• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.529-540
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• 2014

We propose an efficient information science teaching-learning method to improve information-scientific creativity of mathematically and scientifically gifted students. The students are able to improve their creative problem solving and team-work abilities through team project work to resolve a variety of application problem in real world. In the pursuit of this purpose, we designed a new two-stage information science learning method consisted of the standard stage and the application stage, and a new systemic project process. Moreover, we applied small-scale cooperation learning strategies and a multi-dimensional assessment system. The analysis on our proposed model shows that there is a remarkable achievement of educational objectives on cognitive capability, social and affective ability of information science creativity.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.175-202
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• 2001

The purpose of this work is to analyze various mathematics programs and related studies for gifted students of secondary school, to extract meaningful suggestions, and to develop some mathematics materials to realize our suggestions. We analyzed mathematics curriculum drafts for gifted students(by KEDI), mathematics program for the gifted students of Russia, and mathematics programs of some specialist of gifted education. We were able to extract some important aspects for developing teaching & teaming materials. Especially in this study we took notice of systematization of mathematical problems, and suggested a model of systematization of mathematical problems.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.33-44
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• 1998

교사들의 과학 교수 효능의 신념을 조사하고 이해하는 것은 과학 교수를 향상시키는데 가장 유력한 요소가 될 수 있음에도 불구하고, 이를 연구한 사례는 거의 없었다 본 연구의 목적은 초등학교 예비 교사들의 교사 양성 과정중 과학 교육 과목이 예비 교사들의 과학 교수 효능의 신념 즉, 자신의 과학 교수 효능감과 과학 교수 결과에 대한 기대감에 미치는 영향을 조사하는 것이다. 이를 위하여 서울교육대학교와 인천교육대학교에 재학중인 예비교사들이 한 학기동안의 과학 교육 과목을 마치고 나서 그들의 과학 교수 효능의 신념이 어느 정도 변화했는지를 측정하였으며, 이에 대한 결과를 t-test로 분석하였다. 연구의 결과로 미루어보아 예비 교사들이 학습한 과학 교육 과목은 그들의 과학 교수 효능감과 과학 교수 결과에 대한기대감을 모두 향상시켰다. 그러나 앞으로는 과학 교육 과목의 어떤 요소들이 그들의 신념을 변화시키는지 구체적으로 알기 위해 질적 연구와 함께 더욱 긴 기간 동안의 연구가 행해져야하며, 변화된 그들의 신념이 실제 초등학교 교사가 될 때까지 지속되는지를 조사하고, 지속될 수 있는 방법들이 연구되어야 할 것이다.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.342-356
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• 2001

Integrated science for high school is required in the present Korean National Sixth Curriculum and the Seventh Curriculum which will be effective in 2002. Currently, most science teachers in secondary school have concerns about teaching integrated science subjects and this continues to raise a significant problem for practical implementation of integrated science education in schools. In this paper, we discuss two reasons for these concerns that our analysis revealed: 1) Science teachers do not understand how to implement integrated science education and 2) there are insufficient teaching-learning materials supporting integrated science. Three different approaches to integration that have been suggested to overcome the problem of implementation are outlined here. They are the knowledge centered, social problem centered, and individual interest centered approaches. Reported here are the first two steps we undertook in preparation for testing the relative effectiveness of these approaches. First, we analyzed the content of the Korean Sixth and Seventh National Science Curricula, seven Korean integrated science text books, the American National Science Education Standards, and the American Association for the Advancement of Science Benchmarks looking for common themes. We identified in the analyzed materials the common themes: energy conservation, energy transformation, energy transport, energy degradation. We then used their energy related content to organize sets of concept structures, one set for each of the three approaches. These concept structures will provide the foundations for the development of integrated teaching-learning energy plans to be used in our research into the effectiveness of the approaches.

• Communications of Mathematical Education
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• v.10
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• pp.237-270
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• 2000

본 연구는 고등학교 1학년 학습부진아를 위하여, 자연과학의 기초가 되고, 학습의 전이가 높다고 생각되는 수학 교과를 중심으로 학습부진아의 특성을 규명하고 학습부진아를 위한 교수, 학습방법, 수학적 능력향상, 학습부진아에게 새로운 흥미와 학습 의욕을 야기 시켜 보다 효율적인 지도방법, 학습부진아의 원인을 규명하고, 개인차에 알맞은 학습과 현장에서 나타나는 문제점을 해소하여 학습부진아를 위한 교재를 개발하여 학습의 전의력을 높임으로써 수학교과 학습능력을 향상시키기 위한 교수, 학습 모형을 구성 적용하고, 학습에 대한 태도를 바람직한 방향으로 변화시키고, 학습부진아를 위한 효율적인 지도방법을 연구하고자 한다.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.140-151
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• 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
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.29-40
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• 1999

The purpose of the present study was to test hypothesis that, because it uses tri-dimensional sensory pathway which have been showed a higher rate of neural activities than uni- or bi-dimensional's, lab-activity-based instruction is more effective teaching strategy in learning science than verbal-based instruction. In the present study, manipulative teaching strategy that uses visual, somatosensory and auditory information pathway was regarded as a mode of tri-dimensional sensory inputs. In addition, verbal teaching strategy that uses mainly auditory and a little visual information pathway was used as a mode of bi-dimensional sensory inputs. Fifty-six students who failed to successfully solve two proportional reasoning tasks (i.e., pouring water tasks) were sampled for this research from a junior high school. The subjects were randomly divided into a manipulative or a verbal teaching group, and given manipulative or verbal tutoring on the use of proportional reasoning strategies and a test of proportional reasoning during instruction. The results showed that manipulative group's performance on the test of proportional reasoning during instruction showed significantly higher performance than verbal group's (t=2.45, p<0.02). The present study also discussed some educational implications of the results.

• Journal of the Korean Chemical Society
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• v.43 no.4
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• pp.475-484
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• 1999

This study was to investigate the effective order of instruction for students learning the concepts of chemical change. Chemical change was considered as the important area in 8th grade chemistry part. The study consisted of 168 8th grade students, two classes of boys and girls each, from a middle school in Seoul. They were divided into two groups, the experimental group and the control group. The control group was taught in the order, which was presented in the science textbook; chemical change, atom, and molecule (CAM). For the experimental group, the order was molecule, atom, and chemical change (MAC). From the results of the study, there was a statistically significant difference between the control group and the experimental group. But the interviews indicated that the students were confused with the MAC method in spite of the effective learning. Therefore, for more effective concepts learning without a confusion, we need to provide our students with various learning sequences of science textbooks rather than fixed learning sequences.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.65.1-65.1
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• 2009