• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.91-102
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• 2021

This study explored the educational effects of the digital citizenship teaching and learning model on middle school science classes. For this purpose, two classes of the third grade of middle school in Gyeonggi-do were selected, and the experimental group(28 students) was taught science classes using digital citizenship learning model, and the control group(28 students) was taught in regular lectures. The measurements used to verify the effects of science classes using the digital citizenship learning model were digital citizenship and empathy tools. The data collected for the effect verification were analyzed by independent sample t-test and ANCOVA. As a result, the experimental group applying the digital citizenship learning model showed higher scores of digital citizenship and empathy than the control group. Therefore, it can be seen that the middle school science class applying the digital citizenship learning model was effective in cultivating the digital citizenship and empathy of middle school students. In future studies, it is necessary to examine the effects of digital citizenship learning model at different school levels and other subjects.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.267-275
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• 2006

과학교육의 특성상 가장 효과적인 교수 방법은 직접 실험하고, 탐구, 체험 학습을 하는 것이나 시간적, 공간적 제약, 환경 여건, 비용 등을 고려해 볼 때 항상 직접 체험 학습 환경을 제공해 주기는 어렵다. 또한 '지구과학' 영역의 학습은 교실이나 실험실에서 지도하기 어려운 문제점이 있고, 학습 내용들이 본질적으로 가지고 있는 초실험적인 내용이 많아 교수 학습과정에서 많은 어려움을 겪고 있는 실정이다. 이러한 제한점이 많은 초등학교 과학과 '지구과학' 영역에 대하여 직접 탐구하고 체험할 수 있는 환경과 가까운 멀티미디어 웹 기반 코스웨어를 설계 개발하여 이러한 어려움을 보완한다면 과학 교육의 학습 효과를 더욱 높일 수 있을 것이다. 이에 본 연구에서는 과학과의 지구과학 영역 중 기상 교육을 위한 웹 코스웨어를 설계 개발하여 수업현장에 적용해보고자 한다. 본 연구에서 제시한 웹 코스웨어 학습 프로그램은 단지 디스플레이 형식의 자료에서 벗어나 여러 가지 그림, 소리, 동영상 등의 애니메이션 자료를 제시함은 물론 아동들이 직접 컴퓨터를 조작함으로써 학습목표에 보다 쉽고 재미있게 도달할 수 있도록 제작하여 과학과 교수 학습 방법의 개선을 꾀하고, 학습자들의 과학적 사고력 발달을 도모하고자 한다.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.101-107
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• 2005

본 논문에서는 모델 구성을 통한 교수-학습 활동을 지구과학 수업을 위한 유용한 방법의 하나로 제안하였다. 모델 구성은 지구과학자들이 직접적으로 경험하기 어려운 지구과학적 현상이나 과정을 연구하기 위하여 동원하는 방법으로서, 지구과학의 본질적 속성을 반영한 수업을 개발하는 데 이용할 수 있다. 모델 구성을 통한 지구과학 수업은 학생들이 지구과학적인 현상이나 과정에 대한 모델을 창안하고 학생들이 서로 모델에 대한 의견을 교환하며 지속적으로 모델을 수정해 나가는 순환적인 과정(creation-communication-change cycle)으로 진행될 수 있으며, 학습자들의 사고 과정을 촉진시켜 여러 가지 학습 효과를 가져올 수 있다. 따라서, 지구과학 교육 현장에서 학생들이 능동적으로 참여하는 지구과학 수업을 위하여 모델 구성을 통한 교수-학습 활동이 적극적으로 실천되고 그 효과를 자세히 검토하는 일이 필요하다.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1031-1043
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• 2010

The purpose of this study was to develop the brain compatibility index equation for the brain-based analysis method of science teaching-learning program. To develop the index equation, one sample unit in middle school science programs was selected and analyzed by the brain-based analysis frame (CORE Brain Map). Then, the index equation was derived by the CORE Brain Map. In addition, four sample units in elementary science programs were selected to validate the brain compatibleness index equation. From the random network theory of Erdos and Renyi, this study derived the brain compatibility index equation; (BCI=$\frac{L_o}{11(N_o-1)}{\cdot}{\sum}\limits_{i=1}^4l_iw_i$) for quantitative analysis of science teaching-learning program. With this equation, this study could find the quantitative difference among the teaching-learning programs through the unit and curriculum. Brain-based analysis methods for the qualitative and quantitative analysis of science teaching-learning program, which was developed in this study is expected, to be a useful application to analyze and diagnose various science teaching-learning programs.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.465-471
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• 2005

In this study, the effects of reciprocal peer tutoring strategy on science achievement, science learning motivation, and self-esteem were investigated. Three classes of eighth graders (N=94) at a coed middle school were sampled for the study. They were divided into the comparison group, the cooperative learning (CL) group, and the reciprocal peer tutoring (RPT) group. Students were taught about the separation of mixtures for 13 class hours. Mid-term science examination scores were used as a blocking variable. The two-way ANCOVA results revealed that there were no significant differences among the three groups in the science achievement test, although the scores of the RPT group were higher than those of the comparison group. In all the subtests of the science learning motivation questionnaire, the scores of the RPT group were significantly higher than those of the comparison group. The scores of the RPT group were significantly higher than those of the other groups especially in the confidence part of the science learning motivation questionnaire. In the self-esteem test, the low achievers in the RPT group scored significantly higher than those in the CL group.

• Journal of Science Education
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• v.35 no.2
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• pp.240-249
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• 2011

The purposes of this study is to compare the beliefs in the nature of science, science teaching and learning of the elementary teachers in charge of the gifted and the general teachers. For this study, a survey on beliefs of the nature of science, science teaching and learning was conducted to 88 elementary teachers for the gifted and 90 elementary general teachers. Data was analyzed by their academic career and major. The results of this study were as follows: There were no significant differences in beliefs in the nature of science and science teaching between the elementary science teachers in charge of the gifted and the general elementary teachers, but the former has a more constructivism in science learning than the latter. In the some sub-domains of the beliefs of the nature of science, science teaching and learning, there were statistically significant differences according to their academic career and major. Implications from findings of this study were suggested, such as recruiting and in-service training system for teachers in charge of the gifted.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of the Korea Society of Computer and Information
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• v.10 no.5 s.37
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• pp.343-352
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• 2005

The existing CAI or web-based science learning system of elementary school has some disadvantages. For instance, it is composed of uniform courses designed by an instructor without considering the learner's characters, and the learner's opinions or questions raised during learning can not be delivered to the system. This structure has diminished the willingness or the motive of the learner and make an adverse effect on the learning efficiency. In this regards, Instruction-Learning System is needed to provide learning environment Pertinent to the learner's individual character and motivate the learner's active attendance and learning. This study is to design a character-based conversational Instruction-Learning System. This may induce the learner's active attendance through the communications between instructor and learner and furnish various learning materials to motivate the learners and attract their consistent interests in learning.