• Journal of The Korean Association For Science Education
• /
• v.19 no.3
• /
• pp.448-460
• /
• 1999

Worksheets with various levels are major instructional material in open classroom, but sometimes they have been arbitrarily developed in elementaryschools. Especially, pedagogical elements of science course seem to have been neglected in developing science learning papers. To solve these problems, a model of worksheets was developed considering the contextual nature of science knowledge and educational constructivism. The frame of this model is composed of inquiry skill and context, which are two dimensions of each learning task. The level of each worksheet was determined by the level of inquiry skills and the familiarity of contexts.

• Journal of the Korean Chemical Society
• /
• v.66 no.2
• /
• pp.163-170
• /
• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.201-211
• /
• 2007

The purposes of this study were to examine trends in Korean middle school students' attitudes toward science and the differences in boys' and girls' attitudes toward science as well as to analyze Korean middle school students' attitudes toward science compared to those in Singapore, Chinese-Taipei, Hong Kong, and Japan. In order to achieve these purposes, we analyzed students' survey data on self-confidence in science, interests in science, external motivation for science, and career preference for science collected from TIMSS 1995, TIMSS 1999, and TIMSS 2003. Korean students' interests in science and external motivation for science reduced in TIMSS 1999 and increased again in TIMSS 2003. The amount of change was greater in interests in science. On the other hand, self-confidence in science and career preference for science consistently declined from TIMSS 1995 to TIMSS 2003. Self-confidence in science among boys and girls was similar in TIMSS 1995 and 1999. But self-confidence of girls in science declined rapidly from TIMSS 1999 to 2003, while self-confidence of boys in science remained almost the same. Trends of interests in science were similar between boys and girls; they declined in TIMSS 1999 and increased again in TIMSS 2003. External motivation for science of both boys and girls increased, and the increase among girls was greater. The percentage of boys who wanted to have a job using science consistently declined from TIMSS 1999 to TIMSS 2003, while the percentage of girls declined in TIMSS 1999 and increased in TIMSS 2003 again. The results from an international comparison with other Asian countries having similar cultures showed that Korean students' self-confidence in science, career preference for science of middle school students was the lowest.

• 한국과학교육학회:학술대회논문집
• /
• 2009.02a
• /
• pp.56.1-56.1
• /
• 2009

• 한국과학교육학회:학술대회논문집
• /
• 2009.02a
• /
• pp.65.1-65.1
• /
• 2009

• 대한지구과학교육학회:학술대회논문집
• /
• 2011.01a
• /
• pp.15-16
• /
• 2011

• The Science & Technology
• /
• no.7 s.434
• /
• pp.94-97
• /
• 2005

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2013.07a
• /
• pp.199-201
• /
• 2013

본 논문에서는 학생들의 과학 교과에서 학생들의 흥미와 학업성취를 향상시키기 위해 컴퓨터 시뮬레이션을 이용한 융합인재 교육 프로그램을 개발 하였다. 최근 디지털 기술의 고도화로 인해 다양한 정보통신 기술과 지식의 융합을 교육 환경에 적용하는 스마트러닝에 대한 관심이 증가하고, 학생들은 모바일 기기의 접근성에 대한 인식이 확대되고 학교 현장에서는 모바일 기기와 교육용 프로그램을 활용한 학습이 활성화 되고 있다. Algodoo는 2D기반 시뮬레이션 프로그램으로 다양한 물리적인 효과를 태블릿과 컴퓨터로 시뮬레이션 할 수 있으며, 웹에서 다양한 물리적인 효과나 원리에 대한 학습내용을 참고 할 수 있다. 교수 학습자료는 2009 개정교육과정 초등 과학에 나온 내용을 분석 후 실생활과 관련된 주제를 선정하여 학생들의 흥미와 이해를 향상시키도록 하였다. 또한 학생들은 개별학습과 협력학습을 통해 학습할 수 있으며, 학습 후에는 학생들이 시뮬레이션을 설계 및 실행하여 평가 및 반성을 할 수 있게 하였다.

• Journal of The Korean Association For Science Education
• /
• v.25 no.3
• /
• pp.371-381
• /
• 2005

In this study recent trends of research about beliefs in physics education were discussed and cultural approaches were suggested. Cultural aspects in the contexts of science education were discussed and diverse aspects of beliefs in physics education-beliefs about nature, physics, learning physics, value and expectation, and learning physics-were analyzed considerating cultural aspects. Finally, directions for future studies about beliefs and cultural approaches in physics education were suggested.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2013.05a
• /
• pp.250-253
• /
• 2013

최근 카메라 영상을 이용한 제스처 인식 관련 연구가 활발히 진행되고 있다. 카메라 영상을 이용한 제스처 인식에서 많이 사용되는 학습 알고리즘에는 확률 그래프 모델인 HMM과 CRF 등이 있다. 이 학습 알고리즘들은 다차원의 연속된 실수 데이터를 가지고 모델을 학습하면 계산량이 많아진다. 본 논문에서는 팔 관절 위치 데이터를 k-평균 군집화 과정을 거쳐 1차원의 시계열 데이터로 변환 후, 제스처별로 HMM 모델을 학습하는 방법을 제안한다. 키넥트 센서를 통해 얻은 팔 관절 위치 데이터에 k-평균 군집화를 적용하여 1차원 시계열 데이터를 생성하고, 이를 HMM의 학습 및 인식에 사용한다. 본 논문에서 제안하는 방법의 성능을 분석하기 위하여, 다른 시계열 학습 알고리즘인 AP+DTW를 이용한 방법과의 비교 실험을 포함해 다양한 실험들을 수행하였다.