• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.183-194
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• 2015

In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.55-63
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• 2005

The purpose of this study is to explore which factors influence the performance of computer practice-education in vocational high schools. We collected 604 response data from total 7 vocational high schools in Seoul City to test empirical analysis using SEM(Structural Equation Modeling) frequently used in social-science area. According to our results, all independent variables(learner's response learner's motivation, learner's attitude, learning contents, intention to learn, learner's ability and learning behavior) were found positively influencing learning performance of students. Based upon them we contributed our research model to combine TRA theory in psychology with Holton theory for academic implications. And also, from the perspective of practical implication, we can expect that our results will provide some useful guidelines for operating effective computer-practice education.

• Journal of Korean Philosophical Society
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• v.129
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• pp.83-109
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• 2014

The aim of this study is to examine the limits and problems of researchers that appear in the papers of applied qualitative research by phenomenological methods. Using phenomenological methods in the field of Pedagogy, pedagogical phenomenology is not to approach pedagogical issues that are closely related to human life through scientism or positivism, but to explain them in things themselves. The problem, however, is that cases misunderstood and distorted in the essential meaning of phenomenology are happening as domestic researchers are applying pure phenomenology(the philosophical phenomenology) to the field of phenomenology of practice(the pedagogical phenomenology). Especially, these researchers show some errors caused by lack of basic understanding about research logic and research techniques in qualitative research methodology. Thus if a researcher carry out a qualitative study by using phenomenological methods, she or he needs insights in analysing and interpreting the essence of the various phenomena appearing from the participants by comparing in with her or his own lives.

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.161-176
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• 2020

This study was to examine the group difference of parental composition (parents, single parent group) in the relationship between parental attitude (supervision, affection, rational explanation) and children's life satisfaction through ego-resilience as a mediating factor. For this, a multi-group analysis was conducted using 310 student data from the 4th panel data of the KCYPS. The results were as follows: First, parents' affectionate parenting attitude on children's life satisfaction was significant in both groups. Second, affectionate and supervisory attitude had effects to improve ego-resilience only in the single-parent group. Third, the affectionate attitude showed a significant positive effect on children's life satisfaction by mediating ego-resilience only in single parent group. This study verified the structural relationship of factors affecting children's life satisfaction and different the pattern of that relationship depending on parental composition. Finally, limitations and implications for future research were presented.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.464-472
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• 1997

The purpose of training science teachers is to bring up the ideality and the most excellent science teachers whom our society needs. So, teacher training college curriculums of science education should be the ones that will train competent and respectable science teachers who have the technical and practical theory and knowledge through the process of high level academic experiences and activities. Accordingly, the training system and improvement plan for the problems in employment of science teachers in secondary schools should be as follows: 1. The employment examination for teachers should be abolished instead, the system of an apprentice teacher should be brought in, or private schools as well as public schools should bring in employment examination system. 2. With the modification of science teacher training curriculums, the cooperative studies of science major subjects and science education subjects should be strengthened and the connection between real needs of secondary schools and curriculums of secondary school science teacher training should be embodied. 3. Bringing up excellent science teachers should be facilitated through the establishment of administrative and financial aiding system about teacher training college.

• Journal of Science Education
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• v.43 no.1
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• pp.79-93
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• 2019

There have been great concerns on induction, deduction, abduction, and hypothetical deductive method as scientific method and logic behind the method. However, as seen from the similar logic structure of abduction and hypothetical deductive method logic, distinction of those four terms could be unclear. This study investigates statements of science instruction textbooks concerning those terms to analyze their meaning as scientific method or in the context of inquiry. For this purpose, related statements are extracted from seven textbooks to investigate the definitions and examples of those terms and relation among these terms by focusing on coherence of usage of the terms and the possibility of clear distinction among the terms. We find that those terms do not have coherent meanings in the textbooks and many statements make it hard to distinguish the meanings of the terms. Finally the origin of the confusion and educational implication is discussed.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.379-392
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• 1994

One of the historical origins of the modern science education was investigated in this paper. From the view point of the pansophistic educational philosophy which emphasized "man should teach completely all things to all mankind(Omnes, Omnia, omnino)", J.A.Comenius proposed in his book "Didactica magna"(1658) that 'physica' should be learned as one of the most important school subjects. He suggested the completion of human being as a wholeness of the universe could be achieved through the physics teaching. His ideas of science education was, however, directed not to the 'rational konwledge' about the natural world, but to the 'divine wisdom'. His main thoughts and influences on science education can be summarized as follows: 1) The human being as a God's image should know the divinely created nature, because the invisible God's existence can be sensorially recognized in the nature. 2) Physics or science should be regarded as more important objects than verbal learning in general school education. 3) The cognitive union between the words('representative' or 'das Dargestellte') and things('presentative' or 'das Dargebotene') can be achieved through the objects lesson ('Anschauungsunterricht') 4) The realistic and sensor-cognitive learning theory of the object lesson is yet very important especially in the science education of elementary school, even though the inquiry learning process has became more important in the last years. 5) The religious aspect of his idea could not satisfy the social needs of industrialization and the development of professonal technics in the 18 to 19th century.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.562-571
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• 2014

In the celebration of the $50^{th}$ anniversary of the Korean Earth Science Society, the whole articles published in Journal of the Korean Earth Science Society (JKESS) were quantitatively analyzed. JKESS has played a major role in exchanging academically among earth science education specialists and in educating next generation for the last 36 years since it was founded in 1979. The total number of 1544 articles in thirty five volumes about the earth sciences and the earth science pedagogy has been published by August, 2014, and the number of the yearly published articles has been increasing. Regarding the research area, 69.3% was published in earth sciences and the other 30.7% was in earth science education; the percentage of research articles in geology, atmospheric science, environmental science, oceanography, and astronomy was 55.2, 17.6, 16.0, 6.0, and 5.2%, respectively. The number of research articles on atmospheric science and environmental science has recently been increasing, whereas, earth science education research articles have been" decreasing, which was similar to the pattern seen fifteen years ago. We thought that one of the reasons was related to a new journal named, "Journal of the Korean Society of Earth Science Education" started to publish in December, 2008. The number of articles authored or co-authored with foreigner scholars was totaled 53, which is only 3.4% of the entire number of published articles. It suggests that international advertisement via public relations as well as the development of English homepage be necessary. In order to become an excellent registered academic journal, it is the time to comprehensively discuss how to improve both the quality growth and the quantity of JKESS. According to the Ministry of Education, it is now in its planning stage to convert the current registration system of the academic journals to the autonomous evaluation system in academia. Therefore, we recommend that Journal of the Korean Earth Science Society be prepared for the upcoming future change.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.441-456
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• 2019

In this study, we investigated pre-service science teachers' design for lessons using analogies in the perspectives of PCK. Three pre-service science teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they practiced lessons using analogies in teaching practices. We observed their lessons and collected all of the teaching-learning materials. Semi-structured interviews were also conducted. The analyses of the results reveal that they dealt with mapping and unshared attribute only when using main analogies in their lessons and these processes were teacher-centered. There were some cases where they failed to adequately deal with analogies including concepts beyond the curriculum. When dealing with unshared attributes, they did not tend to accept students' opinions although they thought that unshared attributes are strongly related to misconceptions. Their understanding of assessment using analogies was not high. Assessment was relatively well done when they use student-centered analogies such as physical analogies or role-playing analogies. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.666-679
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• 2009

The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.