• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.55-62
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• 2014

This study is to reclassify the classifications or definitions of scientific literacy in scientific literacy researches since 1960s and grasp the classification trends of scientific literacy definitions. Sixteen articles have been selected among the articles that have been introduced in the two articles. Classification criteria are as follows: 1) "be learned," "competence," or "be able to function in society" as meanings of "literate," 2) "terms" or "description" as the ways of representing scientific literacy, 3) "singular structure," "hierarchical structure," or "parallel structure" as the inner structure of scientific literacy definitions. The results of this study are as follows: First, hierarchical structures in scientific literacy have almost always accompanied "terms" representing scientific literacy and also accepted the hierarchy between "be learned" and "competence," but not the definition of scientific literacy as functioning in society. All parallel structures in scientific literacy have accompanied the definition as functioning in society. And singular structure almost always appears in researches based on the views of scientific literacy in relatively recent times. Second, researches who have used "terms" as ways of representing scientific literacy have increased. Based on the results in this study, the meanings of scientific literacy have been emphasized in view of the ability of playing a role in a social context as well as learning and competence these days. To meet this movement in scientific literacy actively, science education community should get out of traditional teaching and learning scientific concepts and give emphasis on application in various context and social role of science learners.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.15-30
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• 2022

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.

• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• 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 Korean Library and Information Science Society
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• v.53 no.2
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• pp.95-115
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• 2022

The purpose of this study is to transform the sub-categorization terms of the National Science and Technology Standards Classification System into technical keywords by applying a machine learning algorithm. For this purpose, AttentionMeSH was used as a learning algorithm suitable for topic word recommendation. For source data, four-year research status files from 2017 to 2020, refined by the Korea Institute of Science and Technology Planning and Evaluation, were used. For learning, four attributes that well express the research content were used: task name, research goal, research abstract, and expected effect. As a result, it was confirmed that the result of MiF 0.6377 was derived when the threshold was 0.5. In order to utilize machine learning in actual work in the future and to secure technical keywords, it is expected that it will be necessary to establish a term management system and secure data of various attributes.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.89-97
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• 2008

The purpose of this study was to design a system of web-based discovery learning and testify its effectiveness, in order to complement the difficulties of discovery learning considered to be hard to be applied to the school education because of shortage of time and materials, though discovery learning is one of inquiry learning emphasized in the 7th national curriculum of elementary science. As for the process of testifying, it compared the differences between comparative group with normal discovery learning model and experimental group with web-based system of discovery learning model, targeting the subject of extending spring among the 4th grade science. As a result, the experimental group achieved higher academic performance compared to the comparative group applied to the normal discovery learning model.

• 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 Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.203-211
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• 2018

The purpose of this study is to investigate the effects of Project-Based Learning on Science Concepts and Science Learning Motivation. This particular study was proceeded to 4th grader at S elementary school, there was a mutual agreement with a homeroom teacher about assigning a research group and comparison group and it was agreed to students by explaining the reason and purpose of the study. There searcher visited in person to pick 22 students for research group and another 20 students for comparison group. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of Project-Based Learning. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, Science Concepts and Science Learning Motivation were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of Project-Based Learning method in a class was effective in improvement of Science Concepts acquisition. Second, the application of Project-Based Learning method in a class was effective in cultivation of Science Learning Motivation. Third, the application of Project-Based Learning method in a class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Project-Base Learning to various science lessons and learning effects can be suggested as one of the new teaching methods. Second, the use of the Project-Based Learning to test the effects of elementary school students' different grades may be regarded as another teaching method for science class.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.881-898
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• 2013

The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students' inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.