• Journal of the Korean earth science society
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• v.31 no.2
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• pp.151-163
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• 2010

In this study, 10th grade students' views about the universe were surveyed and its affecting factors were investigated. Results showed that when hearing the word of 'the universe', 10th grade students considered it as 'a physical space'. Many students used 'feeling', or 'unknown space' to explain. When they portrayed the universe, many of them described it as a solar system scale. About the center and spatial limit of the universe, most students explained with the view of a heliocentric, geocentric or non-centered universe. Many students explained that the universe changed along with a direction as a physical space. These results were investigated again in different groups in terms of gender, beliefs, and familiarity with astronomy. As a result, students' models about the center, spatial limit, and the variation of the universe were different in the groups. Explanation of the origin of the universe was affected by the religious belief. Results showed that personal views of the universe are various, and many factors influence their views.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.547-554
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• 2005

A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.183-199
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• 2012

Previous Earth Science textbooks have mostly lacked the latest astronomical phenomena frequently being reported in mass media such as popular science magazines. One of the main directions in the revision of the 2009 National Curriculum of Korea is to actively include those phenomena. Furthermore, despite a close link between astronomy and physics, the concept of modern physics has not been actively introduced in Earth Science textbooks and at the same time the linkage of physics to astronomy has rarely been studies in physics textbooks. Therefore, the concept of integration among different fields in science is emphasized in the new National Curriculum. Transient phenomena in the high energy astrophysical objects are examples that reflect such issue. The purpose of this study is to introduce transferring a real-time data and making imaging of astronomical observations using e-Science. As a first step, we performed the first experiment for a large data transfer of astronomical observation between Korea and Japan using KOREN, a National Research and Education Test Network. We introduce actively on-going fields of e-Science in observational activities of astronomy and astrophysics, and their close interrelationship with scientific inquiry activities and public outreach activities. We discuss our experiment in the scientific and educational aspects to the primitive e-Science activity in the Korean astronomical society and, in turn, provide a prospective view for its application to the scientific inquiry activities and public outreach activities in the upcoming commercial Gbps-level internet environments.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• 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 Science Education
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• v.32 no.1
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• pp.1-18
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• 2008

We investigated 8th grade science textbooks and their instructor's manuals treating the ideal condition for isochronism of a simple pendulum. The isochronism, i.e. the period is independent of amplitude, is satisfied only if the amplitude is very small. This is so called "ideal condition" for isochronism of a simple pendulum. Most textbooks and instructor's manuals are found not to state this ideal condition properly, which often leads to the deviation between experimental data and theoretical calculation. This difference between theoretical and experimental results makes students to create a sense of alienation from the real world and eventually keeps them away from physics. We thus study the cycloidal pendulum as an alternative method to test the isochronism regardless of amplitude and discuss the practical utility of it in class.

• Journal of the Korean Society for information Management
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• v.36 no.3
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• pp.81-107
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• 2019

The purpose of this study is to assert the justification for actively accepting media education in Library and Information Science and to suggest the media type according to the concept and classification criteria of the media from the perspective of Library and Information Science. In order to present the media type according to the concept of the media, the dictionary concept of the media was reviewed, the language and media for high school students in Korean language, the educational materials for elementary and secondary school students written by Media Education Committee of Korean Society for Journalism & Communication Studies, the educational textbooks for elementary and secondary school students in Library and Information Science, and media classification presented in the RDA of the cataloging rules were analyzed. In addition, the implications were derived based on the analysis results of the concepts and media type. The concept of media was set based on the analysis results and implications, and the media types were presented according to the concepts and classification criteria. In this study, the media was set up in the same meaning as the medium, and it was defined that the media function as a means of communication and that information contained in it can be obtained through the human sensory apparatus through physical objects that contain, transmit or reproduce information. The media was set up as three logical components of the media in this study: information in the media, materials, and representation devices.

• Korean Journal of Clinical Laboratory Science
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• v.49 no.4
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• pp.489-494
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• 2017

Human anatomy courses are one of the most fundamental subjects taught to students in any health-related science field. To improve the quality and to enlarge the scope of human anatomy courses, 130 students (Biomedical Laboratory Science, Physical Therapy, and Occupational Therapy) were given a questionnaire survey. The students were asked question regarding their anatomy course and cadaver dissection class. Specific questions regarding knowledge acquisition before and after the course was queried, in addition to their views on the necessity of cadaver dissection. The survey results indicated that students of all three departments were satisfied with the anatomy course, with no statistical difference in the students' sex or department affiliation. Although there was no difference between the three majors with respect to understanding the course materials, Biomedical Laboratory Science students showed higher satisfaction in this course (p<0.05). Most students, regardless of sex and high school education, stated that cadaver dissection is an important part of the anatomy course. In conclusion, anatomy courses should implement cadaver dissection and actual practice rather than textbook-related studies alone.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.61-77
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.466-477
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• 2002

It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.