• Journal of Science Education
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• v.45 no.3
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• pp.292-303
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• 2021

This study identifies the terms frequently used together with energy in online science news articles and topics of the news reports to find out how the term energy is used in everyday life and to draw implications for science curriculum and instruction about energy. A total of 2,171 online news articles in science category published by 11 major newspaper companies in Korea for one year from March 1, 2018 were selected by using energy as a search term. As a result of natural language processing, a total of 51,224 sentences consisting of 507,901 words were compiled for analysis. Using the R program, term frequency analysis, semantic network analysis, and structural topic modeling were performed. The results show that the terms with exceptionally high frequencies were technology, research, and development, which reflected the characteristics of news articles that report new findings. On the other hand, terms used more than once per two articles were industry-related terms (industry, product, system, production, market) and terms that were sufficiently expected as energy-related terms such as 'electricity' and 'environment.' Meanwhile, 'sun', 'heat', 'temperature', and 'power generation', which are frequently used in energy-related science classes, also appeared as terms belonging to the highest frequency. From a network analysis, two clusters were found including terms related to industry and technology and terms related to basic science and research. From the analysis of terms paired with energy, it was also found that terms related to the use of energy such as 'energy efficiency,' 'energy saving,' and 'energy consumption' were the most frequently used. Out of 16 topics found, four contexts of energy were drawn including 'high-tech industry,' 'industry,' 'basic science,' and 'environment and health.' The results suggest that the introduction of the concept of energy degradation as a starting point for energy classes can be effective. It also shows the need to introduce high-tech industries or the context of environment and health into energy learning.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.12
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• pp.2049-2067
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• 2013

The purpose of this study is to present a more effective nutrition education activation plan. As a result of investigating the dietary education operating situation, 58.9% underwent direct education, and 89.5% underwent food life education through traditional food culture succeeding business operation. The results from investigating the recognition regarding dietary education are as follows. The activation level by education types was as low as 2.24 points, the necessity was as high as 4.54 points, the difficult point in performing food life education was 'overwork' with 4.43 points, and the teaching activity ability level was 'can effectively prepare a teaching guidance plan' at 2.96 points. As a result of investigating the nutrition consultation operating situations, 62.8% underwent it and all of the students as well as some parents and teachers performed it. The consumed time per consultation for effective nutrition consultation was 10~20 minutes, the required education equipment and data were 'consultation program' with 40.3%, and the important content during consultation was 'contents related to eating habits' with 70.5%, which was recognized as the most important.

• Science of Emotion and Sensibility
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• v.15 no.2
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• pp.183-192
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• 2012

This study aims at expressing the correlation of 'creativity' and 'emotional intelligence' in cartoon expression learning through literary research and correlation analysis. Analyses were made on each sub-factor for the self emotional intelligence evaluation and the creativity evaluation made by experts through cartoon expressions by elementary school students, who are the learners. Studies on preceding research showed that creativity and emotional intelligence had a correlation and that it is common preception that higher creativity is equivalent to higher emotional intelligence. However, results of correlation analysis in this study showed that while there is a relation between creativity evaluation and emotional intelligence in cartoon expression learning, not all factors were correlated. Furthermore, the results of emotional evaluation of the upper and lower group learners did not show similar results in the creativity evaluation. Through this study, it can be said that for emotional intelligence and creativity factors, finding the appropriate emotional intelligence development method would be the way to enhance creativity. Therefore, in order to develop creativity through cartoon expression learning, systematic research should be performed for extracting the relative emotional intelligence factors.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.283-292
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• 2008

Computer Science Education has to be dynamically changed due to a change of information technology. This study aims to present the direction of development for computer science education according to compare a report of KEDI; Korean Educational Development Institute, twenty years ago with our latest investigation. In this research, nowadays the personal computer diffused at most home. Home is the main environment for students to use computer. Students demand new computing curricula and teaching method. The global tendency of computer science education focuses on the improvement of problem solving ability. According to our investigation, most students hope to learn the new computing skills through game-based learning. We present the unplugged teaching methods and simulation-based learning using EPL(Educational Program Langage). Of course it's important to be applied to school now. And it can be achieved just by national efforts alone.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.315-321
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• 2008

The posters are the tools to communicate authors' idea with others by visual image and a little word. Every discipline has its own sign with specific meaning shared by the members of the discipline. Chemists and students learning chemistry, therefore, will communicate with each other by specific chemical signs (codes). The Korean Chemical Society has held the feast of drawing chemistry posters by students nationwide since 2004. In 2004 and 2005, more than three thousands of posters were submitted, and about one hundred and fifty posters were selected as the prize winners. The award was divided by the grade levels of elementary, middle, and high school. This study explores the codes of chemistry used in students' posters. With the analysis of the visual elements and the verbal elements of posters, 7 chemical codes were found such as the liquid, the experiment apparatus, the graduations, the chemical language, scientists, the earth and environment, and things around us. In addition, the differences were investigated on the grade levels, on awarded or non-awarded poster, and on the years. Educational implications of these findings are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• Journal of the Korea Convergence Society
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• v.6 no.1
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• pp.23-28
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• 2015

Teaching programming skills is not only required for computer related departments but through the area of engineering and natural science. Moreover recently teaching programming skill is emphasized in software education for primary schools and secondary schools. Since programming ability is considered an essencial element of national competitiveness, we need programming learning system which alleviates the difficulty. We implemented Blockly webc Programming Convergent Learning System which is based on the graphic tools called Blockly by Google. Inside system problem sets for the programming beginners are embedded in the system. These problem sets are gone under more than 20 years verification and these problem sets may be used to help beginning programmers escape novice coder in short time. Blockly webc Programming Convergent Learning System together with already developed Simple Visual Language2 Programming Learning System is expected to play an important role as a programming learning system for the beginners.

• Journal of KIISE:Software and Applications
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• v.36 no.6
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• pp.498-507
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• 2009

There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.1-12
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• 2005

Establishing problem-based leaning(PBL) that is one type of constitutional learning models is meaningful not only for finding the diversity of WBI types but also for being the specific example of constitutional usage of WBI. This paper shows the development of web-based and problem-based learning program for 6th grade students of elementary school and finds its effect on their studies achievement. There were two classes of traditional lessons and one class of web-based and problem-based lessons. It performed a test with the classes for science lesson. It was found that web-based and problem-based learning is more effective on the improvement of studies achievement. There was meaningful difference in studies achievement according to ICT utilization ability. Web-based and problem-based learning statistically had a meaningful effect on the improvement of ICT utilization ability.