• Journal of The Korean Association For Science Education
• /
• v.19 no.1
• /
• pp.29-40
• /
• 1999

The purpose of the present study was to test hypothesis that, because it uses tri-dimensional sensory pathway which have been showed a higher rate of neural activities than uni- or bi-dimensional's, lab-activity-based instruction is more effective teaching strategy in learning science than verbal-based instruction. In the present study, manipulative teaching strategy that uses visual, somatosensory and auditory information pathway was regarded as a mode of tri-dimensional sensory inputs. In addition, verbal teaching strategy that uses mainly auditory and a little visual information pathway was used as a mode of bi-dimensional sensory inputs. Fifty-six students who failed to successfully solve two proportional reasoning tasks (i.e., pouring water tasks) were sampled for this research from a junior high school. The subjects were randomly divided into a manipulative or a verbal teaching group, and given manipulative or verbal tutoring on the use of proportional reasoning strategies and a test of proportional reasoning during instruction. The results showed that manipulative group's performance on the test of proportional reasoning during instruction showed significantly higher performance than verbal group's (t=2.45, p<0.02). The present study also discussed some educational implications of the results.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.5
• /
• pp.33-42
• /
• 2007

The purpose of this study is to develop and applicate the computer science teaching-learning program to raise the next newest talented students in IT field. The experiment was conducted to analyze the effects of learners variables such as learning achievement and attitude at K elementary school in Chungcheongbuk-do during 8 weeks and samples were 74 students. The summary of results of this study are as follows : First, significant differences were not observed in part of achievement of learning between comparative group and the experimental group who used computer science program consisted of specific manipulative activities. However, the higher mean score means that teaching-learning based on specific manipulative activities have a positive effect on understanding contents of computer science. Second, it is found that students in experimental group respond more positively about computer science than comparative group.

• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.221-232
• /
• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.

• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.446-453
• /
• 2004

기존의 과학 실험 활동은 도구 조작과 데이터 수집을 하기 위한 절차로서 컴퓨터를 이용한 예가 극히 적었다. 이런 점에 착안하여 다양한 센서를 활용하고 센서를 포함한 로보틱스를 도입하여 새로운 실험 실습 환경을 설계하고자 한다. 본 연구는 고학년을 중심으로 7차 과학과 교육과정에서 센서를 적용할 수 있는 교육 내용을 선정한 후 마이크로 컨트롤러를 이용하여 측정값을 디지털 세그먼트로 나타내고 또한 실험결과를 모니터 상에 그래프로 표현함으로써 학습자의 흥미와 호기심을 유발하고, 데이터 수집의 신속성과, 수업시간 운영의 효율성, 빠른 피드백을 가능하게 할 것이다.

• Journal of The Korean Association For Science Education
• /
• v.23 no.5
• /
• pp.544-560
• /
• 2003

The purposes of this study were (1) to investigate the characteristics of the exhibits at three representative science centers or museums in Seoul, and (2) to analyse students' perceptions about the most and the least favorite exhibits selected by students as visitors. Three science centers investigated were Seoul National Science Museum, Seoul Education & Science Research Institute, LG Science Hall. The subjects for students' perception survey were 290 middle school students who visited the three science centers. The investigation of the exhibits showed that the goals, the contents, the visitors' viewing and manipulating activity types, and the explanation types of the exhibits depended on the purposes and the target visitors of each science center. Students' responses indicated that they most favored hands-on exhibit. And students preferred the exhibits that had new and comprehensible contents and the were related to what they had learned in school. Students said that they felt that science was exciting and that they came to experience what they did not do in school. Students said that reading or hearing given explanations was helpful to understand the exhibits, but about 20% of the students responded that they did not read explanation on panels at all. Students also said that guide's oral explanations were more understandable than written explanations on panels. Some of the students commented that having to wait for access because of crowds or because of the resetting time required for hands-on activities was inconvenience.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.59-72
• /
• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.