• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.2
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• pp.281-290
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• 2019

The aim of this study is to explore the status and tasks of selecting, expanding, and supporting the gifted teachers to efficiently manage the gifted education. This study addresses that the ratio of applications for new teachers is lower and the current teachers are aging in primary school. In addition, it points out that the ratio of new teacher applications and teacher acquisitions compared to the number of teachers hired for middle school were lower. The gifted teachers are basic in their classes and work at regular schools, and they suffer from considerable exhaustion and a lack of time because of other gifted work. As a result of these discussions, it has shown the need for substantial improvement and supplementation such as school hours reduction or reinforcement adjustment, complete support for research society, invitation professional teachers other than current ones, and friday after school classes for the gifted teachers should be encouraged to work passionately. For professional development, if the positive perception and results of gifted education from the interactions between general education and gifted education be formed, and the education programs for gifted teachers be expanded, they will also contribute to the overall improvement in the quality of our education.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.603-609
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• 2005

Students obtain most concepts through textbooks, and teaching-learning activities between teachers and students. Accordingly, if science teachers already have misconceptions they will inevitably affect students' scientific concept. This study found many problems in teachers' cognition on the concepts of nuclear radiation. Because 12th grade physics II is classified as an optional subject in the 7th curriculum, teachers have few chances to teach it and, more importantly, have difficulty in teaching it because of the need to prepare students for the university entrance examination. The concept of radiation must be taught correctly because of its emergence in the 'environment' unit of 10th grade Science. Finally, results from this study can help science teachers teach these difficult concepts more correctly. In addition, results can also be useful in in-service retraining programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.82-90
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• 2019

The purpose of this study was to examine early childhood teachers' importance and performance of technology leadership. A survey was conducted on 205 early childhood teachers. Borich's needs model was used to calculate their needs. In the area of director leadership and vision, the early childhood teachers felt the most need for opportunities to participate in conferences or training programs related to the educational utilization of technology. In the area of teaching-learning methods, they called the most for better ways to take advantage of technology considering the characteristics of the activity areas and activity types. In the area of teaching professionalism, the items they asked for the most were building confidence over the educational utilization of technology and case studies of superior teaching and learning. In the area of institutional support, they felt the most need for assistant human resources who could assist in solving possible problems using technology. In the area of evaluation, they called the most for the development of a variety of evaluation tools and methods. Finally, the item they called for the most in the area of social, ethical, and legal support from the institutions to which they belonged was the preparation of guidelines on how to be in good health in times of using technology.

• 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 Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.187-205
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• 2020

The purpose of this study is to develop the elementary mathematics education program for the cultivation of humanistic imagination and characters through the link between mathematics and literature to find out its effectiveness. This study has verified the effectiveness of mathematics academic achievement, humanistic imagination and characters with the program development and preliminary program and application of this program for two years. After conducting classes on proportional expression and proportional distribution for 79 sixth-grade elementary school students (39 in the experimental class and 40 in the comparative class) in Seoul and Gyeonggi-do under this program, the researcher analyzed how the application of the program affects students' perception using pre- and post-examinations on mathematics academic achievement, humanistic imagination, and characters, including interviews with students, and analysis of outputs of the students. Studies have shown that the application of the elementary mathematics education program to foster humanities imagination and characters did not make any significant difference in mathematics academic achievement, and there were statistically significant differences in the subcategories of "reflection on life", "positive self-consciousness" and "humanistic imagination" categories, and there were no statistically significant differences in the "purpose of life" and "human relations" categories. However, the responses from the students' interviews showed that their perspectives of humans and the world has become wider and deeper. It also did not produce significant results for characters. As suggestions, the ministry should present the need to develop and distribute concerning materials for teachers, secure time for creative experience activities for convergence subjects, and operate practical and long-term training programs for teachers.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.869-882
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• 2009

The purpose of this study is to develop teaching materials for geological fieldwork around the area of Mai Mountain and to analyze the responses of elementary teachers as to the application of fieldwork. The site of geological fieldwork, Mai Mountain area, is located around the Maisan Provincial Park of Jinan-gun, Jeonbuk Province where a large-scale sedimentary succession in the era of Cretaceous is shown. It provides an easy access to distinct outcrops around the provincial park. The sequences reveal different kinds of sedimentary rocks and various sedimentary structures, and provide information of the lacustrine sedimentary environments of the Cretaceous. In addition, metamorphic rocks and structures formed at the margin of the basement and the basinal fault as well as a sedimentary sequence of the Quaternary formed in a modern fluvial stream are observable. A 4-step fieldwork procedure was applied to a group of 13 elementary teachers. Through questionnaire and interview, results showed that (a) the geological fieldwork and materials were effective to positively increase science teaching from the participating teachers, and that (b) there is a great need of the development of various fieldwork sites and teaching materials that promote active fieldwork for students to have their lived experience and knowledge gain. It is suggested that teacher education programs be able to provide active fieldwork for elementary inservice teachers to properly carry out a geological fieldwork for their students.

• Journal of Science Education
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• v.45 no.3
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• pp.336-348
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• 2021

The goal of this study is to investigate the current status of implementation of convergence education in elementary, middle, and high schools. A survey was conducted on 871 in-service teachers nationwide, and frequency analysis was conducted by school level. Key findings are as follows: first, 449 (51.5%) are found to practice convergence education. Second, the reason for implementing convergence education is the voluntary effort of teachers and the educational necessity for the future society. Third, it was found that convergence education is being implemented centered on science, arts, and social studies as a link between subjects in regular curriculum hours. Fourth, 270 (64%) of teachers who implemented convergence education in response to COVID-19 performed online convergence education, and experienced difficulties in creating class materials and communicating with students. Fifth, the excessive work of teachers, insufficient support for teacher training and research group activities, and lack of various convergence education programs are suggested as reasons for not implementing convergence education. This study hopes to provide implications for policy and implementation for revitalizing convergence education.

• Journal of vocational education research
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• v.37 no.5
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• pp.55-78
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• 2018

The purpose of this study is to investigate the recognition of the professionalism required for strengthening the effective career guidance capacity of the secondary career teachers who are required to prepare for the coming fourth industrial revolution era. Based on these research objectives, we derived the required roles(8), the required competencies(20), and the contents(23) for enhancing professionalism by the required competencies, based on this, the questionnaire was composed and 217 respondents were collected and analyzed. First, the t-test was conducted to confirm the statistically significant difference between the current level and the important level of each content item by each role. As a result, it was found that in all roles except role of 'administrator' The t-value is statistically significant and the t-value distribution is high. Second, the demand value calculation and the priority ranking using the Borich demand calculation formula were found, and as a result, the directionality between the t value and the Borich demand was in agreement. Third, as a result of prioritizing using the Locus for Focus model, the contents of all 5 (middle school 7, high school 2) education contents were given priority. Fourth, three middle schools and five high schools were derived from the subordinate. Finally, we confirmed the relevance of the contents of education to actual educational necessity. Although this study has many limitations and limitations due to the fact that there are few prior data due to the segmentation of the subject related to the 4th Industrial Revolution and career guidance, it is necessary to develop educational training program I hope to be able to use it as basic data of various follow-up studies and make some suggestions.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.37-49
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• 2007

The purpose of this study was to classify the logical forms of scientific explanations provided by teachers in secondary earth science classrooms, to examine the characteristics of the scientific explanations in different forms, and to identify the roles of the teacher and students in discursive practices for scientific explanations. Data came from the earth science teachers who participated in overseas teacher in-service programs in the years 2003 and 2004. A total of 18 video-taped lessons and their verbatim transcriptions were analyzed. The result showed that deductive-nomological explanations occurred most frequently in earth science classrooms and that the deductive-nomological model was well-suited to those problems for which there existed firmly established scientific laws or principles to construct scientific explanations. However, abductive explanations were presented when the classes dealt with retrodictive tasks of earth science. The statistical-probabilistic and statistical-relevance models were also employed in explaining weather proverbs and unusual changes of weather, respectively. Most of the scientific explanations were completed through the teachers' monologic utterances, and students assumed passive roles in discursive practices for developing scientific explanations. Implications for science lessons and science education research were discussed.