• Journal of Science Education
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• v.32 no.1
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• pp.1-18
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• 2008

We investigated 8th grade science textbooks and their instructor's manuals treating the ideal condition for isochronism of a simple pendulum. The isochronism, i.e. the period is independent of amplitude, is satisfied only if the amplitude is very small. This is so called "ideal condition" for isochronism of a simple pendulum. Most textbooks and instructor's manuals are found not to state this ideal condition properly, which often leads to the deviation between experimental data and theoretical calculation. This difference between theoretical and experimental results makes students to create a sense of alienation from the real world and eventually keeps them away from physics. We thus study the cycloidal pendulum as an alternative method to test the isochronism regardless of amplitude and discuss the practical utility of it in class.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• KLA journal
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• v.53 no.3
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• pp.24-27
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• 2012

채 10년도 안되는 기간동안 학교도서관은 천국과 지옥을 오가고 있다. 2002년부터 교육인적자원부(현 교육과학기술부) 주도로 시작된 '학교도서관활성화사업'을 통해 낡은 학교도서관 시설은 현대식으로 바뀌었으며, 교원으로서 사서교사는 1998년부터 지속적으로 현장에 배치되었고, 2007년 "학교도서관진흥법"이 제정되면서 나름 학교도서관에 대한 구체적인 법적 관심을 받았다. 먼지 쌓이는 교실 한 칸도 되지 않던 창고같던 학교도서관은 늘어난 장서와 PC를 포함한 다양한 IT 기기, 편안하게 책을 읽을 수 있는 교구 등을 갖추면서 나름 도서관답게 바뀌기 시작했던 시기이다. 학교도서관 운영의 주체성과 자율성을 가질 수 있는, 많지는 않더라도 교사라는 지위로 사서교사가 전국의 초 중등학교에 지속적으로 배치되던 시기이기도 하다. 도서관 관련 법에서 늘 구석에 있던 학교도서관은 "학교도서관진흥법" 및 시행령이라는 단독법안으로 제정되어 법리 상 관심을 받던 시기였다. 여기에 더해 책 읽기에 대한 관심이 커지면서 학교도서관을 중심으로 다양한 책읽기 프로그램 등이 운영되고 나름 학교도서관이 활성화되는 것 같았다. 하지만 화려하게 바뀐 학교도서관은 자격이 있는 인적자원 배치와 지속적인 장서의 공급 등을 통해 유지되기보다는 운영시간 연장 등 시설 자체의 운영에 초점이 맞춰지는 시기로 바뀌었다. 98.6%에 이르는 학교도서관 설치 대비 46% 밖에 되지 않는 인적자원의 배치 현황, 그나마 학교도서관에 배치된 인적자원의 14.7%만이 정규직 사서교사, 사서(직원)이라는 현실은 안정적이고 지속적인 인적자원 배치에 대한 기대를 더 이상 할 수 없는 어려운 시기로 바뀌었음을 보여준다. 단독법안으로 학교도서관의 진흥과 활성화에 기여할 것으로 기대했던 "학교도서관진흥법"은 학교도서관 관련 시설, 인적자원, 운영에 대한 분명하고 명확하지 않은 법조항 때문에 관점에 따라 다양한 해석을 할 수 있어 오히려 학교도서관의 발전을 저해한다는 일부의 비판도 받았다.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.483-492
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• 2011

'Learning with a robot' is now considered as one of the best candidates for STEAM education, which is recently growing its importance. Most of the 'learning with a robot' programs in elementary schools serve as afterschool classes. The students participating in the afterschool classes are mostly boys who are interested in science and robots. This paper mainly concerns that a robot can be helpful for improving students' interest in STEAM education. We divided the robot utilizable aspects into 5 areas with educational points of view; abstract concept understanding type, structure-oriented type, athletics-oriented type, intelligence-oriented type and value-orientated type. We extracted all robot utilizable subjects and units from elementary school curriculum, and developed lesson plans which can be applicable to regular classes. And we also verified them by applying into an elementary school for 5 months. As the result of the analysis, we can conclude that 'learning with a robot' can encourage students' interest in STEAM, and it is more effective for girls than boys. Finally, we discuss problems that teachers may face in using a robot for regular classes, and make suggestions about the use of a robot for STEAM education.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.499-512
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• 2014

Architecture is usually seen as a product of art and technology. However, most historical buildings also exemplify various sophisticated principles of mathematics. Outstanding examples of architecture around the world such as Seokguram, Daewoongjun of Bulguksa, Muryangsujeon of Buseoksa, and the Parthenon provide students with a great opportunity to study their underlying mathematical properties and principles. The activity of identifying and investigating such mathematical principles in historical buildings enables students to realize that mathematics is a practical subject, and thus provides justification for the study and importance of mathematics. For the purpose of this study historical architecture was reviewed with this in mind in order to develop STEAM education materials focused on elementary school mathematics. The result of this study is as follows: first of all, appropriate examples of historical architecture were selected on the basis of the 2009 revised curriculum's content and teaching goals. These involved chapters on 'proportion', 'symmetry', 'movement of figures', 'building blocks', and 'triangles'. Secondly, a meta-analysis was performed on the historical buildings that clearly illustrate mathematical principles. Thirdly, STEAM education materials focused on elementary mathematics using architectural examples were developed which made actual application in classrooms possible. And lastly, surveys of professional groups were conducted to verify whether the produced materials were suitable teaching resources.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.225-235
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• 2017

The study in this paper considers how elementary school students' interest in mathematics and STEAM literacy could be promoted by conjoining the learning of mathematics with the learning of drone topics. Survey instrument was developed to measure student attitudes toward mathematics and science subjects and to evaluate student beliefs on learning mathematics embedded in science topics. Data were collected from elementary school students by administering pre- and post-tests: students were intervened with examples of math problems embedded in certain science contexts. The findings indicate that elementary school students' experience of solving mathematics problems embedded in science contexts positively affects the promotion of their attitudes toward, beliefs on science subjects and science and engineering career path selection. We hope that the mathematics program using the drone will be used in the classroom for STEAM.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.113-123
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• 2011

The effective teaching of Earth Science in the classroom should be augmented by field studies of rocks and minerals in a competently designed school rock garden(SRG). The displayed specimens must be correctly identified, labeled and esthetically evaluated. SRG is more than a general garden with just landscaping and it should provide students with freedom of conducting independent inquiries. The composition of the selected specimens should be representative of the bedrocks of region as well as of Korea in general. There are 130 schools in Jeonju-city and 35 (26.9%) have established rock gardens. There is a pressing demand for more gardens and number of display samples in school. The existing displays need improvement because some samples are not correctly identified and labeled. In addition, there is a duplication of rock types as well as lack of important rock types. The number and composition of the displayed rocks and minerals should be related to the school curriculum and reflect representative bedrocks of Jeonju-city and region.

• School Science Journal
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• v.12 no.2
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• pp.274-286
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• 2018

The role of instruments in scientific inquiry is very important. As science and technology develop, science inquiry instruments are also changing. IoT-based inquiry tools and output data, which are newly introduced in science inquiry class, can play a role in reaching the goal of scientific inquiry. The aim of this study is to find the appropriateness of digital inquiry instruments based on Kirschner and Kreijns (2004).T he students who participated in this study were 8 middle school students located in Seoul and they investigated the quality of classroom air. During the four months of the inquiry activity, we had participant observation and retrospective interviews. We recorded the data, analyzed it, and coded it in terms of educational affordance. As a result, there are four educational affordance of digital inquiry instruments. First, it stimulates students' interest and motivation to learn basic knowledge for data processing, because digital inquiry instruments deals with real-life data. Second, the digital inquiry instruments as a complex sensor made a big data so it serves as an affordance that leads to hypothetical hypotheses. Third, because of the features and limitations of the digital inquiry instruments itself, it shapes and limits the design of the science inquiry method. Fourth, since the data is measured in real time, the amount of data is enormous. So the digital inquiry instruments serves as an affordance of increasing the information processing competence to analyze data. In order for science inquiry activities based on digital inquiry tools to be activated, various policy and economic supports are needed, such as the science environment, the contents of the software, software training, and guided learning materials.

• Journal of Science Education
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• v.43 no.1
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• pp.43-63
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• 2019

The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.