• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.110-115
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• 2004

This study investigated the effects of the project approach in science teaching on scientific knowledge and attitudes, science related attitudes of the 6th grade students. Students engaged in the study were divided into comparison group and experimental group. The project approach was applied to the experimental group with various activities while the traditional teaching method was applied to the comparison group with science text book and teacher's guidebook. The data were statistically analysed by SPSS WIN 8.0. The results are as follows: The students of the project approach in science teaching made significant progress in scientific knowledge and attitudes, science related attitudes (p<.05). The students in the project approach was more effective in improvement of curiosity, critical thinking, positive thinking than the traditional teaching method. And the project approach was good for causing interest and helping student's science learning.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• Journal of Korean Tunnelling and Underground Space Association
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• v.21 no.3
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• pp.419-432
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• 2019

Most of deep learning model training was proceeded by supervised learning, which is to train labeling data composed by inputs and corresponding outputs. Labeling data was directly generated manually, so labeling accuracy of data is relatively high. However, it requires heavy efforts in securing data because of cost and time. Additionally, the main goal of supervised learning is to improve detection performance for 'True Positive' data but not to reduce occurrence of 'False Positive' data. In this paper, the occurrence of unpredictable 'False Positive' appears by trained modes with labeling data and 'True Positive' data in monitoring of deep learning-based CCTV accident detection system, which is under operation at a tunnel monitoring center. Those types of 'False Positive' to 'fire' or 'person' objects were frequently taking place for lights of working vehicle, reflecting sunlight at tunnel entrance, long black feature which occurs to the part of lane or car, etc. To solve this problem, a deep learning model was developed by simultaneously training the 'False Positive' data generated in the field and the labeling data. As a result, in comparison with the model that was trained only by the existing labeling data, the re-inference performance with respect to the labeling data was improved. In addition, re-inference of the 'False Positive' data shows that the number of 'False Positive' for the persons were more reduced in case of training model including many 'False Positive' data. By training of the 'False Positive' data, the capability of field application of the deep learning model was improved automatically.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.51-61
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• 2009

The purposes of this study are to analyze the learning contents on the measurement of reaction rate which is introduced in the high school ‘science’ and ‘chemistry II’ textbooks, and to revise the experiment appropriate to the learning contents. We examined 11 kinds of ‘science’ textbooks, 8 kinds of ‘chemistry II’ textbooks and 11 kinds of teacher’s manuals used in Korea and additionally surveyed teachers’ opinions on this subject. Most of textbook and teacher’s manuals described that ‘the reaction rate generally decreases through the time’, teachers’ conception also agreed with it. But most of experimental activities in the textbooks were inadequate to explain the concept that the reaction rate generally decreases with time. We analyzed the reasons and revised the experimental condition to solve this disagreement between the description in textbooks and an experimental result. Then we compared improved experimental result and theoretical prediction data. The improved experiment in this study is expected to help to describe the conception of chemical reaction rate in the textbook more clearly.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.197-203
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• 2017

The purpose of this study is to analyse the characteristics of domestic scientific inquiry related research topics and consequently provide fundamental data and suggestions from a teaching method point of view. The study subjects was collected from the initial issue to the february 2016 issue of academic journals and using the keyword that 'inquiry', 'scientific inquiry'. The framework of Professional factors of teaching practice was developed and used for selecting subjects of study. The selected study subjects were analyzed according to the framework. And Topics of study were categorized and analyzed. The topic was thoroughly debated between 2 science education experts and 4 doctorate candidates within a specialist workshop. Results show that scientific education environments, scientific inquiry evaluation and teaching ability was studied less than education process and textbook analysis, scientific inquiry designing and application. And The research on the topics indicated that most research is concentrated in specific areas. It is postulated that additional research into scientific education environments, scientific inquiry evaluation and teaching ability would further develop the teachers' teaching abilities and enable a more successful science lesson in the classroom.

• Journal of Science Education
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• v.34 no.1
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• pp.33-46
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• 2010

The purpose of this study was to find out the image as science teachers recognized by pre-service science teachers. The data was collected from 312 pre-service science teachers from Kyungpook National University in Daegu and participants were asked to write about the image of science teachers they liked most and least in their secondary school years freely. The result of this research was as follows. The image as science teachers categorized 2 factors: science instructional situation, image of science teacher. Each factor was subdivided into more detailed ones. First of all, 'science instructional situation' category subdivided into lesson style, teaching-learning materials, teaching methods, and class atmosphere. In lesson style, 'experiment' and 'observation' gained the most favorable comments, and questioning-answering gained the least. In teaching-learning materials, print materials such as handouts, worksheets, reports were the most liked, and 'writing on the blackboard' was the least liked. In teaching methods, the 'detailed and systematic explanation of the theory and concepts' was preferred to rote learning and memorization lacking explanation. In class atmosphere, friendly and free atmosphere was the most preferred, and uncomfortable, boring one was the least preferred. Secondly, in 'image of the science teachers' category and 'quality as the teachers' sub-category, thoughtful and considerate teachers who respect students' personality was the most preferred. On the contrary, they didn't prefer teachers who were indifferent and humiliated students. Finally in 'characteristics of the teachers' sub-category, the participants liked clear, energetic voice, and mild expression, and they didn't like formal style, overly fancy clothes, etc. Based on the result of this study, more empirical study on the teachers' image is needed, and the thoughts of educational administrators, students, parents, and teachers should be reflected because an undesirable teacher can be advised and get opportunity to be a better teacher.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.309-316
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• 2021

The purpose of this study is to verify the effectiveness of community-based learning(CBL) on career decision-making self-efficiency of junior college students and explore the meaning. This study was conducted on 68 students and 10 departments participating in the CBL, which was supported by the D University Faculty Learning Development Center in Busan. First of all, does CBL affect the career decision-making self-efficiency for junior college students? Second, what is the meaning of CBL for career decisions for junior college students? The effectiveness of the CBL's before and after application surveys has shown statistically significant changes in the career decision-making self-efficiency. The meaning of CBL for learners' career decisions was derived from "improving understanding through on-site application of theory and creating confidence and commitment in their career paths by providing an opportunity to study." Through this, it can be seen that CBL is worth applying as a teaching method suitable for career guidance of junior college students.