• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.751-772
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• 2015

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.125-134
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• 2016

The purpose of this study is to explore the relationship between motivational belief about learning science, self-directed learning ability and conceptual understanding of matter change with a quantitative method, assuming that motivational belief and self-directed learning ability might affect conceptual understanding. To do this, the authors investigated middle school students' motivational belief about learning science, self-directed learning ability, and conceptual understanding of matter change using measurement tools based on previous studies, and then analysed the casual relationship between three variables using PLS structural equation model. As a result, three latent variables in this study could be evaluated as appropriated in reliability and validity. And also, self-directed learning ability could affect both the motivational belief and conceptual understanding, while motivational belief could affect only self-directed learning ability but not conceptual understanding. Through this study the authors confirmed that in the context of science learning self-directed learning ability can directly affect conceptual understanding but motivational belief can affect indirectly. This study is significant in that the causal relationship between different variables in science learning could be confirmed in a quantitate manner, and also in that it can suggest PLS structural equation method as a new research methodology in science education research area.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.199-206
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• 2005

지구과학은 실생활과 직접적으로 관련되거나 학생들이 친숙하게 생각하는 많은 개념들을 포함하고 있으며 이런 특성은 과학캠프나 자연탐사 활동에서 지구과학과 관련한 탐구주제가 학생들의 큰 호응을 얻는 사실을 설명할 수 있다. 하지만 정규 수업에서 이루어지는 지구과학 실험 수업은 교과서에 제시된 자료해석 위주의 실험이 많아 학생들의 흥미를 반감시키는 경우가 많으며 자료 측정과정에서 과학자가 느낄 수 있는 중요하고 귀중한 경험을 놓칠수 있다. 그런데 인터넷에서는 해양과 대기, 천문, 지질 각 분야에서 지속적으로 갱신되는 실시간 관측 자료를 제공해 주는 곳이 많으며 이 실시간 자료들을 고등학교의 지구과학 실험에 이용할 수 있도록 학습 프로그램을 개발하면 기존의 자료해석 실험이 가지는 한계를 극복하고 학생들의 지구과학에 대한 호응도를 높일 수 있으며 보다 다양한 탐구 능력을 향상 시킬 수 있다. 이러한 학습 프로그램의 특징은 탐구 중심 혹은 문제 해결 학습을 강조하는 현재의 교육 목표를 잘 반영할 수 있다. 본 연구의 목적은 인터넷에서 제공되는 지구과학 관련 실시간 자료들을 활용할 수 있는 고등학교 지구과학 학습 프로그램을 개발하고 이를 지원할 수 있는 홈페이지를 구축한 후 실제로 수업에 적용하여 교육적 효과를 확인하는 것이다. 연구 결과 실시간 자료를 이용하는 고등학교 학생들을 위한 지구과학 학습 프로그램을 12개의 주제에 대해서 완성했다. 먼저 지구과학실험 시간에 적용할 수 있는 2차시 분량의 학습 프로그램 6주제를 개발했는데 개발 주제는 '지진이 일어나고 있는 곳은 어디인가?', '진앙으로 판의 경계를 결정하기', '진앙의 위치를 찾아라', '암영대를 찾아라', '태양의 자전 주기를 측정하기', '태양활동' 이다. 각 주제별로 수업소개, 학습목표, 과정, 학습자료(학생 활동지, 기타 자료, 수업 내용과 관련한 실시간 자료 제공 사이트 목록), 평가 자료를 만들었다. 학생들의 활동 내용은 <지진이 일어나고 있는 곳은 어디인가?>의 주제를 예로 들면 학생들이 실시간으로 전 세계의 지진활동을 모니터하는 사이트에 접속하여 최근에 지진이 어디에서 일어났는지 알아보고 지난 30일 동안에 일어났던 규모 4 이상의 지진 자료를 다운 받아 세계 지도에 점으로 표시한다. 이 때 학생들은 손으로 진앙의 위치를 지도에 그리는 대신 엑셀의 그래프 기능을 이용하여 지도에 진앙의 위치를 나타내게 한다. 또 개인 과제 연구에 적용할 수 있는 학습 프로그램을 5가지 개발하여 학생들이 특정한 주제에 대하여 탐구 과제를 수행할 수 있게 했는데 개발된 주제는 '태양 활동으로 오로라 예측하기', '국제 우주 정거장을 찾아내자', '한반도 부근의 해양 기상과 해수의 물리적 상호 관계', '일기도 분석을 통한 태풍의 진로 예측', '우리 나라 조석 예측' 이다. 마지막으로 사이버 학습을 통해서 수업 시간의 제약 없이 과제 형태로 처치 가능한 학습 프로그램 개발 했는데 그 주제는 '태풍이 저위도에서 북상하는 이유?'이다. 개발된 프로그램 중 2차시 학습 프로그램은 과학고 중학생 영재반에게, 개인 탐구 과제는 과학고 1학년 학생들에게, 사이버 수업 형태는 과학고 2학년 학생에게 적용시켰다. 실시간 자료 활용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.232-238
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• 2006

This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.57-70
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• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.611-623
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• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• Journal of Science Education
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• v.37 no.2
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• pp.338-347
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• 2013

The purposes of this study were to develop the activity based STEAM education program and to investigate the effects of the developed program on students' interest in science learning. The program was applied to 7th grade science club. This study was planned to single group pre-post test design. Test tool was the questionnaire of interest on science learning. In the results of t-test, there was statistically significant difference on the pretest and posttest of interest in science learning. Also there was significant difference on attitude toward science, recognition and strategy on science learning that were subdomains of interest on science learning. The results indicated that activity-based STEAM education program was effective in improving students' interest in science learning. In future, studies should be conducted that examine the effect of STEAM program on creativity and problem-solving activity. Therefore studies on the effectiveness of activity-based STEAM education programs should be made continuously.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.677-694
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• 2008

Mathematics and science courses have a deep connectednessGnterrelationship). This research analysis their connectedness focused mathematics courses. Textbooks which were used in seventh education process were used in this analysis and the connectedness was further analyzed. From this analysis, three norms study various cases where mathematics courses affect science courses. The three norms are defined by order of curriculum of mathematics and natural science courses that have interrelationship. Lastly, a method to organize to connect mathematics and natural science course is discussed in detail in two aspects. Thorough this research, improvement in study achievement ability is expected by positive effects of mathematics courses to science courses.