• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.170-180
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• 2010

Among the various fields of Earth Science, especially in Astronomy, we often deal with the change of space-time in an abstract way. Thus, making use of 'Concept Sketches'-simplified sketches that represent the main features, principles, processes and interrelationships of the learning content by using some concise explanations, signs and terms could help the students efficiently learn the phenomena of Astronomy. This study's aim was to check its effects and analyze the results of the lessons that included concept sketches and a discussion about the field of Earth Science in high school. The control group took traditional lessons, while the experimental group did a small-group discussion that used the concept sketches. After the lesson, some students were chosen to answer a questionnaire and go through an in-depth interview. The result of the data shows that the small-group discussion lesson that used the concept sketches helped both the high-ranking and low-ranking students to build concepts and was able to attract students' attention. Moreover, the students produced long-term memories of the content learned through the class discussion, which allowed them to exchange their own thoughts and opinions with other students. Most of all, drawing pictures, a familiar activity, appealed to the students, so they took part in the class eagerly.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.263-272
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• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.640-648
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• 2002

The purposes of this study is to examine the effects of cooperative teaming through student team-achievement division (STAD) model on high school students’ leaming achievements and scientific attitudes in the field of astronomy. It is another aim to compare effects of cooperative learning based on improvement scores with traditional teaching method done only by teachers in astronomy field. This study was conducted on two tenth grade classes in a boy’s high school in Incheon. Students had four classes a week in cooperative learning way for four weeks. During cooperative learning classes, formative evaluation was given to students every week oil Stars and Exploring the Solar System. The results show that these two approaches have great different effects on students’ astronomical knowledge and that students adopt more positive scientific attitude toward cooperative learning classes than traditional ones. In conclusion, the cooperative learning is more effective and positive than traditional one in learning astronomical knowledge and in students scientific attitude for science classes.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.190-197
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• 2005

이 연구에서는 지구과학교육과가 지구과학을 연구하는 곳이자 지구과학을 교육하게 될 교사를 양성하는 곳이라는 두 가지 특징을 갖는다는 점에서 그에 적절한 천체관측 프로그램을 개발하고자 한다. 이 프로그램은 크게 4가지로 구성이 되어 있으며, 연구 대상은 서울대학교 지구과학교육과 2학년생 18명으로, 천체지구과학 및 실습을 수강하고 있는 학생들이다. 이 학생들에게 본 연구자가 개발한 천체관측프로그램 수업을 진행하고, 수업을 하기 전과 수업을 한 후에 천체 관측에 대한 인식 및 과학에 대한 태도 검사를 수행하고자 한다. 또한 수업의 끝부분에서는 학생들의 소감문 및 프로그램에 대한 평가 설문지를 수집하여, 개발한 관측 프로그램의 효과를 알아보고자 한다.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.2
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• pp.67.2-67.2
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• 2019

이 연구는 한국천문연구원에서 진행한 2019 하계 교원천문연수의 초급·중급과정 교육 프로그램에 대한 교사들의 인식 조사 및 개선방안을 찾는데 목적을 두었다. 교육청에서 인정한 직무연수프로그램인 2019 하계 교원천문연수는 현대 천문학의 동향과 지식을 일선 학교에 전달하는 것을 목표로 하고 있다. 이 연수는 초등교원을 주대상으로 한 초급과정은 2019년 8월 5일부터 7일까지, 중등교원을 주대상으로한 중급과정은 8월 7일부터 9일까지의 일정을 두고 실시되었다. 본 연구는 각각의 교육 과정이 교원 직무연수프로그램의 교육 목표를 충분히 따르고 있는지를 알아보자 사전, 사후조사 설문지를 개발하여 초급과정과 중급과정에서 각각 30여명, 20여명을 대상으로 설문조사를 실시하였다. 이때 사전조사 설문지는 기본 인적정보, 연수 참여 동기, 천문 관측 활동 경험 여부에 관한 것으로 10문항이, 사후조사 설문지는 교수 학습 프로그램의 내용면에서 지적 및 정의적 만족도, 진로지도 유용성, 향후 수업 활용성, 개선사항에 관한 것으로 20문항이 개발되었다. 설문조사 결과가 도출 된다면, 본 직무연수프로그램이 내용적인 면에서 교사들의 천문학에 대한 지적·정의적 향상 및 향후 일선 학교에서의 프로그램 보급 활용성을 높이기 위해 어떻게 수정·보완해야할지 개선점을 제시해 줄 것으로 기대된다.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.54.2-54.2
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• 2021

지구과학 분야에서 가장 어렵게 느껴지는 내용인 천문분야는 다른 과학 분야와 달리 탐구 대상이 천체들이 먼거리에 있고, 쉽게 관측하기 어려우며, 실험실에서 동일실험과 반복 실험이 불가능하여, 추상적이고 직접 관측하기 어려운 개념에 관한 연구들이 많다. 따라서 이 연구에서는 레이저 커팅기를 사용해 지구과학교과 중 별자리를 구성하는 별들의 상대적 거리를 수학적으로 계산하는 과정과 고등학교 물리교과 중 LED 광원의 원리를 알고 LED 모듈을 제작하여 최종적으로 아름답고 과학적으로 가치가 있는 입체 별자리 교구를 제작하는 형태의 STEAM 교육 프로그램을 개발하고 시범학교 적용을 하였다. 이에 지능정보화 사회에 발맞춰 천문학 지식을 창의 교육의 형태로 교육하는 새로운 교육법을 실현한 연구결과들을 발표하고자 한다. 또한 개발한 프로그램의 효과성을 검증하기 위해 STEAM 관련 태도 검사와 논리적 사고력 검사 및 만족도 검사를 실시하였다. 연구결과 개발된 프로그램이 STEAM 태도 검사와 논리적 사고력에 효과가 있는 것으로 나타났으며, 천문수업에 대한 학생들의 인식은 긍정적이었다. 따라서 후속 연구에서는 다양한 학년 및 위계에 맞는 프로그램의 개발과 다양한 지역 등의 현장 적용을 통한 연구가 진행되어야 할 것으로 판단된다.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.572-584
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• 2014

The purpose of this study was to find out the effects of astronomical STEAM program using co-teaching on self-directed learning attitude. For this purpose, we developed an astronomical STEAM program and applied it to elementary science gifted students. Thirty six, $5^{th}$ and $6^{th}$ grade elementary science gifted students were participated in this study in total having 16 students in experimental group and 20 students in control group. The results were described as follows. First, astronomical STEAM program using co-teaching was effective in improving self-directed learning attitude. Second, the program was effective in improving participants' openness to learning opportunities and problem-solving. Third, students were satisfied with the co-teaching that provided ample feedbacks and detailed explanations, and teachers perceived that co-teaching was helpful to overcome a lack of professional knowledge, and to solve difficulties of evaluation and preparing teaching materials for STEAM classes. With findings, we discussed implications for co-teaching of STEAM lessons to improve students' self-directed learning attitude at the end of paper.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.393-406
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• 2014

Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.86-106
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• 2019

The purpose of this study is to develop an astronomy education program reflecting astronomical thinking to be used at science museum and to investigate the effect of the program on the improvement of astronomical thinking ability of high school students. After selecting the components of astronomical thinking through literature studies, we developed an astronomy education program consisting of four stages: demonstration and observation, and question and thinking, support and group discussion, demonstration and assessment. In order to verify the effectiveness of the program, we conducted a covariance analysis on the pre- and post-tests of the experimental group and control group to examine the level of students' thinking before and after using the program in teaching and learning. As a result, it was confirmed that the astronomy education program reflecting astronomical thinking was effective in promoting students' astronomical thinking ability. In particular, this program was effective in enhancing the ability of modeling by reconstructing the observed astronomical phenomenon from the viewpoint of the universe with respect to spatial thinking in the astronomy domain. It was also effective to improve the ability of organizing the system by grasping the relationship between the elements constituting the astronomical system in relation to the system thinking in the astronomy domain. This study is significant in suggesting a specific teaching and learning program to develop students' astronomical thinking.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.162-174
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• 2020

This study aimed to develop a creative education class program using metaphor, one of the creative thinking techniques, and to examine the effectiveness of the program targeting for randomly sampled 338 students in six middle schools. The creative education class program with the metaphor was developed based on content elements concerning 'astronomy' in 2015 science curriculum revision in South Korea. The program was tested for validity after being modified and supplemented three times by forming a group of experts, and the final version of the program was applied to school education fields during four periods, including block time. To find out the effectiveness of the program and the implementation, creative education class satisfaction test and creative thinking process test were conducted. That is to say, the creative education class satisfaction test was conducted before treatment and the creative thinking process test was implemented both before and after treatment. The results of the study are as follows. First, in this study, the program was developed with the emphasis on students voluntarily and actively participating in creative education programs while utilizing creative thinking methods. Second, the statistical results of the pre- and post-class about the creative education program using the metaphor of creative thinking techniques represented significant results(p<.05). In other words, the two-dependent samples by students' pre-and post-score about the creative education class showed significant statistical test results (p<.05). It turned out that the creative education program using metaphor has had a positive impact on research participants. Third, in regards to the results of the creative education class satisfaction test, 101 out of 338 students(30%) answered 'Strongly Agree' and 137(41%) answered 'Agree', indicating the subjects' satisfaction with the class was high in general. On the other hand, concerning difficulties of the creative class, 137(41%) answered "Lack of time" as the main factor, followed by 98(30%) "Difficulties of problems they were required to solve", 73(22%) answered "Conflicts with friends", and 24(7%) said "Difficulties of contents." These responses were taken into account as considerations for further development of creative education programs.