• Journal of the Korean earth science society
• /
• v.25 no.7
• /
• pp.576-585
• /
• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Journal of The Korean Association For Science Education
• /
• v.28 no.5
• /
• pp.424-437
• /
• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of the Korean earth science society
• /
• v.32 no.1
• /
• pp.140-151
• /
• 2011

This study is to search the problems of schoolyard teaching material developed by pre-service earth science teachers and the critical factors affecting material making. The 258 schoolyard teaching materials was collected from 54 pre-service earth science teachers (male: 18, female: 36) major in Earth Science Education in Jeonju, Korea. The schoolyard teaching materials was greatly influenced by making process type of it and the prior knowledge of pre-service earth science teachers. As schoolyard preference exploratory type rely on their prior knowledge to develop the schoolyard teaching materials, they made use of the limited concepts like fault in material making. But the concept preference exploratory type made use of concepts not accessible to majority of pre-service earth science teachers because they selected a concept from the earth science textbook first of all. The pre-service earth science teachers having wrong prior knowledge selected inappropriate resources, as well as fell into the error of concept connecting. The pre-service earth science teachers having right prior knowledge partly considered only shape of resources, but had a disregard for formation process of it in material making. Accordingly, we need to reflect richly Geological Field Trip and Solid Earth Science to curriculum for earth science teacher education. And we have to educate pre-service earth science teachers to create holistic concept on the geological subject matter knowledge, field based teaching and learning strategy, material making process.

• Journal of the Korean earth science society
• /
• v.25 no.7
• /
• pp.545-557
• /
• 2004

The purpose of this study is to classify types of preconception on the seasonal change to middle school students and to find out how the developed multimedia material changes their conception in the seasonal change. The questionnaire about the variation of season consisted of 10 items. Questions are given to 80 ninth graders. Control and experimental group was 23 and 57 students, respectively and they were instructed for two class periods. A learning method using multimedia was applied to the experimental group. On the other hand, traditional teaching-learning method was used for the control group. A learning method using multimedia in this study had an effect on the conceptual changes (p$<$0.01). Data in this study was divided into six levels to classify the changes of concepts in detail. As a result, it showed that a learning method using multimedia was effective for students to make progress from unscientific to scientific concepts, to build up scientific concepts, to build up scientific concepts, and to elaborate scientific concepts as compared with traditional method.

• 한국과학교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.128.1-128.1
• /
• 2008

• Journal of Science Education
• /
• v.32 no.1
• /
• pp.19-32
• /
• 2008

The purpose of this study was to identify the influence of using the concept cartoons about middle school students' science attitude in the lessons on water cycle unit. For the purpose, they were developed to the learning program with concept cartoon and the instrument for the science attitude which has four categories; attitudes about science, attitudes about science subject, learning motives for science subject, and scientific attitudes. The research method was designed to quasi-experimental design. The concept cartoon was provided to the experimental group during nine lessons. Before and after the lessons in all two groups, the pre-post tests with the instrument were performed. The results from twice t-tests were shown that the domain of learning motives for science subject was only improved. From these, it were indicated that the concept cartoon was not effective all areas in science attitude, therefore the use in science lessons need to be restricted within narrow purpose.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.456-464
• /
• 2007

The aims of this research are to analyze the representations and conceptual sequence of eye vision in Korean science textbooks and to suggest a contents construct about eye vision where the conceptual sequence is considered. Research method was literature review, and the literatures that were used for analysis were the 7th Korean science curriculum which was revised in 1997, and the science and physics textbooks developed based on the 7th Korean science curriculum. The research results are as follows: 1) Although the science curriculum seems to have no problem on sequence in the eye vision concepts, the science and physics textbooks based on the curriculum reveal problems on the sequence in the eye vision concepts; 2) Some Korean science textbooks explain retinal image formation according to the Alhazen's idea, except in inverse image; 3) Some Korean science textbooks explain about the reasons of near- and far-sightedness without consistency between the textbooks for 7th and 8th grade students; 4) A few Korean science textbooks give an inappropriate explanation about the principle of eye sight correction by eye glasses; 5) According to the analysis result, the concepts related to eye vision should be presented in the order of explanation about light refraction phenomena, image formation process by convex lens, structure of human eye and retinal image formation process, correction of eye sight using lens.

• Journal of Science Education
• /
• v.35 no.2
• /
• pp.230-239
• /
• 2011

This study developed examination test tools for concepts of weather changes of middle school students, analyzed the hierarchy of concepts associated with weather changes by means of knowledge state analysis method, and examined the knowledge state and lesson effects of each individual learner. The hierarchy of the knowledge state of concepts of middle school students associated with weather changes followed the steps of 'humidity ${\rightarrow}$ air mass ${\rightarrow}$ cloud ${\rightarrow}$ precipitation ${\rightarrow}$ front ${\rightarrow}$ weather'. Cases were identified where the knowledge state of students that was thought to be similar to each other among the group of students who have scored almost the same points and thus were thought to have almost the same learning ability, have turned out different in the knowledge state from each other. Namely, the level of knowledge state structuralized differed, suggesting that differing prescriptions should be made according to the knowledge state of each student concerned. Analysis of the knowledge state of learners helps prepare learning prescriptions for each student and appraise prior learning. To examine effects of teaching-learning that has taken into consideration the hierarchy of knowledge state and concepts, lessons were conducted in comparison with the order in which syllabuses are presented in the textbooks, with the result that when knowledge state of learners have been taken into consideration, students made scores significantly higher (p < .05) than otherwise. This indicates that in introducing the unit of weather changes better teaching and learning can be achieved by reordering the contents of subject matters of the textbook by grasping the knowledge state of learners.

• Journal of the Korean earth science society
• /
• v.25 no.6
• /
• pp.402-408
• /
• 2004

The purpose of this study is to investigate various conceptions of secondary school earth science teachers on some concepts in secondary school earth science courses; wind in cyclone, western intensification of ocean current, westerly wave, greenhouse effect, ozone layer and atmospheric pressure. The subject is 26 in-service teachers of earth science teachers. The results were analyzed on the view of teaching sources for earth science teachers. The results show that earth science teachers have also various misconceptions on some concepts selected in this study. A number of partial understandings were found that were not enough to apply to teaching concepts. Those misconceptions were related to gradient wind on wind in cyclone and frictional force, related to earth rotation on western intensification of ocean current, related to angular momentum conservation and related to the roles of westerly wave. And misconceptions on greenhouse effect are related to main role of greenhouse effect gases, related to sources of ozone gas and phenomenons by atmospheric pressure. The various understanding types found in this study could be apply to teach the selected concepts in secondary school earth science course.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.993-1009
• /
• 2011

The purpose of this study was to find the effects of RSM-based astronomical observation program about Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. For this purpose, this research developed RSM-based astronomical observation program. This program was totally consisted 10 lessen. there was 3 part in this program. It contained Preparation Stage (step 1-2), Observation Stage (step 3-8), Clean up Stage (step 9-10). To find the effects of RSM-based astronomical observation program on Astronomical Spatial Concept and Self-Directed Learning for Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Astronomical Spatial Concept was used to find the effect of the Astronomical Observation program based RSM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, RSM-based astronomical observation program was a positive effects on Astronomical Spatial Concept of the Scientific Gifted Students (t=3,875, p=.001). Second, RSM-based astronomical observation program was a positive effects on Self-Directed Learning of the Scientific Gifted Students (t=5.783, p=.000). According to this research, RSM-based astronomical observation program was verified to improve Astronomical Spatial Concept and Self-Directed Learning on the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.