• Journal of the Korean earth science society
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• v.30 no.3
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• pp.305-316
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• 2009

Experiments to explain fossilization have been introduced in elementary and middle school science textbooks. Most of them have explained the processes by the mold and cast formed by imprint of bivalve or leaf. The processes explained in the textbooks are more similar to that of trace fossil than body fossil, because the external molds from experiment are imprints after the model was taken off. However fossils of the figures in the textbooks are mostly body fossils. Therefore, the students may be willing to equate the experiment process with the fossilization of the body fossils. The misconceptions were confirmed in this study by the questionnaire which asked 9th grade students on this subject. Many students thought that the body fossils were fossilized imprints and the fossils of terrestrial organism were formed on land without transportation, that is, they did not understand well about biostratinomy and crustal movement. The misconception about the environment in which fossils formed was already reported in a survey on the elementary school students, but has not revised until ninth grade. Therefore, to remove the misconception related to the fossilization, the fossil models in the experiments may be replaced by trace fossils, or new experiments for body fossil should be designed.

• Journal of Science Education
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• v.46 no.1
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• pp.1-16
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• 2022

The purpose of this study is to explore learning progressions for global warming at middle school level. For this purpose, we conducted a construct modeling approach that specifies constructs, item designs, outcome spaces, and measurement model steps from April to October, 2021. In order to develop student assessment items, we analyzed the 2015 revised curriculum and textbooks of middle school and categorized a concept hierarchy for each construct to create a construct map. The assessment items were developed into multiple-choice, short answer, and essay questions according to the selected constructs to strengthen the linkage between the constructs and the items. Based on the three-step grading criteria for each item, an online assessment of 21 minor items developed for middle school students show that many students met 'high' level, but none met 'low' level. In this manner, the initial set lower anchor was reset to level 0, the original set upper anchor was lowered from level 4 to level 3, and the hypothetical learning progression for global warming was presented in the following order: phenomenal, conceptual, and mechanical understandings. The results of the research have raised implications for reorganizing the next science curriculum and improving the assessment system.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.952-962
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• 2013

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.437-451
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• 2010

The purpose of this study was to analyse beginning science teachers' PCK. For the purpose of this study, two beginning science teachers were chosen in public middle school. Qualitative data were collected through classroom observation recording, semi-structured interviews, and other document data. Data were analysed using the constant comparative method. The results indicated that the two beginning science teachers' PCK had little differences; both have insufficient knowledge of science curriculum and assessment, and their PCK had quite differences in the instructional strategies and the orientations toward teaching science. Though they were aware of students' various levels, their common teaching method focused on delivery of science text knowledge for poor understanding about student. In conclusion, the two beginning teachers' PCK were still similar with preservice teachers. To develop beginning teachers' PCK, it needs to change the paradigm of pre-service teachers education program and to expand in-service teachers training and supporting program.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.575-589
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• 2011

The aims of this study are to investigate how Kepler found a scientific problem for the retinal image theory and to investigate how the science high-school students respond when the same situation is applied to them. And their results was compared with general high-school students' results. Kepler found the scientific problem in the eye vision through the critical analysis of contemporary theories of vision, based on his relevant knowledge of optics. When we applied the same situation to the Korean science high school and general high-school students, only a few of science high-school students found the scientific problem as same as Kepler's finding. From the results, it is suggested that in development of creativity teaching material, the situations like Kepler's problem finding need to be included in the programs.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.493-502
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• 1998

Science curricula of public and government institution schools from 1895 to 1910 in Korea were studied And through tracing people in charge of science education actual status was researched. The result of the study showed that 'physics, chemistry, nature' in the regular course for normal schools and 'department of science' in the short course were used for in the curriculum. Subject of nature were educated by SaitoKinji. 'Science' was educated by MatsumotoSoji in Department of Japanese Language at Foreign Language School and 'science of nature' by Hase in Department of German Language. 'Nature' and 'physics and chemistry' were taught by ShideharaTahira at Hansung Middle School which was established in 1899. MoriTamejo was in charge of subject of nature at Hansung High School which was a new name since 1906. It was also revealed that'physics and chemistry'were taught at Industrial Professional Institute. In short during the era of Taihan (Korea) Empire science education at public and government institution schools were entirely performed by Japanese. Furthermore the first time when professionals majored in natural science began to assume responsibility for science education was during late part of Taihan Empire and before that time tradition of science education was maintained by'non-professionals'like ShideharaTahira.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.9
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• pp.833-840
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• 2017

This study was attempted to explore in depth the education of cultural diversity in the curriculum and textbooks of middle school according to [1] As a result, the educational goals in the curriculum emphasized[2] the realization of the meaning and value of cultural diversity education reflecting the global citizen education in various time, space background and socio-cultural context. The purpose of the curriculum guidelines is specified, and the following is given: "To properly recognize the diversity of the world culture; To acquire knowledge on cultural diversity; To grasp important functions in the city life, and to have attitudes and qualities required as members of the world, and to develop a pluralistic literacy ability''. In the textbooks, the subjects of the cultural diversity education are mainly based on the curriculum standards, the education area of the 7th grade is the 'human community life', the education area of the 8th grade is the origin and development of the Chinese civilization, Suggesting the scope of the theme 'harmonious coexistence with the world'. In order to analyze cultural diversity education in response to the demands of the times, we analyzed three factors such as diversity, identity, and interrelationship.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.2-12
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• 2004

The purpose for this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method B. For Method A, the textbook used that explains the concept in the view of weight. For Method B, the textbook used approaching to the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, which were divided into the Method A group and the Method B group. The result of the study carried out pre-post each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The result of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors, 'the direction of atmospheric influence and the reason', 'the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor, 'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.