• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.343-352
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• 2015

This study is to discover the diverse issues related to Self-Directed Learning Screening (SDLS) and draw implications by analyzing its critical points. Using content analysis and interviews with admission officers, tentative issues were finalized and reviewed by researchers and educators. A Survey was developed based on the 96 issues after having evidence of content validity using the Delphi method. To conduct survey, e-mails were sent to admissions officers in twenty science specialized high schools. They were asked to response to questions about perceptions of critical issues and if there are any issues in their schools. Using mean scores of two factors based on its critical issues and frequencies, a two-dimensional classification table for each type was presented. Four critical issues for each type were discovered. The first type indicates minor issues that include 28 items that were less than the overall mean scores in terms of critical issues and its frequencies. The second type indicates tentative issues that include 29 items that were greater than the mean score in critical issues but less in its frequencies. The third type indicates general issues that include 17 items that were less than the mean score in critical issues but greater in its frequencies. The last type indicates critical issues that include 22 items that were greater than the mean scores in two factors. The discovered results of critical issues and its types in this study can be considered a core part of the screening process in schools, especially, critical issues should play an important role in the process of admission screening planning.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.88-97
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• 2005

The purpose of this study was to investigate explanations of science textbooks and science teachers' conceptions related to freezing point depression phenomenon. Seven kinds of middle school science textbooks and five kinds of high school chemistryII textbooks were analyzed for the purpose. The teachers' conceptions were searched by a questionnaire developed in this study. The subjects were 146 science teachers. The explanation types of science textbooks were divided into two; 'Description of the phenomenon' and 'Vapor pressure lowering'. The explanations in most of middle school science textbooks and high school chemistryII textbooks belong to 'Description of the phenomenon' and there was no explanation of the reason. The graphs related to depression of freezing point were diverse, too. Most of the science teachers also did not have scientific conception. The percentage of the teachers who thought that the cause of freezing point depression was blocking of solute in solution was high. But the teacher could not find meaningful relation the 'Blocking of solute' explanation represented for elevation of boiling point with depression of freezing point. It is insisted that entropy concept is need to explain depression of freezing point phenomenon in this study.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.59-69
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• 2007

The aim of this study was to investigate teachers' perceptions on MBL (microcomputer-based laboratory) experiment training program for teachers, the expecting effects of MBL experiment and application of MBL experiment after conducting MBL experiment training for science classes in schools. This study showed that most of the teachers who participated in the training program thought that the MBL experiment training program was very useful and instructive. Many teachers considered that MBL experiments using a computer could decrease time spent in the experiment by accurate and fast data collection and analysis. They also thought that the reduced time could be used more effectively in the analysis of experimental data and discussion activities leading to correct concept formation as well as in the development of graphical analysis and science process skills. However, they thought that MBL experiments were ineffective in learning how to operate experiment apparatus. This study also revealed that most teachers intended to apply MBL experiments in real classrooms context right after the training course and they pointed out many obstacles in introducing MBL experiments into their classrooms such as a budget to purchase equipment, poor laboratory conditions, and few MBL experiment training opportunities. In order to apply MBL experiment into the real classrooms, further changes were suggested as follows; development of technologies to reduce unit cost of equipment for MBL experiments, production and supply of many kinds of sensors, development of MBL experiment materials, and expansion of the training program for teachers.

• Culinary science and hospitality research
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• v.16 no.2
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• pp.367-381
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• 2010

The principal objective of this study was to compare domestic and foreign learning(science) classification systems for foodservice and culinary majors, and to identify any problems with the domestic learning classification system. This study entailed a comparison of domestic and foreign versions of scientific systems addressing hospitality management. This study involved content analysis, which proved to be a useful method for comparing secondary data, and was used to evaluate the science classification systems of the Korea Research Foundation, Korea Science and Engineering Foundation(Korea), National Science Foundation, Oracle Corporation(America), Natural Science and Engineering Research Council(Canada) and the Australian Bureau Of STATISTICS(Australia). As a result, the Korean classification systems were identified as being based on a hierarchical stepwise system, whereas those of other countries were classified on the basis of nominal classifications. The initial research conducted in this study lays the groundwork for effective learning classifications for foodservice and culinary majors in the future.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.204-213
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• 2002

In this study, the students' responses on the items of chemistry II in the College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 was investigated. The number of applicants and mean score of chemistry II, average percent correct by contents and inquiry process, and the items with high and/or low percent correct are analysed and discussed. The percentage of applicants for natural science track is reduced each year. However, more than 25% of natural science track applied to chemistry II, which ranked second to biology II. The mean score of chemistry II was increased in 2001 along with those of other subjects. There is no difference in average percent correct either by contents or inquiry process. Students performed generally poor at solving test items relating to 'colligative properties of solution' such as 'boiling point elevation' or 'osmotic pressure', and very well at solving test items relating to 'reaction rates'. Educational implications are discussed.