• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.165-187
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• 2011

This study was aimed to explore the effect of the physical science activity based on the constructivism on young children's scientific process skills and scientific attitudes, cognitive self-esteem. The subjects consisted of 20 five-years-old children of experimental group and 20 children of control group. Children of experimental group conducted the physical science activity based on the constructivism for total six weeks. As a result of study, children who experimental group showed significant result in the scientific process skill, scientific attitude, cognitive self-esteem. The educational implications of these indicate that we need to actively develop programs to increase scientific process skills and scientific attitude, cognition self-esteem of young children through teacher's education.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.109-125
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• 2017

The purpose of this study was to examine how group argumentations mediated individual arguments by analyzing physics teachers' group argumentation and individual follow-up written arguments. Five in-service physics teachers participated in this study, two middle school and three high school teachers. The topics of argumentation included physics topics and pedagogy of them. Findings showed that the teachers constructed much more elaborated individual written arguments than group argumentation, which seemed to be resulted from different perceptions of teachers' verbal and written argumentations. Also, in their written arguments the teachers selectively utilized their colleagues' ideas shared during group argumentation. Lastly, teachers' argumentation showed different features between topics of physics and physics pedagogy. These differences were related to their orientations toward argumentation about content knowledge and teaching. These findings shed light on a productive physics teacher professional development in argumentation.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

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

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.132-143
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• 2013

The purpose of this study was to examine the nature of inquiry activities proposed in high school physics textbooks that were developed based on the 2009 science curriculum in Korea. The inquiry activities were analyzed using the notion of scientific practices introduced in the Science Education Framework (NRC, 2012). The results showed that the inquiry activities in the textbooks emphasized two of eight types of scientific practices including "Analyzing and interpreting data" and "Constructing explanations". In contrast, the activities required students to "ask questions" only once in a total of 291 science inquiry activities. The other types of scientific practices appeared less than 10%. Also found was that the types of scientific practices were not relevant to the way inquiry activities were used for textbook content. Implications for the curriculum and science teacher education were discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.547-558
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• 2007

The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.5
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• pp.565-575
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• 2019

This study aimed to examine the influence of physical environment, microclimate, and comfort on sustaining outdoor activities. This study has identified the main factors that influence sustaining outdoor activities as physical environment, comfort in the physical environment, microclimate and microclimate comfort. For analysis, the study conducted the investigation on pedestrian walkability during spring, summer and winter of the year 2017. The microclimate levels were also recorded at the same time. The method of logit regression analysis was used to analyze these outcomes. The result showed that the comfort and safety of the physical environment as well as the ideal climatic conditions, in terms of temperature, wind level, and solar insolation, were related to sustaining outdoor activities. Also, walking and shopping in the physical and climatic environment were the factors that were found to be more influenced than the act of remaining in a place and forming conversations.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1999.05a
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• pp.421-435
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• 1999

삼면이 바다로 둘러쌓여 있는 우리나라로서는 막대한 자원이 분포되어 있고 지구환경에 지대한 영향을 미치는 해양에 대한 적극적인 개발과 보전활동이 필요하다. 해양에 대해서는 아직까지 많은 부분이 미지로 남아있고 그 물리적 조건으로 인하여 해양개발활동에는 많은 어려움이 따른다. 이를 극복하기 위해서는 해양과학기술의 뒷받침이 필히 수반되어야 하지만 그 중요도에 비해 아직까지는 해양과학기술에 대한 인식이 부족한 상태이다. 본 고에서는 해양기술에 대한 소개와 아울러 각 기술 분야별 발달 수준을 살펴보고 기술 부문별 중장기 발전목표와 발전방향을 정리하였다.

• The Science & Technology
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• v.16 no.1 s.164
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• pp.10-17
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• 1983

기술개발 의지 전산업계에 확산-80년대말까지 핵심전략분야의 중간거점기술 집중개발 핵연료 노외 시험시설 완공-에너지연, 핵연료 국산화에 기여 이휘소 기념강좌개최-물리학회, 분야별 활동강화

• 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.