• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.113-123
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• 2016

The purpose of this study is to understand the elementary student's growth and its implications from the students' experience participating in the science fair by phenomenological study. The results are as follows. First, the students have various experiences. They acquire scientific knowledge and inquiry skills by conducting in-depth experiments, visiting several places, and interviewing experts. They have some experience in writing experiment journals to record the inquiry process in their own language, and presenting their results in public. Second, the students suffer several difficulties while preparing for the science fair. They have some difficulties when the results were not consistent with the hypothesis, or they had to repeat the experiment over and over. They feel burdened in writing the experiment journal. They had a few time to meet friends or for hobbies. Third, the students improve scientific attitude through the science fair, and they receive a positive effect on the affective side. They developed scientific interest, curiosity, cooperation, etc. And they also gained a sense of accomplishment, confidence, friendship, good relationship with teachers, career interest, etc. This study finds out that students participating in the science fair have a lot of experience that cannot be done easily in a normal science class. Even though students confront some difficulties in the inquiry process, they make good progression and feel accomplished. So the science fair is valuable experience for them.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.131-150
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• 2015

The aims of this study were to organize whether the Kindergarten After School Specialized Art Program could be applicable to young children, and whether this program would be effective to the development of young children's art competence. This study consisted of two steps: development of the Kindergarten After School Specialized Art Program and examination of its impact on children's art competence. This study used a two-group pretest/posttest design. Statistical analyses employed for this study were descriptive analysis, ANOVA, and repeated measure ANOVA. The results were as follows. Firstly, the Kindergarten After School Specialized Art Program was developed based on a literature review relevant of current art education. Secondly, the experimental group revealed a significant improvement in four components, whereas the control group showed a significant, but slight improvement compared with the experimental group in only three components. Thirdly, in between group comparison, a competencies on the four components based on multiple-creative ability in the experiment group were higher than that of the control group and the difference between both groups was statistically significant. Therefore, the program seemed to be effective in the improvement of art competence and multiple-creative ability. In addition, recommendation for the future research about after school teachers' and parents' recognition of the Kindergarten After School Specialized Art Program and strategies for its application are suggested.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.123-134
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• 2014

This study aims to develop and validate an instrument to measure students' attitude toward convergence. To do so, we have defined five constructs (i.e. knowledge about convergence, personal relevance, social relevance, interest and self-efficacy) of 'attitude toward convergence' based on literature review, developed items, and collected data from 233 11th grade science track students. The validity of these items have been evaluated by Messick's framework (1995) (i.e. content, substantive, structural aspects of validity), experts' review, Rasch analysis, and confirmatory factor analysis using structural equation modeling. Our results have confirmed the five constructs and 23 selected items have met the benchmark of item validity. Moreover, the theoretical model illustrating that the high level of attitude toward convergence increases the level of science motivation has also been supported by the data. The items developed in this study will be used to measure students' attitude toward convergence and to estimate the effect of learning program for convergence science.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.129-151
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• 2015

The purpose of this study was to develop and verify the effectiveness of consultant development program enhancing 'authentic parental competence' of the mothers with preschool and school-age children. The objects of this study were 14 mothers with preschool and school-age children. In order to examine the changes of the mother's parental competence, t-test and qualitative analysis on in-depth interviews were conducted. The results of this study were as follows. First, this program had a positive effect on all the sub-factors of mother's 'authentic parental competence'. Second, mothers mentioned that they changed their parenting competence(change of parenting knowledge, beginning of reflective attitude on their parental role), self-system competence(understanding and respective attitude for the mother herself, self-awareness as a spouse, sweet glances and warm understanding as a parent), social competence(sympathetic understanding of her acquaintances, attempt a role as consultant) after this program. Based on these results, the implications and limitations were also discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Culinary science and hospitality research
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• v.15 no.4
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• pp.200-211
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• 2009

The objective of this study is to draw a guideline in developing a training program for sommeliers. To accomplish the objective, an exploratory study was conducted through field professionals and sommeliers between May and July in 2009 adopting the Dacum method. As a result, a sommelier is regarded as a professional who possesses vast knowledge in wine, food & beverage and outlet operation and offers assistance to a guest. Six distinctive areas of duties such as preparation of guest service, guest encounter service, outlet preparation, outlet management, wine purchasing and cellar management, self improvement were drawn in this study comprising 93 following tasks which explained job description of a sommelier. Guest service encompasses 13 tasks such as outlet maintenance and guest encounter service with 40 tasks such as encountering a guest. Outlet preparation contains 6 tasks such as outlet preparation while outlet management contains 13 tasks such as guest management. Wine purchasing and cellar management contains 6 tasks such as wine purchasing while self improvement contains 15 tasks such as understanding world's food and beverages. Outlet management was regarded as the most important and difficult area and wine purchasing and cellar management was regarded as the most frequent task from the study foundings.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1199-1213
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• 2011

The purpose of this study was to investigate the difficulties in engaging in open-inquiry activities - especially finding inquiry topics for student themselves. Data were collected from in-depth interviews with 11 middle school students and their open-inquiry worksheets from 4 months of activities. The investigation tools were composed of three domains for topic choice: selecting subjects, making 10 questions, and choosing a topic with the 10 questions. The study revealed that middle school students have difficulties in the domain of 'object selection' and 'finding inquiry topic.' Under the object selection domain, they showed burden of selection of unlimited subject, lack of knowledge on the science object, and lack of interest in object. Under the domain of finding inquiry topic, they have difficulties from their selected topics that were non-scientific, focus only on interest, lack of background information or those that could be resolved by short answers. Each student has difficulty in doing open-inquiry with relatively different seriousness. The findings suggested that an open inquiry program should be provided along with a systematic guide program on finding inquiry topic for open-inquiry activities to be a successful and continual performance gauge.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.161-180
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• 2013

The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.