• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.99-113
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• 2006

In this study, Korean middle school student science achievement results in the "Trends in International Mathematics and Science Study" (TIMSS 2003) were analyzed according to international benchmarks, content area, gender and student attitudes toward science. Overall Korea ranked the third internationally and had a mean score of 558. Korean students achieved top ranking in physics, but fell to the ninth place in chemistry. Unliked their counter parts in similar countries such as Singapore and Chinese Taipei, Korean students did not reach the highest benchmark. Compared to previous assessment, Korean girls showed improved performance; however, significant gender differences still exist in Korea; apparent from the better performance of boys than girls in the study. It is also noteworthy that Korean students were found to have the lowest self-confidence in learning science, a lower valuing science, and less enjoying learning science even though they produced high achievement scores.

• Journal of Science Education
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• v.39 no.2
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• pp.290-305
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• 2015

In this study, we analyzed exhibitions and programs of Daegu National Science Museum in terms of levels of science communication and domains of scientific literacy. Also, we surveyed visitors' perceptions on the exhibitions. As results of analysis on science communication level, 48.3% of exhibitions and programs corresponded to the 1st generation level, 49.0% corresponded to the 2nd generation level, and 2.7% corresponded to the 3rd generation level. In terms of domains of scientific literacy, the contents on 'design world' and 'the nature of technology' got a majority. Also, the results of visitors' perceptions on the exhibitions showed they preferred active exhibitions, that is the 2nd generation. It is recommended to develop more 3rd generation exhibitions and programs based on the paradigm shift about the role of science museums. And it is also recommended to carry out the task to raise consciousness of citizens about scientific literacy and science communication.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.917-928
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• 2012

The purpose of this study is to survey and compare of the science gifted and the mathematics gifted students at elementary school's 171 students who live in the Seoul city, using Attitude Assessment Tool and Learning Motivation in Science. The analytical results of the collected data are presented as follow; Firstly, there was no difference between science gifted and mathematics gifted in the attitude, value, social meaning, and attitude toward science subject and learners mostly have a positive attitude toward science but, there was difference in the preference of the science gifted and mathematics gifted. Science gifted's preference toward science subject is higher than mathematics gifted students. Secondly, there was no difference in the attention, self-efficacy, and contentment in learning motivation in the science but, there was difference between science gifted and mathematics gifted in the relevance.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.9
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• pp.1973-1979
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• 2009

This dissertation was aimed at finding an implication of selecting and educating the gifted of information science discovering features of gifted learner in the field of math and science and the gifted of information science through comparative analysis of observing evaluation for the gifted of information science. Subjects of the study are foundation course learners of University Science Education Institute for the Gifted in the field of physics, earth science, math, information science. We have compared the features of learners of each field through one-way ANOVA about an observing evaluation for one year. In consequence, information science learners showed mostly different features from physics and earth science learners in details of an attitude area and a problem solving area. And an analysis of each subject of information science learners showed that the test of attitude area in the fields of math and information was relatively superior to that of science. On this, the researcher concluded that there must be features of the gifted on information science and their difference from gifted learners in math and science was caused by learner levels and features of each field. Based on the result of this study, we expect that we can imply it to selecting and educating the gifted of information science.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.360-366
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• 2015

The purpose of this study was to find out the effects of STEAM program on affective domain in high school students. For this purpose, we developed a STEAM program based on 'Landslide and Life' and applied it to 16 members of science club in high school for 7 weeks. We conducted a pre- and post-test of students' scientific attitude in affective domain. We also conducted a survey and in-depth interview about the STEAM program after the implementation of the program. Regarding scientific attitude, the STEAM program found positive on students' increased interest, value, confidence, and general attitude about science. Results of the program evaluation questionnaire, depicted that the most response was made to an item that the program was much helpful in affective domain and that there were positive changes in cognitive domain.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.405-414
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• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.525-539
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• 2002

The purpose of the study was to assess science achievement of 11th grade students. Science achievement was assessed in knowledge and inquiry domains. The knowledge domain included three sub-areas including memory, understanding and application. The inquiry domain was divided into four sub-areas involving identifying problems, designing inquiry, data analysis and drawing conclusions. The results indicated that overall science achievement of the 11th grade students who participated in the study was at the proficient level. Regarding the knowledge domain, the achievement in the understanding and application areas was at the proficient level, and the achievement in the memory area was at the basic level. In the inquiry domain, the achievement in all the sub-areas except the identifying problems area which was at the basic level was at the proficient level. There were no gender differences in overall science achievement. However, gender differences were found in all the sub-areas except the application area and varied across the sub-areas. Also, there were significant differences in science achievement among regions.