• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.96.1-96.1
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• 2008

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.4
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• pp.27-47
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• 2022

The purpose of the study is to develop a unit catalog system that can be linked with the curriculum. As for the research method, first, unit subject words were extracted through the analysis of middle school curriculum and science textbooks in all grades. Based on this, we designed a unit catalog system that has a unit book catalog by connecting books related to the unit topic of the subject, an index word catalog that organizes unit subject words into index words, and a grade and school level linked subject linked to the unit topic as a subsystem. Using the Notion program, a unit catalog system was implemented on the web using a middle school science unit 1 as a sample. To evaluate the system, experiments and surveys were conducted targeting students, and very positive results were shown in terms of satisfaction with the system and intention to use it in the future. Meanwhile, this study was limited to middle school science departments, but it was proposed to expand the application to all grades and subjects.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.365-380
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• 2021

This study aimed to explore the characteristics of scientific observation and reasoning of gifted middle-school students in rock identification. Five rock samples that are considered important as per science textbooks, including igneous, metamorphic, and sedimentary rocks, were provided to 19 first-year middle-school students attending a gifted education center. Students were asked to infer the formation process, type, and name of each rock. The results showed that the characteristics of rocks that students primarily paid attention to included color, texture, and structure. Students immediately succeeded in identifying common rocks based on memory; however, meaningful inferences were not made. In case of rocks that students faced difficulty discriminating, significant reasoning processes were revealed through discourse. In addition, although scientific reasoning was properly constructed based on meaningful observations, there were cases wherein rock identification failed. These results will contribute to determining the current level of understanding of middle-school students in rock identification activities and finding ways to provide students with meaningful scientific observation and inference experiences through rock identification in the school field.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.74.2-74.2
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• 2009

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.46-47
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• 2011

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.15-16
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• 2011

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.34-35
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• 2010

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.95.1-95.1
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• 2008

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.89-94
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• 1984