• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.632-648
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• 2002

The purpose of this study was to investigate a process of change which was made by a science teacher for one-year long in-service education program in terms of constructivist teaching behaviors and beliefs. The in-service program was featured by the use of learning cycle model and Science-Technology-Society approach. One of science teachers, who attended an one-year long in-service program was selected for this study. She developed three teaching materials for the duration. The three teaching materials were analyzed to find components of Science-Technology-Society and the integration of science content and real life context. Also, an interview was performed to assess changes in her perspectives on science, science teaching and science learning through the program. The first material was constructed in the form of learning cycle with little emphasis on STS. The second material was embedded with personal matters such as a refrigerator. The final one was shown to be organized with science content in a personal context and with focus on the role play. The interview also showed that her perspectives on science and science teaching have changed toward the constructivist's during the participation in the in-service program. It is suggested that a long-term in-service program should be developed and implemented so that the science teachers may become constructivist teachers.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1300-1311
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• 2013

The purpose of this study is to investigate pre-service science teachers' difficulties in the 'inquiry mentoring' program, which was developed to improve pre-service science teachers' inquiry teaching ability. For this study, I developed the 'inquiry mentoring' program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept 'mentor diaries' and wrote 'mentoring reports' at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, pre-service science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students' inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students' differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the 'inquiry mentoring' program.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.169-177
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• 2015

Since socioscientific issues (SSI) reflect various characteristics of new technologies designed to meet the incessant human needs in the contemporary society, this study explores the feasibility of adapting nature of technology (NOT) to analyze students' socioscientific decision-making. To achieve the aim, forty-five college students enrolled in a liberal arts course on science and technology studies participated in the study and responded to a GMO (golden rice) scenario in a written form. Four major viewpoints were identified from their writing: 1) is the technological artifact able to solve a societal problem?, 2) are there some alternatives to solve the societal problem?, 3) what kinds of side effects or flaws could turn up during distribution and consumption of the technological artifact?, and 4) can we cope with the technological uncertainty? We revisited the viewpoints within the NOT framework (technology as a 'fix,' cultural context and role of values, technological trade-offs, technology as a system, and technological progression). As a result, unlike NOS, NOT were quite explicitly represented in their decision-making and students' level of understanding on NOT varied. It indicates that NOT can be a promising construct for cultivating informed SSI decision-making.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.94-106
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• 2010

In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.331-339
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• 2008

The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.39-55
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• 2024

This study aimed to examine research trends related to Natural Language Processing (NLP) in science education by analyzing 37 domestic and international documents that utilized NLP techniques in the field of science education from 2011 to September 2023. In particular, the study systematically analyzed the content, focusing on the main application areas of NLP techniques in science education, the role of teachers when utilizing NLP techniques, and a comparison of domestic and international perspectives. The analysis results are as follows: Firstly, it was confirmed that NLP techniques are significantly utilized in formative assessment, automatic scoring, literature review and classification, and pattern extraction in science education. Utilizing NLP in formative assessment allows for real-time analysis of students' learning processes and comprehension, reducing the burden on teachers' lessons and providing accurate, effective feedback to students. In automatic scoring, it contributes to the rapid and precise evaluation of students' responses. In literature review and classification using NLP, it helps to effectively analyze the topics and trends of research related to science education and student reports. It also helps to set future research directions. Utilizing NLP techniques in pattern extraction allows for effective analysis of commonalities or patterns in students' thoughts and responses. Secondly, the introduction of NLP techniques in science education has expanded the role of teachers from mere transmitters of knowledge to leaders who support and facilitate students' learning, requiring teachers to continuously develop their expertise. Thirdly, as domestic research on NLP is focused on literature review and classification, it is necessary to create an environment conducive to the easy collection of text data to diversify NLP research in Korea. Based on these analysis results, the study discussed ways to utilize NLP techniques in science education.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• Health Communication
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• v.13 no.2
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• pp.205-216
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• 2018

Background: The purpose of the study was to analyze the contents and importance of clinical practicum education in adult health nursing. Methods: This is a descriptive study using content analysis for identifying the items of clinical nursing checklists gathered from 13 university nursing programs accredited by Korean Accreditation Board of Nursing Education. Items in the checklist were standardized in accordance with the Nursing Intervention Classification (NIC) and categorized into simple-technical skill, complex-technical skill, and disease-specific care. The perceived significance of each item was examined by surveying nurses who in charge of nurse education from various clinical setting. Results: A total of 182 items in the clinical practicum contents were analyzed, and the terminologies of each item were variously described among nursing schools. Fifty percent of the total items were categorized into simple-technical skill. In terms of clinical importance, expert validity results showed that nurses considered infection control, infection protection, and fall prevention as the most significant items, which was not the same as the most common items in the clinical nursing checklist. Conclusion: These findings suggest that standardized nursing terminologies are needed to describe a nursing practicum checklist. Clinical importance of each item in the checklist should be taken into consideration in developing a clinical nursing checklist to assist the students in achieving the competencies as a clinical nurse.