeared relatively low. Therefore, this work developed the robot-based STEM integrated education program reflecting an engineering class model. The title of the program is determined as 'animals' which are included in one section of the fourth grade science curriculum, are friendly to students, and are effective for robot application. Robot-based STEM program is consisted of three areas: robot education, subject-related course learning, and engineering education. The STEM program was reviewed by 14 teachers. The study result presented that regardless of knowledge of robot, most teachers gave positive response to program goal, composition of contents, application of robot.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.544-560
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• 2003

The purposes of this study were (1) to investigate the characteristics of the exhibits at three representative science centers or museums in Seoul, and (2) to analyse students' perceptions about the most and the least favorite exhibits selected by students as visitors. Three science centers investigated were Seoul National Science Museum, Seoul Education & Science Research Institute, LG Science Hall. The subjects for students' perception survey were 290 middle school students who visited the three science centers. The investigation of the exhibits showed that the goals, the contents, the visitors' viewing and manipulating activity types, and the explanation types of the exhibits depended on the purposes and the target visitors of each science center. Students' responses indicated that they most favored hands-on exhibit. And students preferred the exhibits that had new and comprehensible contents and the were related to what they had learned in school. Students said that they felt that science was exciting and that they came to experience what they did not do in school. Students said that reading or hearing given explanations was helpful to understand the exhibits, but about 20% of the students responded that they did not read explanation on panels at all. Students also said that guide's oral explanations were more understandable than written explanations on panels. Some of the students commented that having to wait for access because of crowds or because of the resetting time required for hands-on activities was inconvenience.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.295-305
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• 2019

In previous study, visual representation competence taxonomy (VRC-T), which is composed of two dimensions, was developed for the purpose of promoting effective visual representation use and research in science education. In this study, elementary school students' visual representation competence for shadow phenomenon was investigated using VRC-T. In terms of visual representation competence, 'interpretation' was the highest score, followed by 'construction' and 'integration'. It also showed that students' visual representation competence was not high even after learning shadow-related units in the regular curriculum. On the other hand, text-based scientific knowledge was not correlated with all categories of visual representation competence. This indicates that there is a need to emphasize visual representation more in science class. Finally, hierarchical relationship among cognitive processes of VRC-T was explored according to ordering theory. If the tolerance level is somewhat loosened, a linear hierarchical relationship was found between the six cognitive processes. This suggests that VRC-T is an analytical framework that can be useful when designing assessment tools, tasks, and science class activities to enhance visual representation competence.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.45-57
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• 2019

NOS education through the history of science is regarded effective. However, science teaching has been criticized for not considering the interest of the learners enough and providing the context of learning themes that hinder the understanding of NOS. This study intends to convey the NOS element through the rich context of storytelling. The theme of the story is the history of continental drift, in which, the debate of many scientists and Wegener's creativity are prominent. Of the various media that deliver storytelling, the most powerful medium that leads to personal immersion is computer games, and among many kinds of games, the main genre of storytelling is role-playing games (RPGs). We developed the science history role-playing game (SHRPG) focusing on continental drift. The game development procedure followed Kim's 4F process (2017), which consists of the Figure Out, Focus, Fun Design, and Finalize. The story was constructed based on the NOS elements of Lederman et al. (2002), namely creativity and imagination demand, subjectivity, socio-cultural personality and tentativeness, which are all present in the story of the continental drift theory. The mechanics and rules of the RPG included quests, rewards, quizzes, NOS scores, and rankings. In the final phase of development, the game developed was pilot tested four times. The results of the tests showed that students' understanding of NOS through SHRPG has increased, especially in the creativity domain. The students' satisfaction with the fun, sympathy, and immersion during the game was very high.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.523-537
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• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.

• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.155-169
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• 2019

This study aims at analyzing educational effects of the horticultural picture books, which are depending on B.S. Bloom's taxonomy of educational objectives. After collecting various horticulture-related picture books, this study classified them by the B.S bloom's educational taxonomy. There were objectives of the cognitive domain, objectives of the affective domain, psychomotor domain in plants and gardening activities. And the cognitive domain, affective domain, psychomotor domain subdivided into the sub-region can learn from the horticulture picture books to teach the unique characteristics could be found. To know the teachers' perceptions of the effectiveness of using picture books in the horticulture class, questionnaire were analyzed from the survey. As a result, by Bloom's educational taxonomy area they preferred children's books. Teacher think that fairy tale books promote the interest of the children and have the advantage of fostering creativity. In addition, an easy point to get in school, lack of hours in the effective education to help horticulture that was expected. The cognitions of most effective storytelling method of horticulture picture book was story immersion. And the effective activity after reading picture book was drawing picture. Also, the most effective teaching materials was a real-life picture.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.736-745
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• 2005

The purpose of this paper was to develop and execute self-appraisal test items on secondary science teachers. Test items included 6 sub-fields-subject knowledge, teaching strategies, teaching skills, assessment, laboratory management, and professional development - and 77 items. Using these test items, science teachers were able to evaluate their ability as prescribed by a 5-point Likert scale. Furthermore, teachers were able to comprehend fields showing their highest and lowest scores among the 6 sub-fields. They could then place special attention on the lowest field insuring self-growth as a science teacher. Self-appraisal test items were developed by analyzing related references on teacher evaluation criteria and standards. 220 subjects composed the sample on which these test items were executed. The results of this study were as follows. First, content validity of the test items was 80.8%. The range of sub-field reliabilities was .76 - .86 and the reliability coefficient of the entire test was .95. The range of correlation coefficient between each subfield was .54 - .69 and that of subfields and entire test was .54 - .79. The correlation coefficient between professional development and the whole test was .79, the highest coefficient observed. Second, significant difference was found according to teaching experience. More experienced teachers had higher scores in all 6 sub-fields (p<.05). In addition, a significant difference according to gender was observed in subject knowledge and laboratory management (p<.05); male teachers had higher scores than female teachers. Also, the higher the level of experience, the higher the scores for subject knowledge (p<.05). Lastly, the teacher's major did not result in any significant differences.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1008-1017
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• 2004

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.