• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.27-35
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• 2015

General education is changed by accepting the change in education environment to digital generation, emphasis about student-centered education, and change of teacher's role. E-learning has taken center stage as an effective learning environment but the problems are drawn for the absence of interaction that is important in learning. In this study, on the basis of questionnaire results about learning using website, we operated blended-learning where students come and go in cyberspace and physical space to set up the lesson environment for emphasizing interaction. We selected a control group (N=40) and an experimental group (N=40) from second grade students in a middle school for this research. General instructor-led lessons were implemented in the control group and blended-learning lessons to emphasize interaction between teacher and students were implemented in the experimental group. The experiments were applied to eight class-hours in 'characteristics of matter' unit. We implemented Test of Science Related Attitude (TOSRA) to the students before and after the lessons and administered questionnaire for checking attitude changes and perception in students. The results of the test show that the experimental group students were more encouraged and became more confident and curious about scientific learning than the control group students. The analysis of the interview and results of TOSRA show that blended-learning provided guidance and feedback by the teacher to the experimental group students more than the control group students. Blended-learning is suggested as a learning-method that is helpful in improving scientific attitude in students because it enables them to express their experiences without limit of time-space and promote interaction between teacher and students.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.301-321
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• 2024

This study aims to elucidate the historical origins of the long-term demand for the integration of "science subject classes" and "science-related events" within the context of science education for teachers. During the 1970s, science education in elementary schools faced a dual challenge marked by the tension between implementing the third curriculum, which emphasized fundamental science, and the "Pan-National Scientification Movement," which focused on technology education. The Ministry of Education was compelled to integrate the sudden demands of the Yushin regime into the ongoing third curriculum. As these demands emerged from dual policy directives, activities related to elementary science education were subsequently categorized into formal science subject classes and extracurricular science-related events. Although the movement did not directly alter the curriculum, it instigated modifications in personnel structure, activity spaces, and evaluation systems within schools. The introduction of the Pan-National Scientification Movement in elementary schools resulted in changes including the establishment of a new "science lead teacher system," the creation of a dedicated "science corner," and the implementation of a "science badge system." Although the movement was abruptly introduced, it ostensibly contributed to the advancement of the inquiry-oriented approach promoted by the third curriculum. Paradoxically, this advancement was facilitated by the integration of the consequences of the movement into schools' autonomous, extracurricular activities spearheaded by frontline education offices and schools. Although the movement represented a government-driven policy at a particular juncture in time, the manner in which science education practitioners responded to urgent governmental mandates, while preserving the integrity of the long-established third curriculum framework, involved dividing education activities into subject-specific classes and extracurricular science activities. Examining how science education practitioners in the 1970s proactively addressed these challenges offers valuable insights for the science education community in adapting to the current rapidly evolving educational landscape.

• KASI NEWSLETTER
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• s.43
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• pp.1-4
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• 2004

2004년 시무식/2005년도 월력요항 발표/제 12 회 천체사진공모전 개최/지역천문대 2004 상반기 관측일정 확정/'04 동계교원연수/연구원 방문의 날 행사/레몬산천문대 원격관측 시연회 및 현판식/2004 천문학ㆍ우주과학 및 관련기술에 대한 한일 공동강의/과학기술위성 1호 개발 유공자 정부특별포상 수여/본원 네트워크 증설/홈페이지 개설 및 개편/학회동정/신규임용/정부포상 : 과학기술위성 1호 개발 유공자 명단/파견 및 교육/직원동정/콜로키움/은하형성 연구의 길잡이- 구상성단

• The Science & Technology
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• v.34 no.7 s.386
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• pp.43-71
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• 2001

21C인터넷 세계 - 네티즌 인구 5억 육박, 삶의 모습 큰 변혁/인터넷과 정치 - 의정활동 자료 공유 전자민주시대 열어, 원스톱ㆍ논스톱 행정서비스 시대적 사명/인터넷과 경제 - 전자상거래 매년 배 성장, 기업간 75% 차지/인터넷과 교육 - 미국 대학 54%가 원격강의시스템 운영, 한국 학사과정 9개 사이버대학 문 열어/인터넷과 과학기술 - 정보수집 속도 빨라 첨단기술 발전 가속, 국제 공동연구 촉진ㆍ교육 발전에도 공헌/인터넷과 문화 - 익명성ㆍ고립성 등 가장 대중문화 속성 커, 가상현실 실제 문화 서비스 상품화해야/인터넷 윤리와 범죄 - 도박ㆍ매춘ㆍ스토킹ㆍ명예회손 등 유형 다양, 신원 확인수단 미비 국경넘은 범죄 확산/인터넷 화제 - 세계 곳곳 어린이 포르노 웹사이트 판쳐, 컴퓨터 바이러스 사진 2천건 통째 삼켜

• Proceeding of EDISON Challenge
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• 2014.03a
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• pp.15-27
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• 2014

양자화학 (quantum chemistry)을 처음 접했을 때, 이전까지의 고전역학 (classical mechanics)에 익숙한 대다수의 학생들은 양자화학을 받아들이는 데 어려움을 겪는다. 모형계에 양자역학 (quantum mechanics)을 직접 적용하여 봄으로써 생소한 양자 개념에 대한 이해를 도울 수 있다. 본 논문에서는 양자동역학 (quantum dynamics)을 수치적으로 구현하는 계산 프로그램을 모형계에 적용하여 양자 개념을 설명할 수 있는 몇 가지 예를 보이고자 한다. 1 차원 시간의존 슈뢰딩거 방정식 (1-D time-dependent $Schr{\ddot{o}}dinger$ equation)의 해를 얻어 양자동역학을 구현하였으며, 그에 해당하는 고전동역학은 뉴턴 방정식 (Newton's equation)의 해로 얻어졌다. 조화 진동자 퍼텐셜 (harmonic oscillator potential), 모스 진동자 퍼텐셜 (Morse oscillator potential), 이중 우물 퍼텐셜 (double-well potential), 네모 퍼텐셜 장벽 (rectangular potential barrier), 그리고 에카트 퍼텐셜 (Eckart potential)에 대한 계산을 수행하였다. 두 가지 동역학을 비교하기 위하여 계산 결과의 시각화 (visualization)를 이용하고 동역학 특성의 차이를 비교하는 차별화 (differentiation)를 강조한다. 영점에너지 (zero-point energy), 위상어긋남 (dephasing), 터널링 (tunneling), 그리고 반사 (reflection) 현상과 같은 양자동역학의 특징을 고전동역학과 비교함으로써 직관적인 이해를 도울 수 있었다. 이러한 결과는 양자화학에 입문하는 학생들을 대상으로 쓰일 수 있는 효율적인 강의 모델을 제시할 것으로 기대한다.

• Journal of Science Education
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• v.36 no.1
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• pp.106-119
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• 2012

In order to promote national competition on knowledge based-society in 21centuries, it is important for us to train talented people who have much creativity. Comparing curriculums and contents studied in SECG (Science Education Center for the Gifted) and other organizations is object of this thesis. Finding implications of proper GATE(gifted and talented education) by understanding the present conditions is also a part of this thesis. We select 5 Science Education Centers for the Gifted and devise framework for analysis in order to analyze chemical textbooks in GATE programs. The framework consists of 6 categories including the contents, the level of activities, the opening extent of experiments, and the ability to think creatively. In our study of textbooks, we have found that the contents of chapters are divided properly but lacked the field of frontier and convergence science. Their activity types will have to develop programs which consist of various activities such as lectures and experiments. Precedent studies and study activities to promote scientific thinking were rated highly in general ratio. The level of studies that we analyzed lacked creative activities very much. In the opening extent of experiments, activities in the level 2 and the level 3 were low-rate. And in our study of thinking creatively, activities of promotion for expanded and related-ability to think seemed to lack. In order to achieve specific education for the gifted children, developments of GATE program is required. In the in-depth analysis from the questionnaires of Likert's method's descriptions, narrations, and interviews, it is divided into two answers in depth: contents of program, management of program. These also divided into two answers by attitude: positive answer or negative answer. According to the responses of the contents of program, the result of analysis shows that most respondents have positive reactions to not only contents and the managing method of SECG programs, but also to individual enhancing-abilities overall.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.232-241
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• 2004

The purpose of this study is to investigate the educational validity of EBS education broadcasting. The purpose of science education is not only to improve metacognition, but also to make student acquire scientific knowledge. So, this study present the question of whether EBS education broadcasting could raise students' metacognition or not. At ㅂ highschool, the VOD texts provided by EBS education broadcasting was used for all curriculums including science in 2002 and 2003. It was accepted that the model wpuld be using considered VOD texts as materials and focusing on students' voluntary acting. But the students couldn't be given a stimulus raising metacognition by these models. The metacognition such as metaknowledge, metaexperience, and monitoring must be mediated during school hours for valuable science lessons. First, the manipulation such as teacher's pertinent question or comment reminding students about the materials was connected with teaming subject. Second, it is important for students to do an analogical experiment in odor to experience the reality. Third, feedback and the scripts of students' conversation must be given to students to monitor their own learning process.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.970-985
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• 2011

In this study, we analyzed secondary science teachers' needs for mentoring programs improving their professionalism in science-gifted education. A survey was administered to 111 teachers who had experience in teaching science-gifted secondary students in Seoul. Analyses of the results indicated that most teachers needed the mentors' support in science content knowledge, knowledge of beliefs about science-gifted education, knowledge of science-gifted students, knowledge of instructional strategies for science-gifted education, knowledge of curriculum for science-gifted education, knowledge of assessment in science-gifted education, and knowledge of external factors influencing in implementing science-gifted education. Most teachers, especially having the perceptions of lower levels of professionalism, relatively needed more mentors' support in the knowledge of the instructional strategies for science-gifted education and the knowledge of assessment in science-gifted education. Most teachers wanted the mentors' supports for all subcategories of professionalism at the planning stage of the classes, and some did the support for some subcategories at the performance stage and the reflection-evaluation stage of the classes. They also relatively wanted more mentors' support for all subcategories of professionalism through lectures and/or group discussions, some did the support through face-to-face interviews and/or real-time or non real-time online interviews. They variously responded in the suitable ratio of mentors and mentees, and perceived positively the qualities required to mentor as well as the necessary factors for the effective use of mentoring.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.55-63
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• 2020

Recently, there is a strong interest in SW basic education for non-major students in universities, but SW non-majors are having a hard time learning. This paper proposes a class operation method that utilizes customized contents reflecting the interests of non-majors, rather than using existing learning contents for SW majors. The proposed method is to improve the education effects by increasing the learning motivation of SW non-majors. The paper shows a case study of A university, which has operated non-major SW basic education for more than five years. The case study analyzed the change of class satisfaction of students of pre- and post- learning group that reformed major-friendly contents about the same curriculum. As a result, the students of social sciences are interested in learning contents using public data that can examine the social and cultural phenomena of the country, and humanities students are interested in text contents such as novels, history books, and SNS articles. In addition to the understanding of the lectures, the class satisfaction was also greatly improved, and it showed that the major-friendly contents is useful for SW basic education of non-majors.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.327-335
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• 2005

This study investigates student achievement and science-related attitudes on STS hypothetical deductive instruction strategy in the water section of high school chemistry. Two 11th grade co-ed high school classes participated in the study; one control group and one treatment group. After being taught for 10 class periods during the second semester. ANCOVA analysis revealled no significant difference (p>.05) between two groups' achievement tests. However, analysis by ANCOVA did show that the scores for science-related attitudes in the treatment group were significantly higher than those of the control group (p<.05). In particular, the scores of science learning contents and science value about science-related attitude were significantly higher in the treatment group.