• Journal of the Korean Chemical Society
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• v.45 no.6
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• pp.595-602
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• 2001

The basic tenet of science education by the 7th national curriculum for middle school students is teaching by learner's academic levels. It is a kind of new approach to both of teachers and students, but there has been little preparation in school fields for the new approach. Therefore, this study reviewed the characteristics and constraints of the approach, and suggested the types of learning methods for the approach. And then this study explored the guidelines for writing a lesson plan for the science education by the 7th national curriculum. Specifically, this study presented an example of lesson plan for a unit of middle school chemistry.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.103-115
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• 2000

The ability-grouping is the essence of the seventh educational curriculum, applied to school from year 2000, and its enriched-supplementary type will be carried out for science course. This study examines the effect of the enriched-supplementary ability-grouping within class to student's academic achievement and the attitude, related to science. Thus we developed teaching and learning methods with intellectual level about the subject of 'Water Circulation and Weather Change' in Middle-School Science 2. Then we tested 152 eighth graders who were divided into the experimental and control groups. The experimental one was taught through the ability-grouping for about six weeks, while the control through conventional lecture. The improvement of the experimental group in academic achievement was more effective than that of the control, and particularly to below-average students who ranked in lower thirty percent. The experimental one got more negative change in domain 'Science as a Subject, and in subdomain 'Anxiety in Science Lesson'. While outstanding students who ranked in upper thirty percent showed a significant positive change in subdomain 'Satisfaction in Teaching Method, the below-average were negatively changed in subdomain 'Anxiety in Science Lesson'. The current ability-grouping was suitable for the improvement of academic achievement, but not for the general attitude related to science. In order to enhance the ability-grouping effect in science education, we need to additionally consider student's interest and concern in grouping, and develop various teaching and learning methods together with proper textbook contents.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.666-675
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• 2002

The purpose of this study was to develop the level-defferentiated Web Based Instruction(WBI) program, to examine its effects on the science achievement self-directed learning characteristics, and the students’ perceptions on the WBI learning. For this purpose, the advanced and complementary WBI program of level-differentiated curriculum was developed to adapt to class fields and examine instruction facilitating efficiency. Designed and developed the WBI program make it possible to teach students according to the level-differentiated learning for the chapter, ‘weather and climate’ in high school science curriculum. The results of this study are as follows: First, level-differentiated WBI was effective to encourage self-concept, learning eagerness, future-oriented self-apprehension, creativity, self-assessment of the student’s self-directed teaming characteristics. There was no interaction effect of treatment and students’ learning ability at the self-directed learning characteristics. Second, the scores of science achievement of WBI group were significantly higher than those of conventional lecture group. There was interaction effect of treatment and students’ learning ability. However level-differentiated WBI has no effect on openness, initiative, responsibility of the student’s self-directed learning characteristics. There was interaction effect of treatment and students’ learning ability at the science achievement, Third, in the perception questionnaire of WBI teaming, many students showed the WBI teaming was good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.