• Journal of the Korean Home Economics Association
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• v.17 no.1
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• pp.58-68
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• 1979

고도로 발전되는 현대과학은 시대의 흐름에 따라 우리의 생활문화를 급격히 변화시키고 있다. 물질의 풍요는 주위환경의 여건을 변화시키지만 인간의 지식 및 관리능력이이에 따르지 못하면 생활의 진정한 향상과 혁신은 실천될 수가 없다. 본 연찬회의 목적은 대학교육이 지역사회 개발에 직접적인 관련과 도움이 되기 위해 시행된 일련의 교도행사이다. 생활과학연찬회는 1978 년 11월 7일부터 9일까지 3일간 각 시도군의 생활지도사를 대상으로 의생활분야, 식생활분야, 주생활분야, 아동학분야의 강의와 실습을 통하여, 지역사회의 생활개선 지도방향을 교육 실시하였다. 금번에 가정대학이 실시한 연찬회 참여자들의 반응 및 의견을 종합해 볼 때 상당히 만족할 만한 것으로 나타났다. 그런 궁극적으로 생활과학의 보급은 더 넓은 범위와 지방민에까지 전달되어야만 더욱 효과적인 프로그램이 될 수 있다고 하겠다. 그렇게 되기 위해서는 우선 세분화되고 필요로 하는 교육내용에 관한 연구와 실제 응용할수 있는 기술 및 지식의 보급이 시급하다 하겠다. 특별히 지방인들이 과거보다 더 요구하는 영역은 주생활분야와 아동학분야이다. 또한 지도자들이 훈련을 받을 때 사용한 교재나 교구를 지방에 갖고 갈수 있게 다양하고 보다 자세한 자료의 개발 및 보급이 뒤따라야하겠다. 결과적으로 이번 연찬회는 성공적이었고 앞으로 위에서 제언된 몇 가지를 감안하여 정기적인 Program이 계속되어야하겠다.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.503-521
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• 2006

'Calculus for Life Science' is one of the calculus courses for students majoring life science in Seoul National University. Contrary to the other calculus courses for students in natural sciences and engineerings, in 'Calculus for life Science' we have primarily chosen computer-based curriculum that is useful to life science and so we have tried to fulfill the requirements of the students majoring life science. Like this, we are of the opinion that there are diverse requirements in life science as well as other majors in basic mathematical education of the university. Upon this view, in this research, we consider the present conditions, the points at issue and study improvements of them. In section II and III, we introduce briefly the present 'Calculus for Life Science' focused on the curriculum. In section IV, according to the course evaluations and questionnaire, we make an analysis of the present condition and the points at issue of 'Calculus for Life Science'. In section V and VI, we present the improvements of the curriculum and the several education environments.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.747-761
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• 2007

This study is to develop teaching aids and materials for geological fieldwork and to maximize their effects in educating high school students in Korea. The site of geological fieldwork, Kyokpo Chaeseokgang area, is located in Byunsan national park in Jeonbuk Province. The sedimentary succession of Chaeseokgang developed in the era of Cretaceous shows large-scale and distinct sedimentary structures on sea cliffs. In this study, teaching aids and materials of earth science for secondary-level students were developed based on the sedimentary structures of Chaeseokgang. A 5-step teaching model of earth science fieldwork was applied to a group of 13 students, who had been involved in clubs related to earth science in a science high school, using teaching aids and materials developed in this study. The teaching aids and fieldwork-related materials were also presented to a group of 37 students, who did not take fieldwork or fieldwork-related classes during the period of the study. The results of this study showed that the use of fieldwork-related aids and materials was effective in helping the students in both groups improve their self-directed teaming and practical understanding of earth science.

• Journal of KIISE:Databases
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• v.31 no.2
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• pp.99-107
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• 2004

Education and training are expected to change dramatically due to the combined impact of the Internet, database, and multimedia technologies However, the distance learning is often impeded by the lack of effective tools and system to manage and retrieve the lecture contents effectively. This paper introduces a prototype system called COVA that enables remote users to access specific parts of interest by contents from a large lecture database. COVA includes several novel techniques to achieve the content-based lecture retrieval in distance teaming: (1) The XML-based semistructured model to represent lecture contents; (2) The technique to build structural summaries, i.e., schemas, of XML lecture databases; (3) Index structures to speed up the search to find appropriate lecture contents.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.279-293
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• 2019

This study investigated the effects of national science leading school programs on students' positive experiences about science (PES) and teachers' perceptions of curriculum implementation factors affecting students' PES. For this study, Test for Indicators of Positive Experiences about Science (TIPES) was administered to a total of 11,488 students from 117 national science leading schools and 1,315 students from 50 normal counterpart schools. In addition, a total of 105 teachers were given a survey asking their curriculum implementation levels and perceptions on importance and performance levels of each identified factor that was known to influence students' PES. Students' total PES scores and scores in five sub-components of PES were widely varied across science leading school program types. In general, participating teachers reported common curriculum implementation factors that most positively affected students' PES including 'science-related activities out of school,' 'student-centered research projects,' 'ICT-related materials' and 'performance assessment.' Based on these results, implications for science education were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.183-192
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• 2000

The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.317-330
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• 2019

The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.200-215
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• 2012

The revitalization of science museum depends on the number of qualified docents who can meet the museum visitors' educational needs. However, the current unstructured docent system is not sufficient to meet the goal. Forty six docents currently working in science museums were surveyed about docent training program, current working conditions, and docent professional program in order to propose a viable system providing a docent profession. Data were collected through surveys with 46 docents, interviews with two experienced docents, and several artifacts from the science museum and selected docents. The surveys consisted of 47 items asking about personal biography, docent's perception, docents training program they took, current working conditions, and supplementary professional program. The conclusion of this study is as follows; First, there must be recognition about docents who can play educator's roles which are different from those of general volunteers in terms of recruiting and training system in science museum. Second, docents need to take training and supplementary professional courses that focus on observing and educating visitors in the field. Third, we need a docent management system by employing a well structured evaluating tools. A well established docent system will bring forth the enhancement of science museum education and the increase of science popularization by providing visitors with the quality educational services.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1099-1108
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• 2012

The purpose of this study was to examine the effects of argument structure on students' writing in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 108 8th grade students (three classes). Two classes (68 students) were assigned to an experimental group, and the other class (35 students) was assigned to a comparative group. The experimental group was taught argument-based inquiry using the Science Writing Heuristic (SWH) approach, while the comparative group was taught with the traditional teaching strategy. After implementing this program, the two groups were asked to write summaries using structured argumentation in their writing. The result of this study showed that the experimental group used better argument structure and multimodal representation such as pictures, graphs and examples in evidence than the comparative group. The quality of evidence used in the students' writing was different between two groups. Students of the comparative group only listed fragments of science concepts for evidence to support their claims, but students of the experimental group explained science concepts by giving specific examples. The findings show that argument-based inquiry using the SWH approach was effective on argument structure in students' writing.