• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.559-569
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• 2014

In this case study, we investigated teaching strategies of science teacher's teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students' curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher's perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.33-42
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• 2014

There are complex interactions between personal and contextual features in teaching in a science museum. In order to analyze two teachers' holding classes in a science museum, the CHAT (cultural historical activity theory) was used as an analysis tool in a case study. The analyses of the results revealed that both teachers had difficulties teaching in a science museum due to the contradictions among the factors of subject, rules, community, and division of labor in the activity system. Although both teachers had trouble with similar contradictions, there appeared to be different sets of internalization and externalization of such conflicts depending on the difference in the teacher's perceptions and experiences about teaching in a science museum, the passion and the motivation of the teachers. These suggested that efforts should be preceded to foster the activity system providing both emotional and social supports to teachers in order to activate teaching in a science museum. Taking a teacher training course on teaching in a science museum was also found to fail to function as mediating artifacts. The course should provide not only the experience of executing proper teaching strategies for teaching in a science museum and the feedback on their teaching, but also the guidance on how to lead to optimal expansion of the factors in the activity system.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.105-117
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• 2014

The purpose of this study was to analyze pre-service chemistry teachers' view of learning focused on the influence of science education courses that pre-service chemistry teachers had learned. Three pre-service chemistry teachers were selected for this study. Documents related to science education courses, survey data about their view of learning and interview data were collected, transcribed and analyzed. According to this study, pre-service chemistry teachers had changed, modified, maintained and strengthened their view of learning while they took the science education courses. Pre-service teacher K and P had changed their traditional view to the constructive view and then had modified their view by adding the reality. And pre-service teacher H had modified his constructive view with some traditional view. All Pre-service teachers had modified their own view of learning because of the science education course that emphasized the real field situation. As discussed above, science education courses focused on the applying the theory to real teaching situation gave the opportunity to modify pre-service teachers' own view of learning. It implied that the science education courses learned in the teachers college have to include contents based on real teaching situation and pre-service teachers' reflective thinking processes for establishing their view of learning and customized teaching activities.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.191-202
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• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.330-341
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• 2006

This study investigated whether science museum field trips over a duration of 7 months would effect student preference and awareness of science museums. 32 eighth and ninth graders were sampled from a middle school in Seoul and asked about their preference, awareness and the effect of the science museum visits both before and after a field trip. Findings showed a preference for science museums which dealt with themes and topics of student interest. After a field trip, student responded that science museums were information providers which yielded opportunity to explore forthcoming science feats, science in everyday life, developmental histories of science and technology, science-related news, social issues, and science rationale. Even though science museums in Korea leave much to be desired in terms of quantity and quality, field trips were positively received by students. This reception and its usefulness implied that expansion publizing and active use of formal/informal education relating to science museum facilities need to be top-priority business.

• The Bulletin of The Korean Astronomical Society
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• v.41 no.2
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• pp.45.4-46
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• 2016

천체투영관은 과학관이나 천문교육 시설에서 관람객이나 피교육자가 많이 찾는 인기 시설 중 하나이며 연간 200만 명이 방문하는 비형식학습의 준비된 장소이다. 현재 국내에 운영되고 있는 약 80여개의 천체투영관들은 대부분 별자리 해설과 돔영상물 상영, 과학콘서트, 천체관음악회, 전문가 강연 등의 프로그램을 운영하고 있다. 이제 국내에서도 설계된 비형식 학습 환경을 갖춘 천체투영관을 천문학 교육에 효율적으로 활용할 수 있도록 학교교육과 연계된 프로그램을 개발하고 운영하는 방안이 연구되어야 한다. 해외 과학관에서 운영되고 있는 비형식 과학교육과 학교 과학교육의 연계 프로그램의 사례 등을 조사하고 국내 천체투영관에서 활용할 수 있는 천문학 교육 연계 프로그램을 개발하는 것이 시급하다. 이번 발표에서는 개편된 교육과정이 반영된 연계 프로그램에 대해 소개하고 천체투영관을 천문학 교육에 효율적으로 활용할 수 있는 방안에 대해 관계자들의 의견을 듣고자 한다.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.95-107
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• 2015

In this case study, we investigated the characteristics of pre-service secondary science teachers' curriculum design for teaching in science museums. Three pre-service secondary science teachers at a college of education in Seoul participated in this study. We have observed and recorded their teaching practices in science museums, collected all of their teaching materials, and conducted semi-structured interviews before and after teaching. All the data collected were analyzed by using the constant comparative method. The analyses of results revealed that the pre-service teachers structured their teaching in a series of pre-visit, during-visit, and post-visit as continuous activities. They attempted to reinforce students' learning experiences during the visit by providing post-visit activities, and also properly considered the principle that activity should be personally meaningful or relevant to students. However, they lacked the perceptions as well as the practical knowledge of reducing student's novelty of the science museum by providing activities prior to the visit, encouraging to engage in joint productive activities, promoting diverse social interactions, and providing students with choices and controls on their learning. On the bases of these results, we made some suggestions in pre-service teacher education for the professional development of teaching in science museum.

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.32-33
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• 2011