• 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.

• Journal of dental hygiene science
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• v.11 no.3
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• pp.155-161
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• 2011

The purpose of this study was to obtain data necessary for guiding students in the future by grasping which rate of error is made how much depending on a shooting technique in the filming of periapical radiograph. 14,402 films, which were instructed targeting students for the Department of Dental Hygiene at D Health College and S Health College, were analyzed. The following results were obtained by conducting questionnaire survey targeting 263 students who completed the shooting practice lesson of bisecting angle technique and paralleling technique. 1. In case of having shot with bisecting angle technique, the ratio of error was the highest in both maxillary and mandibular first molar. 2. In case of having shot with paralleling technique, the ratio of error was the highest in the maxillary bicuspid and the mandibular first molar. 3. As for ratio of error in light of a shooting technique, both bisecting angle technique and paralleling technique were indicated to be the highest in inaccuracy of film position. The bisecting angle technique was indicated to have the higher ratio of error compared to the paralleling technique. 4. As for ratio of error in light of the processing technique, both bisecting angle technique and paralleling technique were indicated to be the highest in dark image and light image. The bisecting angle technique was indicated to have the higher ratio of error compared to the paralleling technique. 5. Students were indicated to feel it to be most difficult for grasping the processing level in the film-developing process. As the above results, to reduce ratio of error given the periapical radiography, a method of reducing ratio of error given the periapical radiography is considered to be what correctly understands the morphological and anatomical structure inside the mouth and what acquires the shooting technique by filming several times with having enough time.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.165-173
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• 2014

The purpose of this study is to investigate the stress factors experienced by science teachers and stress related to science teaching. To do these, I have developed the Science Teacher Stress Inventory, which consisted of 50 stress factors with subcategories such as student characteristics, teacher characteristics, school environment, administrative procedures, and conditions of service. 104 science teachers have participated in this questionnaire survey. Additionally, I got 109 stress cases related to science teaching from surveys of 25 science teachers. Results are as follows: first, stress from students characteristic and administrative procedures are perceived as having more stress factors than teacher characteristics, school environment, and conditions of service. Second, stress in affective domains such as students' low motivation in science and insincere class attitude is perceived as having more stress factors than stress in cognitive domain. Third, female science teachers are significantly more stressed than male science teachers. Fourth, students' low motivation and low understanding in science learning are the most stressful factors in stress related to science teaching. Fifth, science teachers feel more stress in evaluation such as experiment test and joint-set exam questions.

• 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 Engineering Education Research
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• v.2 no.1
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• pp.39-50
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• 1999

In recent globalization era, Korean architectural education and profession are emerging as the fields with serious problems. There are two major reasons. One is an internal factor caused by Ministry of Education's full scale shift from department to faculty system. Due to the drastic change in this system, most of schools have serious difficulties to deliver the proper professional education. And the other is an external factor. In WTO era, Union of International Architects has adopted $\ulcorner$UIA Accord on Recommended International Standards of Professionalism In Architectural Practice$\lrcorner$. According to the education section of the Accord, it requires 5 years of professional education in the accredited school. So, if it is formally adopted in the Beijing Congress, which is scheduled to be held in June 1999, we may face very serious problems in architectural education. As mentioned above, with the present education system it is believed not easy to meet their new criteria. Within the present system, which does not have any mandatory relationship with professional licence, students might go on to diverse fields such as architectural design, structural engineering, construction management and building equipment engineering. However, if UIA Accord and Engineering Accreditation are required at the same time, it will not be easy to meet their new criteria with present architectural education system. The goal of this paper is to suggest the models to meet the standards of international community while keeping the strengths of existing systems.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.200-211
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• 2011

The purpose of this study is to investigate the effects of astronomical animation module on students' conceptual change regarding the concepts of diurnal motion of stars. Four students participated in this study, who never learned about the diurnal motion of stars. An animation module was developed by using Flash MX to readily understand the concept of space. In addition, we inserted a teacher's voice with supplementary materials into the animation module to help students learn individually. The animation module was comprised of the movement of the Earth, the Moon and the planet. The earth science gifted students' preconception on diurnal motion of stars was analyzed with pre-test using questionnaires and interviews. After the instruction with animation module, the effect of conceptual change was examined by comparing pre and post-test. The results indicated that three students correctly presented about the motion of the star by all directions in middle latitude. Four students showed their understanding that stars travelled straight in all directions. Finally, all of four students whose preconceptions were that the star rotated perpendicularly showed the conceptual change of diurnal motion that the star traveled diagonally.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.141-150
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• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.177-196
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• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.