• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of Science Education
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• v.48 no.2
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• pp.75-90
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• 2024

Contemporary society faces increasingly diverse risks with expanding impacts. In response, the importance of science education has become more prominent. This study aims to analyze the characteristics of existing research on science-related risk education and derives implications for such education. Using detailed bibliometric analysis, we collected citation data from 83 international scholarly journals (SSCI) in the field of education indexed in the Web of Science with the keywords 'Scientific Risk.' Subsequently, using the bibliometrix package in R-Studio, we conducted a bibliometric analysis. The findings are as follows. Firstly, research on risk education covers topics such as risk literacy, the structure of risks addressed in science education, and the application and effectiveness of incorporating risk cases into educational practices. Secondly, a significant portion of research on risks related to science education has been conducted within the framework of socioscientific issues (SSI) education. Thirdly, it was observed that research on risks related to science education primarily focuses on the transmission of scientific knowledge, with many studies examining formal education settings such as curricula and school learning environments. These findings imply several key points. Firstly, to effectively address risks in contemporary society, the scope of risk education should extend beyond topics such as nuclear energy and climate change to encompass broader issues like environmental pollution, AI, and various aspects of daily life. Secondly, there is a need to reexamine and further research topics explored in the context of SSI education within the framework of risk education. Thirdly, it is necessary to analyze not only risk perception but also risk assessment and risk management. Lastly, there is a need for research on implementing risk education practices in informal educational settings, such as science museums and media.

• 한국노년학
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• v.38 no.3
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• pp.685-703
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• 2018

The purpose of this study was to critically review articles published in the Journal of the Korean Gerontological Society(2008-2017). The 70 articles on the field of educational gerontology were collected from the journal. Research subjects, types of research, data collection methods, data analysis methods, and topics of research were analyzed. For recent ten years, the proportion of articles about educational gerontology took only 10.7%. Normal older adults(52.9%) for research subjects, experimental research(41.4%) for types of research, using questionnaires(42.9%) for data collection methods, analyzing differences between experimental and control group(22.9%) for data analysis methods, and education for older adults(72.9%) for topics of research were showed the highest proportion. Future research on educational gerontology needs to investigate informal educational experiences, consider diversity of older adults, and have more critical opinions on educational gerontology.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.118-133
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• 2022

In this study, we analyze the strengths and limitations of student convergence education and teacher-training programs offered by a science education institute in the capital region and provide suggestions for organizing and running similar programs in other science education institutes and schools. Reviews of relevant literature and interviews with internal and external expert groups were conducted, and an analytic framework was developed. Based on the framework, we collected data using focus group interviews and email communications with experts. The data were analyzed using both qualitative and quantitative methods within two areas, namely, convergence education programs for students and teacher-training programs. The data analysis results revealed the status of student convergence education and teacher-training programs in the institute. Furthermore, we also provided suggestions for improving programs in other informal science education institutes and schools through the interaction between the two areas in the framework and educational and social needs.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.620-633
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• 2014

This study was to examine elementary students' expectations on informal science learning in science museums which have characteristics of free choice learning. $5^{th}$ and $6^{th}$ grade students in two different elementary schools in Gyeonggi province participated in the survey and 330 samples were collected. Subcategories for the survey were categorized on the basis of review of the literature about the learning outcomes from science museums. The survey instruments were developed following the idea of each subcategory from the learning in science museums and a content validity of the survey instruments was checked. The results were as follows: Generally students' had high expectations of all subcategories and developing their interests in science through science museums was confirmed the most. Moreover, expectations on learning in science museums were differences between gender and grade. Finally, it was found that grade differences of expectations on learning in science museums were affected by intrinsic motivation, and empirical activity were affecting the gender differences of those. Based on the results of study, elementary students could confirm that the science museums had the important values and possibility as a field of informal science learning. And this study implied that the science museums could enhance more educational roles of informal science learning.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.173-185
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• 2016

Since Daejeon observatory has been built as the first astronomical science museum(ASM) whose theme is astronomy and space, many ASMs have been built or are being built by the governmental support. ASMs are requested to perform an important role as the educational venue that can be experienced the scientific activities for supplementing regular science education. This study investigated the analysis of the connection to astronomy-related contents of science curriculum revised in 2009 for exhibits of 17 ASMs. As a result, exhibits of ASMs show the low reflectivity to science curriculum and are very biased to standard of accomplishment. That is, they are not sufficient enough for the students to reach the learning objectives. However the astronomical scientific activities which are hard to be performed in regular school curriculum can be experienced at ASMs. Additionally, since exhibits of ASMs are easy to access and accept, they can provide the effective educational activities and learning effect. Therefore, ASMs have to be improved for supplementing regular science education through the informal curriculum of astronomical scientific activities by the producing and displaying good astronomy-related exhibits.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.453-464
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• 2017

The purposes of the study are to investigate the experiences of major stakeholders (i.e. science teachers, program instructors, local experts, etc.) who participated in implementing Community-Based Socioscientific Issues Programs (SSI-COMM) and to provide educational implications for further implementation. SSI-COMM dealt with three issues (i.e. abandoned pets, fine dust, and recycling) that students often encountered in their local community. Each program, lasting over 16 class periods in a free semester, included in-school and out-of-school activities in order to promote their interest and participation in community. Four teachers, four program instructors, and six local experts joined the interviews to explain their experience of participating in the programs. As a result, school teachers, program instructors, and local experts positively appreciated their experiences of the program implementation and perceived educational potentials of SSI-COMM. All the stakeholders mentioned that they became more interested in local socioscientific issues and strongly perceived the need for the implementation of such programs linked to their own community. The science teachers appreciated the opportunities to identify students' potentials through SSI-COMM and believed that SSI-COMM would contribute to reducing the gap between learning and practice. The program instructors, observed that out-of-school activities contributed to enhancing students' self-confidence and fulfillment in learning. Finally, the local experts obtained a sense of belonging to their community and were very satisfied with their contribution. The SSI-COMM programs are expected to be one of the educational models that will help to encourage the participation of students and stakeholders in facilitating educational activities in relation to the community.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.518-526
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• 2006

Science career education is for every student as well as for students who want to become scientists. In this study, we developed and applied science career education materials using TV programs which showed successful application of science in industry and business. The effects of the programs were surveyed mainly by questionnaire on 'Science Career Orientation', which have four categories.Video materials using TV programs were effective in changing science career orientation (p<0.05) of junior high school students, but only when the teacher added some cognitive explanation on the scientific concept involved. Providing only video materials were not enough to make meaningful change on science career orientation. The results implied science career education should be linked with science teaching and learning. It also showed the possibility and the way of using informal education like TV program in science career education.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.291-307
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• 2018

As the value of lifelong learning becomes important, states are making efforts to build a system of lifelong learning. According to this tendency, this paper intends to compare the participation rate of lifelong learning, learning outcomes, learning support infrastructure, support of learning expenses, and recognition of lifelong learning. For the comparative pedagogical approach, Bray and Thomas' cubes such as geographical / regional level, non - geographical demographic statistics, social and educational aspects were utilized. The participation rate of lifelong learning in Korea is 34.4% in 2017, which is lower than the OECD average of 46%. The competency scores of Korean adults were lower than the OECD national averages of the PIAAC survey which measured adult competence, language ability, numeracy, and computer-based problem solving ability. In order to recognize prior learning, EU countries have developed EQFs to evaluate all non-formal and informal learning outcomes, while Korea recognizes qualification as a credit banking credit under the academic credit banking system. International comparisons of lifelong learning can be used as an important tool for diagnosing the actual conditions of lifelong learning in a country and establishing future lifelong learning policies. Therefore, it is necessary to maintain that the comparative pedagogical approach of lifelong learning differs according to the historical context, socioeconomic characteristics, and population dynamics, including the formation process and characteristics of modern countries.