• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.673-685
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• 2007

The purpose of this study was to investigate Earth Systems Understandings (Mayer, 1991) and Earth Systems meaning generation reported by science-talented students who participated in a geological field trip. The eight (4 female and 4 male students) field trip reports were randomly selected among all the reports written by twenty eighth-grade students who joined Shiwha-Lake field trip in Korea. The three-step program, including preparation, field trip, and summary, was provided to the students in order to facilitate meaningful learning through outdoor teaming activities. Seven Earth Systems Understandings and thematic types (Keys, 1999) were used to analyze the reports. The results of this study indicated thai aesthetic views and stewardship toward the Earth, which were the most distinguishing characteristics in Earth Systems Education, were reflected on most of the reports. The results also showed that the students tried to represent their understandings in such a type as meaning extension, meaning enhancement, or meaning elaboration. Overall, many students used 'knowledge-telling' process with a long list of observations and facts, whereas a few students used higher-order 'knowledge-transforming' process by coordinating their findings with interpretations and reasoning in their writings.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.4
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• pp.603-613
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• 2017

The purpose of this study was to develop an scientific inquiry learning module by applying ESD and to verify its effect so that students could understand sustainable development and geology concepts by reconstructing the contents of the geology related unit. For this purpose, the "Volcanoes and Earthquakes" unit in the 3-4 grade group of the Korea national curriculum was selected and the scientific inquiry learning module was developed. The developed inquiry learning module consisted of one textbook and one teacher 's guidebook, and it was put into one class of elementary school to verify the effect. As a result, the teacher said that it was good to be taught contents of ESD and it was useful because of the concreteness of inquiry activities. The students responded that they were interesting because developed textbook is more often the interesting picture and activity than traditional textbook. And the students responded that 'ESD' has been an opportunity to be interested in science.

• Korean Journal of Cognitive Science
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• v.14 no.3
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• pp.13-21
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• 2003

This study presents a design of Teachable Agent(TA) and its theoretical background. TA is an intelligent agent to which students as tutors teach, pose questions, and provide feedbacks using a concept map. TA consists of four independent Modules, Teach Module, Q&A Module, Test Module, and Resource Module. In Teach Module, students teach TA by constructing concept map. In Q&A Module, both students and TA ask questions and answer questions each other through an interactive window. To assess TA's knowledge and provide feedback to students, Test Module consists of a set of predetermined questions which TA should pass. From Resource Module, students can search and look up important information to teach, ask questions, and provide feedbacks whenever they want. It is expected that TA should provide student tutors with an active role in learning and positive attitude toward the subject matter by enhancing their cognition as well as motivation.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.247-261
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• 2002

This study suggests that the contents and methods focusing on the leamer's geographical experience of everyday life and environments, are very effective for teaching and teaming in geography subject matter. The contents have to be selected and structurized from private geographies about their region of everyday life for teaming abstractive and scientific concepts of geography. Scientific concepts of geography, i.e. geographical concepts become 'scope'for selecting the contents and these systematic structure substitutes 'sequence'. The criteria by which selected contents of teaching and teaming based on everyday life may consist of three elements: region as leamer's place for everyday life; concrete experience of the place; and leamer's changing geographical experiences.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.1
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• pp.159-179
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• 2019

The purpose of this study is to re-approach the concept of data literacy, to describe the differences with other literacies along with the redefined concept of data literacy. Also, it is tried to find out why and how to use data literacy for library and information services. Research has shown that data literacy plays a central role in interacting with other literacy concepts, and should be understood as a data-driven problem-solving ability that is essential for the future human society. Based on these concept definitions, we propose the application of data literacy to library information service in terms of education service and research support service. In this study, data literacy is defined as the ability to utilize data needed by users in a data - based society, is to explain why data literacy is the ability to utilize data for users in modern society by distinguishing differences from other literacy. This concludes with a discussion and proposal on what library information services can be implemented.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.415-429
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• 2011

In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.

• Journal of Science Education
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• v.37 no.2
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• pp.359-373
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• 2013

This study is aimed to find out the effect after the development and application of the STEAM teaching-learning program for science gifted elementary school students. The validity of the developed program was verified by three experts. The program consists of a total of eight classes and eight days were carried out. Recorded lessons, class observation journal, and recorded interview transcription data were measured and then analyzed the effect. 'Present situation' is a very important step was confirmed. The degree of understanding of a given situation affected to task commitment, the formation of scientific concepts, creative design and deliverable.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.243-251
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• 2007

The purpose of this study was to investigate the effects of science toy making activities on the scientific interest and the conceptual understanding of elementary school students. In this study, science toy making activities were applied to an experimental group and traditional learning activities were applied to the control group. The science toy making activities comprised thirteen steps and were administered during class. In the scientific interest test, there was a statistically significant difference between the score of the experimental group and that of the control group. In particular, post-test scores were higher than pre-test scores in the experimental group, while they were lower than this in the control group. It appeared that students had positive thoughts about science toy making activities. These science toy making activities had positive effects on the conceptual understanding of the experimental group students. The post-test scores of the experimental group were higher than that of the control group in all domain concepts. From these results, it can be deduced that the science toy making activities were more effective than traditional teaming activities. They were an effective teaching technique which enhanced the scientific interests and the conceptual understanding of the students in question.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.