• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1028-1038
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• 2004

This study investigated how the 7th national elementary school science curriculum was implemented at science classrooms. Data from surveys with 140 elementary schools, 18 science classroom observations, and in-depth interviews with teachers were used to examine the characteristics of elementary school science instruction. Based on the data, I explored (1)how science curriculum is operated in terms of objectives, contents, methods and evaluation of school science, and (2)how student-centeredness and localization themes are reflected on the reconstructed school science curriculum. It was found that the degree of the reorganization of the national curriculum at the teacher level was minimal. And most of the elementary teachers followed the directions and contents of the science textbook and teacher's guidebook regardless of their own local situations. For most teachers, restructuring science curriculum meant reordering the sequences of the contents, and adding or deleting some units or topics. I also examined why elementary teachers have difficulty in reconstructing science curriculum at the classroom level. The necessity of curriculum reconstruction at the teacher level is also discussed.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.149-160
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• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Journal of Science Education
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• v.46 no.3
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• pp.312-325
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• 2022

This study aims to provide a science history content system necessary in the course design process of liberal arts subjects, along with the application of flip learning in liberal arts science classes for humanities and social sciences students. For the research, we analyzed the current state of the liberal arts and history of science classes at universities. Then we developed the 'Understanding the History of Science' subject by applying the flip learning method through the analysis of various previous studies. As the goal of science history lectures that can reach the essential purposes of science liberal arts education, including knowledge acquisition and strengthening various competencies, scientific attitude cultivation was set, and the content system of week 15 was designed to consider this. The four topics corresponding to the "History of Science" part of the "Understanding Science History" content system consisted of flipped learning classes and teaching and learning activities, including online video materials and group discussion activities. As a result of opening courses for students in the humanities and social sciences and operating classes for 56 college students, it was confirmed that students' interest and awareness of science increased. This study provides educational evidence for science history and liberal arts education.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.269-277
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• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.657-677
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• 2014

Considering the expansion of gifted education and the quantitative increase the Gifted Science Academy, it is important to seek the appropriate methods of mathematics teaching for gifted high school students. In particular, to reflect current trends in mathematics education that the mathematical creativity is being presented as an important educational goal, Now is the time we need student-centered discussion model for regular mathematics classes, not teacher-centered instruction in the way of knowledge transfer. In this study, class model of preparation-based discussion was designed and applied to the regular mathematics classes for the Science Academy. Students participating in this research had a lot of pressure in preparation activities for discussion, but they said that the discussion compared to traditional lecture was mathematically meaningful experience. These findings suggest the implication that class model of preparation-based discussion can be meaningfully applied to the regular mathematics class.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.199-206
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• 2005

지구과학은 실생활과 직접적으로 관련되거나 학생들이 친숙하게 생각하는 많은 개념들을 포함하고 있으며 이런 특성은 과학캠프나 자연탐사 활동에서 지구과학과 관련한 탐구주제가 학생들의 큰 호응을 얻는 사실을 설명할 수 있다. 하지만 정규 수업에서 이루어지는 지구과학 실험 수업은 교과서에 제시된 자료해석 위주의 실험이 많아 학생들의 흥미를 반감시키는 경우가 많으며 자료 측정과정에서 과학자가 느낄 수 있는 중요하고 귀중한 경험을 놓칠수 있다. 그런데 인터넷에서는 해양과 대기, 천문, 지질 각 분야에서 지속적으로 갱신되는 실시간 관측 자료를 제공해 주는 곳이 많으며 이 실시간 자료들을 고등학교의 지구과학 실험에 이용할 수 있도록 학습 프로그램을 개발하면 기존의 자료해석 실험이 가지는 한계를 극복하고 학생들의 지구과학에 대한 호응도를 높일 수 있으며 보다 다양한 탐구 능력을 향상 시킬 수 있다. 이러한 학습 프로그램의 특징은 탐구 중심 혹은 문제 해결 학습을 강조하는 현재의 교육 목표를 잘 반영할 수 있다. 본 연구의 목적은 인터넷에서 제공되는 지구과학 관련 실시간 자료들을 활용할 수 있는 고등학교 지구과학 학습 프로그램을 개발하고 이를 지원할 수 있는 홈페이지를 구축한 후 실제로 수업에 적용하여 교육적 효과를 확인하는 것이다. 연구 결과 실시간 자료를 이용하는 고등학교 학생들을 위한 지구과학 학습 프로그램을 12개의 주제에 대해서 완성했다. 먼저 지구과학실험 시간에 적용할 수 있는 2차시 분량의 학습 프로그램 6주제를 개발했는데 개발 주제는 '지진이 일어나고 있는 곳은 어디인가?', '진앙으로 판의 경계를 결정하기', '진앙의 위치를 찾아라', '암영대를 찾아라', '태양의 자전 주기를 측정하기', '태양활동' 이다. 각 주제별로 수업소개, 학습목표, 과정, 학습자료(학생 활동지, 기타 자료, 수업 내용과 관련한 실시간 자료 제공 사이트 목록), 평가 자료를 만들었다. 학생들의 활동 내용은 <지진이 일어나고 있는 곳은 어디인가?>의 주제를 예로 들면 학생들이 실시간으로 전 세계의 지진활동을 모니터하는 사이트에 접속하여 최근에 지진이 어디에서 일어났는지 알아보고 지난 30일 동안에 일어났던 규모 4 이상의 지진 자료를 다운 받아 세계 지도에 점으로 표시한다. 이 때 학생들은 손으로 진앙의 위치를 지도에 그리는 대신 엑셀의 그래프 기능을 이용하여 지도에 진앙의 위치를 나타내게 한다. 또 개인 과제 연구에 적용할 수 있는 학습 프로그램을 5가지 개발하여 학생들이 특정한 주제에 대하여 탐구 과제를 수행할 수 있게 했는데 개발된 주제는 '태양 활동으로 오로라 예측하기', '국제 우주 정거장을 찾아내자', '한반도 부근의 해양 기상과 해수의 물리적 상호 관계', '일기도 분석을 통한 태풍의 진로 예측', '우리 나라 조석 예측' 이다. 마지막으로 사이버 학습을 통해서 수업 시간의 제약 없이 과제 형태로 처치 가능한 학습 프로그램 개발 했는데 그 주제는 '태풍이 저위도에서 북상하는 이유?'이다. 개발된 프로그램 중 2차시 학습 프로그램은 과학고 중학생 영재반에게, 개인 탐구 과제는 과학고 1학년 학생들에게, 사이버 수업 형태는 과학고 2학년 학생에게 적용시켰다. 실시간 자료 활용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.106-115
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• 2009

In this study, classroom instructions of teachers who participate in the science teachers' community were videotaped and analyzed to understand their teaching professionalism. Among the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, 12 evaluation elements were selected and used for data analysis. First of all, the results indicate that most of the teachers show the highest teaching level in the interaction between student and teacher, and the lowest in the statement of teaching object as the teaching evaluation element. Second, from the viewpoint of the teaching level, all of the teachers at the superior level were veterans whose teaching careers have spanned longer than 15 years. It was found that they used various teaching materials in class and designed meaningful learning programs for their students. Compared with teachers at the superior level, beginning teachers used limited teaching materials due to their lack of experience. In addition, their instruction falls short of flexible management in teaching. The results show that they tend to teach in a somewhat rigid style that does not have sufficient positive interaction with students.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.69-85
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• 2018

The purpose of this study is to explore teachers' responsive moves that affect students' argumentation practices, and to propose responsive teaching strategies in argumentation-based science classroom. Two teachers, who have not implemented argumentation in their classes, and 57 students, participated in this study. We recorded and transcribed their classes and interviews for the analysis. According to grounded theory approach, we categorized the teachers' responsive moves as focused on either structural or dialogical aspects of argumentation, and qualitatively analyzed their responsive teaching practices in classes. We discovered that the teachers mostly responded to structural rather than dialogical aspects of argumentation, particularly during the students' small-group discussions. This was mainly due to their instructional goals, which focused on the structural aspect of argumentation, and the limited time available for supporting small-groups. Regarding the structural aspects, those responsive moves that explored the students' thinking or facilitated their reasoning helped them to share their thinking and justify their arguments further with recognition of learning goals in the argumentation activities. Regarding the dialogical aspects, which were seen mostly in whole-class discussions, the moves that underlined similarities and differences between arguments, facilitated the sharing of a small-group's arguments with the entire class, or asked a specific student to evaluate the arguments were notable. These moves supported clarification of various small-groups' arguments, which led to reconstruction of coherent argument through evaluation and rebuttal of these arguments, consequentially facilitating dialogical interactions. Based on these results, we proposed responsive teaching strategies in an argumentation-based science classroom.