• Journal of The Korean Association For Science Education
• /
• v.32 no.1
• /
• pp.129-145
• /
• 2012

This study investigated factors of creativity and interaction between factors that are revealed when gifted students designed scientific experiments. For this, we firstly developed items which required the written process of designing experiments to explore creativity factors. Then, we used these items as a part for letters of self-introduction to students who applied for 2011 correspondence education of general physics for the Korea Physics Olympiad. 513th letters of self-introduction which were analyzed to investigate factors of creativity in view of creativity definition after researchers' consultation, which specifically means a combination of divergent and convergent thinking. The results were as follows; (1) in the step of hypothesis building, we could not only find Originality and the Flexibility & Fluency, which were factors of divergent thinking, but also Coherency and Elaborateness, which were factors of convergent thinking. (2) in the step of the hypothesis testing, we could explore Originality, Flexibility & Fluency in divergent thinking and Coherency, Reliability, Clarity, Elaborateness in convergent thinking. (3) we also figured out three creativity types of gifted students from the viewpoint that creativity is a consequence of interaction between divergent thinking and convergent thinking; a) Type A showed divergent and convergent factors of creativity in the step of hypothesis building. However, type A did not include divergent factors of creativity on the process of the hypothesis testing. b) Type B had divergent and convergent factors of creativity on the process of the hypothesis testing, but it had not convergent factors of creativity on the step of hypothesis building. c) Finally, in Type C, only divergent factors of creativity appeared on the process of the hypothesis testing, but convergent factors of creativity could be found on the step of hypothesis building and hypothesis testing.

• Journal of The Korean Association For Science Education
• /
• v.33 no.1
• /
• pp.94-113
• /
• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of The Korean Association For Science Education
• /
• v.24 no.3
• /
• pp.519-531
• /
• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.893-910
• /
• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.1
• /
• pp.82-93
• /
• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of the Korean Society for Library and Information Science
• /
• v.30 no.1
• /
• pp.89-123
• /
• 1996

The world has moved from the Cold War between the east and the west and moved toward the age without idealogy. It places emphasis on economic benefit and welfare of its own nation as its main point With this world trend, in order to sam the competitiveness and the reconciliation of the divided nation the north and the south Korea should be united. Once the north and the south are united, information society will be altered with the huge flow of the civilization. At the same time, the issue of how to operate library policies and system, in which effective acquisition, manipulation, accumulation, and dissemination of information un would be very important. From this point of view, the following conclusions are obtained in this study. Firstly, when building a national library preparing for the national unification. it is essential to introduce 1) the concept of policy and system for information society and 2) that of policy and system which has national-culture as its focus. Secondly, it is essential to prepare the cooperative-structure between libraries prior to the national unification. This kind of cooperation should gradually expand to an extent that allows actual benefits such as building union catalog, inter-library loan system, resource sharing, standardized cataloging rules, and exchange of dissertation... etc. Thirdly, developing the library policies and systems for the national unification must be based on the concept of the mutual cooperation as inter-dependent model rather than on the concept of the incorporation-absorption as a dominant model. The next point the principles of the followings in preparing the library policies should be considered: 1) free-competition, 2) revolution of consciousness through the social education, 3) independence and love for humanity, 4) scientific or reasonable thinking, 5) job responsibility, 6) democratic citizenship, 7) mind far collective life, 8) spirit of public interest 9) globalization In addition, the model of the library systems preparing for thenational unification should include the followings : 1) uniformity of library system and its authority, 2) establishment of research institutes for library policy and system, 3) exchange of library establishment and information resources, 4) building library networks, 5) establishment of education systems for the library and information science and enhancement of its quality, 6) modernizing and developing information technology and its transfer. Finally, the libraries in the north and the south has different concepts, goals, information resources, and the different ways of using them. Considering the practical aspects of the libraries and the reasons for their existence, they must structure the mutual cooperative system so as to minimize the shock when confronting the social changes, so-called the national unification.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.3
• /
• pp.69-89
• /
• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.1
• /
• pp.129-149
• /
• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• Journal of Korean Academy of Nursing
• /
• v.29 no.6
• /
• pp.1455-1468
• /
• 1999

The purpose of this study was to investigate the objectives and contents of basic medical sciences at department of nursing in college of nursing, and junior college of nursing, thus ultimately providing the basic data to standardize the curriculum of the basic medical sciences in nursing education. Seventy eight professors who were in charge of teaching basic medical sciences to at 22 colleges of nursing/ department of nursing, and 20 junior colleges of nursing responded to the questionnaires that consisted of the questions regarding objectives and contents, of basic medical sciences. Based on the description of objectives, the description related to nursing, nurse, nursing science was cathegorized as on objective applicable to nursing science, the description related to medicine or clinical medicine as medical model, the description without description related to medicine was cathegorized as knowledge acquisition. The number of schools corresponding to each category were summerized in descending order. The objectives of basic medical sciences were categorized by concepts and number of schools corresponding to the categorized concept. The findings of the study are as follows ; 1. The subjects of basic medical science identified were physiology, anatomy, biochemistry, pathology, microbiology, and pharmacology in most colleges of nursing and junior colleges. Two colleges of nursing/department of nursing (9.1%) and 19 junior colleges of nursing(95%) did not offer biochemistry, 1 college of nursing /department of nursing(5%) did not offer pathology & pharmacology. 2 junior colleges of nursing (10%) did not offer pharmacology, 1 junior college of nursing(5%) did not offer pathology. The other 1 junior college of nursing did not offer microbiology. 2. Objectives of physiology were to acquire knowledge and understanding on human function in both 6 (50%) colleges and 5 junior colleges. Objectives of anatomy were to acquire knowledge on human structure in both 4 (57%) colleges and 2 (50%) junior colleges; knowledge applicable to nursing sciences in both 3 (42.8%) colleges and 2 (50%) junior colleges. Objectives of biochemistry was to obtain knowledge and understanding on biochemistry, and understanding of basic concepts about biochemistry. Objectives of pathology were to obtain knowledge and understanding on pathology in both 4 (57.1%) colleges and 5(62.5%) junior colleges. Objectives of microbiology were to acquire knowledge and understanding on microbiology in both 5(83.8%) colleges and 6(85.7%) junior colleges. Objectives of pharmacology were to acquire knowledge on pharmacology in both 7(100%) colleges and 8(100%) junior colleges. 3. Contents of physiology in 19 (100%) schools were membrane transport, digestion, circulation, nervous system and respiration. In 16(84.2%) were kidney and muscle, that in 13(68.4%) were endocrine physiology. In 11(57.9%) were introduction and that in 9(47.4%) were structure and function of cells. Contents of anatomy in 11(100%) schools were skeletal system, muscle system, digestive system, circulatory system, concepts regarding human structure. In 10(90.9%) schools were endocrine system and nervous system, and in 5(45.5%) schools were blood, urinary system and cell. Contents of biochemistry in 6(100%) schools were history of biochemistry, body regulating factor, bioenergy, health and nutrition, nutrition of cell, energy production system. In 5(83.3%) schools were metabolism of protein and carbohydrate and enzyme, and in 3(50%) schools were metabolism of energy and fat. Contents of microbiology in 13(100%) schools were environment and influenc of bacteria, virus, G(-) rods, purulent cocci, G(+) rods. In 10 (76.9%) were immunity, diphtheria, enterobacteria, and in 9(69.2%) were spirochete, rickettsia and clamydia, and that in 6(46.2%) were sterilization and disinfection. Contents of pathology in 14(100%) schools were cell injury and adaptation, inflammation, respiratory diseases, circulatory diseases. In 10(71.4%) were neurological disorders, in 8(57.1%) were immunity and disease, and in 7 (50%) were tumor and progressive changes. Contents of pharmacology in 15(100%) were cardivascular drugs, introduction to pharmacology, hypnotics, analgesics, local anesthetics, an ticonvulsants. In 12(80%) were drugs activity on sympathetic and parasympathetic nervous system, and in 11(73%) were sulfa drugs, antibiotics, drug abuse and addiction.

• Korea Science and Art Forum
• /
• v.37 no.2
• /
• pp.239-250
• /
• 2019

Along with changes in the industrial structure, revitalizing decrepit or abandoned industrial-age infrastructures are actively under way on a global scale. This study was motivated by an interest in investigating currently idle industrial infrastructures and revitalizing the abandoned passenger ferry terminal in Geoje's Jangseungpo and surrounding areas. The main aims of this study were to examine regional features for the purpose of establishing urban renewal plans and field opinions of the local residents on how to proceed with the restoration of the passenger ferry terminal. To this end, this paper looked into previous case studies of converting decrepit industrial infrastructures into new cultural venues, depending on each region's special circumstances. This paper's findings are as follows: First, as a result of this investigation, the author found that in all cases in Korea and elsewhere revitalization focused on creating modern cultural spaces appropriate for the region while retaining its traditional value. At the same time, they sought sustainable cultural and economic revival. Second, as a result of the investigation on Geoje City's local characteristics, the author found that the surrounding areas' commercial districts were depressed after the terminal's closure. At the time of the investigation, the city government was trying to reopen the terminal as a major port offering multiple international ferry destinations while attracting tourists. Third, as a result of the surveys on the local residents, it was found that more than half of the residents were in agreement with the city government's plan to reopen the terminal and expressed their wishes that they want the terminal to have other uses such as cultural venues. Based on these research results, the author makes proposals, including expanding the passenger ferry terminal and offering cultural spaces within and near the terminal, based on the local residents' opinions and in reflection of local circumstances. As part of this effort, the author also recommends a new brand name and design plan for the new passenger ferry terminal so that Geoje City can improve its local community value.