• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.253-269
• /
• 2020

This study aims to develop items to diagnose pre-service physics teachers' understanding of the conceptual knowledge of modern physics, based on the achievement criteria presented in the 2015 revised national science curriculum, and to identify the validity and reliability of the newly developed items. Data were collected from 467 pre-service physics teachers in the Physical Education Department or Science Education Department (Physics Education Major) of 15 universities across the nation. In this study the content validity, substantive validity, the internal structure validity, generalization validity, and the external validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there was no nonconformity in the 23 items. The internal structure validity was confirmed by the standardized residual variance analysis, which shows that the 22 items was unidimensional. The generalization validity was confirmed by differential item functioning (DIF) analysis about groups lectured or not modern physics/quantum mechanics. In addition, item analysis and test analysis based on classical test theory were performed. The mean item difficulty is 0.66, mean item discrimination is 0.47 and mean point biserial coefficient obtained was 0.41. These results for item parameters satisfied the criteria respectively. The reliability of the internal consistency of the KR-20 is 0.77 and the Ferguson's delta obtained was δ = 0.972. By Rasch model analysis, the item difficulty (item measures) was discussed.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.40 no.4
• /
• pp.253-259
• /
• 2013

This study aimed to evaluate the courses of pediatric dentistry based on correlation analysis between scores of objective structured clinical examination (OSCE) and related subjects for 79 fourth-year students. The score of theory were related to preclinical (r = 0.449, p = 0.000) and clerkship (r = 0.437, p = 0.000) each, but the scores of clerkship were not related to OSCE. To make the students skillful for clerkship, more professor's firsthand teaching on treating patients and adequate numbers of clinical professors are required. Patients who come to the university dental hospital prefer to be treated by professors rather than students. In these circumstances, educational conditions should be arranged by ensuring the number of professors for teaching students to improve their clinical competence through direct instruction and feedback to students. In addition, pragmatic improvement plans, which allow continuous education and evaluation about basic techniques to be examined in the clinical practice course, should be compromised with the more concrete evaluation of the curriculum in order to evaluate theoretical knowledge and technical trainings to be well exercised and deepened in the practical clinical field.

• Journal of The Korean Association For Science Education
• /
• v.43 no.1
• /
• pp.49-57
• /
• 2023

The purpose of this study is to analyze the school biology curriculum of the Royal Society of Biology (RSB) for school biology education in the United Kingdom (UK), and to examine the implications for Korean school biology education. The RSB school biology curriculum consists of three dimensions (the practices of biology, the concepts of biology, and the application of biology) and seven big questions. The contents of RSB school biology curriculum are structured according to age, 5-11, 11-16, and 16-19. The practices of biology of the UK RSB school biology curriculum emphasize biology activities should be linked to other communities and communicated and shared through evidence-based discussions. The concepts of biology dimension of the UK RSB school biology curriculum systematized the contents to be detailed considering school-level and ages with 5-7, 7-11, 11-14, 14-16, and 16-19 years old. The UK RSB biology curriculum is composed of human health, biological structure and function, biological growth and reproduction, and biological coexistence, showing a significant difference from Korean national curriculum when comparing the content elements with the core concepts of biology. In terms of the application of biology of the RSB school biology curriculum, three themes were commonly applied to all students, regardless of school level or age, such as development of application methods to promote health and environmental welfare, evaluation of the impact and application of biology knowledge. However, the content elements of the three themes were systematized according to the ages of 5-11, 11-16, and 16-19 years old. It is necessary to reorganize the contents of biology curriculum in Korea by referring to the content system of the UK RSB biology curriculum and to research ways to strengthen connectivity according to age or school level as well as dimensions and big questions.

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.514-525
• /
• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Journal of The Korean Association For Science Education
• /
• v.43 no.6
• /
• pp.495-507
• /
• 2023

Teachers often encounter challenges in supporting students with question generation and the development of investigation plans in sensemaking activities. A primary challenge stems from the ambiguity surrounding how students apply their conceptual understandings in this process. This study aims to explore how students apply their conceptual understandings to generate questions and design investigation processes in a sensemaking activity. Two types of student group activities were identified and examined for comparison: One focused on designing a process to achieve the goal of sensemaking, and the other focused on following the step-by-step scientific inquiry procedures. The design of investigation process in each group was concretized with epistemic criteria used for evaluating the designs. The students' use of conceptual understandings in discussions around each was then examined. The findings reveal three epistemic criteria employed in generating questions and designing investigation processes. First, the students examined the interestingness of natural phenomena, using their conceptual understandings of the structure and function of entities within natural phenomena to identify a target phenomenon. This process involved verifying their existing knowledge to determine the need for new understanding. The second criterion was the feasibility of investigating specific variables with the given resources. Here, the students relied on their conceptual understandings of the structure and function of entities corresponding to each variable to assess whether each variable could be investigated. The third epistemic criterion involved examining whether the factors of target phenomena expressed in everyday terms could be translated into observable variables capable of explaining the phenomena. Conceptual understandings related to the function of entities were used to translate everyday expressions into observable variables and vice versa. The students' conceptual understanding of a comprehensive mechanism was used to connect the elements of the phenomenon and use the elements as potential factors to explain the target phenomenon. In the case where the students focused on carrying out step-by-step procedures, data collection feasibility was the sole epistemic criterion guiding the design. This study contributes to elucidating how the process of a sensemaking activity can be developed in the science classroom and developing conceptual supports for designing sensemaking activities that align with students' perspectives.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.13-33
• /
• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2015.05a
• /
• pp.394-394
• /
• 2015

급격히 변화하고 있는 산업화와 도시화로 지구 온난화 현상으로 기상이변의 발생빈도가 높아졌고 기후가 불안정하여 예전보다 많은 집중호우가 발생하면서, 홍수로 인한 제내지 침수가 발생되기도 한다. 기후변화로 인한 수재해에 대응하기 위하여 하천 호소 수리 예측 모형의 개선이 필요한 실정이다. 하지만, 자연하천 유역의 강우-유출 상관관계와 지표면 유출현상 및 하도 수리 특성을 자연현상의 복잡성, 강우발생의 시간적 공간적인 발생과정의 임의성, 정확한 해석방법 및 확률 분석에 따르는 불확실성 들을 토대로 단순한 이론과 제한적인 경험공식 등에 의해서 해석, 재현 및 평가를 한다는 것은 매우 어려운 문제이다. 최근 IT 기술의 발전과 더불어, 많은 연구자, 엔지니어들이 기존 수리 수문학적 지식과 IT기술을 융합하여 복잡 다단한 수자원 환경 문제를 해결하고자 한다. 이와 같은 최근 연구 동향에 의거하여, 본 연구에서는 HEC-RAS, TELEMAC-2D 1, 2차원 수리 모형을 연계하여 하천 흐름 분석 및 홍수 범람 해석에 적용하였다. 본 연구에서는 HEC-RAS, TELEMAC 모형을 적용하여 2012년 태풍 '산바(SANBA)'로 인해 홍수 피해를 입은 고령군에 위치한 낙동강 본류 회천 유역(상류 회천교 ~ 하류 도진교)의 하도 내 흐름 분석과 하천 인근 제내지 홍수범람을 예측하였다. 범람해석에 필요한 지형자료를 기초로 하여 각 지형의 조건에 맞게 수치자료를 이용하여 작성하였고, 수자원 정보를 이용하여 유랑, 수위 등 시계열자료를 지류 및 상 하류의 경계조건으로 설정하고, 조도계수 등 하천 기본정보들을 입력하였다. HEC-RAS 모형은 회천교부터 도진교까지 전구간에 대한 종단면과 횡단면별 홍수침수범위 및 홍수위 크기 등 거시적인 1차원 수리해석에 적용하였고, TELEMAC 모형은 HEC-RAS 시뮬레이션 결과를 바탕으로 HEC-RAS에서 나타내기 힘든 2차원 흐름특성, 침수현상 등 일부 범람 구간에 대해 수리해석에 적용하였다. HEC-RAS 시스템은 수공구조물들의 영향과 하천의 영향을 종 횡단면으로 다양한 홍수침수 범위를 1차원으로 나타 낼 수 있으며, TELEMAC 시스템 수리 모의를 통해 얻어진 결과는 유속, 유량, 수심, 하상고 높이 등 2차원으로 나타낼 수 있다. TELEMAC 시스템을 활용한 2차원 분석은 실측자료와 비교적 유사하고 시각, 공간적으로 이해하기 쉽게 표현되므로, 모형 적용성이 우수한 것으로 판단된다. 향후 유역 해석을 위한 수치데이터, 수위, 유량자료를 확보하여 HEC-RAS, TELEMAC 1, 2차원 연계 모형을 적용 한다면, 하천 준설, 하천 구조물 설치, 홍수피해 등 전반적인 하천관리 계획에 활용할 수 있을 것이라 판단된다.

• Journal of The Korean Association For Science Education
• /
• v.33 no.1
• /
• pp.63-78
• /
• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.3
• /
• pp.291-301
• /
• 2019

The purpose of this study is to develop HTE-STEAM program using natural disasters for high school students and to verify their attitude and satisfaction with STEAM. We developed the HTE-STEAM program utilizing natural disasters and tested the effectiveness of 243 students from G High School and N High School. For data analysis, a single group pretest and post response t-test were conducted to verify the effects on attitudes and satisfaction with STEAM. The research results are as follows. First, we developed STEAM education programs for high school students by selecting the topic of "natural disasters" in the area of earth science and flying drones as lifesaving drones. The six-hour program was designed to give students the experience to solve problems by applying essential knowledge related to natural disasters and drones, and what they learned in other situations. Second, there was a significant statistical test result in the t-test of the corresponding sample by the difference between the pre and post score of the STEAM attitude test (p <.05). The drone-based HTE-STEAM program had a significant improvement in the overall attitude toward STEAM education, which consists of seven subfactors. Third, in the HTE-STEAM satisfaction test, the average value of the lower job offer was 3.64 ~ 3.76, which showed a positive response overall. It is judged that the students' satisfaction is improved through the students' understanding of the problem situation and the design of creative convergence and production process.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.872-881
• /
• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).