• Human Ecology Research
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• v.62 no.2
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• pp.351-368
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• 2024

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

• The Journal of Pediatrics of Korean Medicine
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• v.38 no.2
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• pp.32-40
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• 2024

Objectives The main aim was to quantify forward head posture using POM Checker®, a postural balance analyzer, among elementary school students. Additionally, the study aimed to investigate whether postural imbalance improved following three sessions of the school doctor program focused on body posture correction. Methods The program was conducted as part of the school doctor program in Korean Medicine, featuring lectures by a designated Korean Medicine doctor at an elementary school. The curriculum covered the importance of maintaining correct posture and included posture correction exercises. Pre- and post-program self-reported surveys were administered, alongside postural measurements taken over three months at one-month intervals. The survey included data on gender, grade, lifestyle habits, and awareness of correct posture. Result Out of 73 participating students, 63 underwent body balance measurements from the upper grades of one elementary school. Survey results revealed significant variations in daily sitting hours and weekly exercise levels. Attendance at lectures increased knowledge about correct posture. Initial measurements of forward head posture categorized 41.0% and 1.6% of participants into caution and risk groups, respectively. After the second measurement, the caution group representation decreased to 3.2%, and by the third measurement, only 1.6% of participants remained in the caution group. Conclusions Improvements in the angle and understanding of forward head posture among elementary school students were observed before and after the Korean Medicine school doctor program. However, posture improvement may be temporary, necessitating consistent follow-up management and monitoring.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.305-317
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• 2018

In this study, we investigated the characteristics of participant students' modeling with the blackbox simulation program and epistemic criteria. For this research, we developed a blackbox simulation program, which is an ill-structured problem situation reflecting the scientific practice. This simulation program is applied in the activities. 23 groups, 89 second year students of an education college participated in this activity. They visualized, modeled, modified, and evaluated their thoughts on internal structure in the blackbox. All of students' activities were recorded and analyzed. As a result, the students' models in blackbox activities were categorized into four types considering their form and function. Model evaluation occurred in group model selection. Epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation were adapted in model evaluation. The educational implications discussed above are as follows: First, the blackbox simulation activities in which the students participated in this study have educational implications in that they provide a context in which the nature of scientific practice can be experienced explicitly and implicitly by constructing and testing models. Second, from the beginning of the activity, epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation were not strictly adapted and dynamically flexibly adapted according to the context. Third, the study of epistemic criteria in various contexts as well as in the context of this study will broaden the horizon of understanding the nature of scientific practice. Simulation activity, which is the context of this study, can lead to research related to computational thinking that will be more important in future society. We expect to be able to lead more discussions by furthering this study by elaborating and systematizing its context and method.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.102-113
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• 2001

In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.407-415
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• 2014

Genetic determinism of human behaviors is considered as a philosophical perspective that genes in humans determine biological as well as social traits. However, many biologists agree that human traits are determined by interactions between genes and genes, as well as between genes and environments. In this context, genetic determinism still affect ideas of the general public as well as research directions of biologists. According to Cl$\acute{e}$ment's KVP model (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012), teachers' conceptions of genetic determinism influence students' concepts of genetics. This study intends to investigate teachers' conceptions on genetic determinism of human behaviors. For this end, a questionnaire adopted from a previous research (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012) has been administered to 308 teachers including 151 pre-service and 157 in-service. Factor analysis has been conducted to extract major factors and one-way ANOVA has been employed to find out differences in extracted factors among different groups of teachers. Four factors have been extracted from 14 items of questionnaire, including factor 1, a perspective of genetic determinism of gender differences in intellectual ability, social status, and emotional traits; factor 2, a perspective of genetic determinism of individual differences in intellectual ability; factor 3, a perspective of genetic determinism of individual differences in biological immune function and behavioral trait; and factor 4, a perspective of genetic determinism of ethnic differences. From the results of One-way ANOVA among teacher groups on four factors, first, it has shown a significant difference in factor 1 (F=3.325, p=.006), factor 3 (F=3.320, p=.006) and factor 4 (F=4.325, p=.001) due to their subject matters. In post-hoc comparison there have been no significant difference between biology teachers and other teachers. It has also been found that there was a significant difference between pre-service and in-service teachers in factor 1 (t=-3.938, p=.000) and factor 4 (t=-3.121, p=.002) and in-service teachers are more genetic deterministic than pre-service teachers. Finally, different religions have no influence on teachers' conceptions of genetic determinism of human behaviors.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.74-89
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• 2020

The purpose of this study was to develop a concept test tool for seasonal change with reliability and validity, and to objectively observe and analyze sub-concepts and misconceptions related to the concept of seasonal change to explain the relationship between variables. The development process of the conceptual change concept inspection tool consisted of the development of the inspection tool development plan, the development of the inspection tool draft, the modification of the preliminary inspection and inspection tools, the development of the final inspection tool, and the implementation of this inspection. The developed test tool can be used to provide students with appropriate learning and help by examining students' degree of seasonal change concept formation and analyzing the cause of the difficulty in concept formation. As a result of regression analysis of 198 students in 6th grade using the developed test tool, it was found that the understanding of pre-learning concept and correction of misconception had a statistically significant effect on the concept learned in the seasonal change unit, and misconception had greater effect. Correction of misconceptions had a significant effect on students above the average score among the two sections created and cut based on the average score, and on the students below the average score, the understanding of pre-learning concept had a significant effect.

• Journal of Environmental Science International
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• v.13 no.3
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• pp.301-311
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• 2004

The purpose of this study was to examine teachers’ awareness of chemical waste produced in elementary school laboratory experimentation and how this awareness relates to collection and disposal of chemical waste. More specifically, the study looked at the correlation between the handling of chemical waste and factors such as years of teachers’ educational career, class size and amount of waste produced. The target population were 250 elementary school teachers in Gyeongnam area and 237 subjects were responded. Among the 237 responses, 37 cases that did not complete the questionnaire were eliminated. Therefore, 200 responses were analyzed in this study. The survey questionnaire consisted of 15 questions. The categories of the questionnaire were their skills of management and treatment of the chemical waste. The data collected were analyzed by SPSS 10.0, and the relations among variables such as class sizes and years of teaching experience were also analyzed by $x^2-test.$ The results in this study were as follows: First, there were no significant differences between the years of teaching and class sizes in the training experience of chemical waste disposal. Second, there was a significant difference between the science laboratory size and class sizes in the laboratory actual condition. In addition, in the relations between the number of times of experimentation and the years of teaching experience, there was a significant difference. Third, in terms of the discharge amount of chemical waste, there was a significant difference between the years of teaching and class sizes. Fourth, in the simple chemistry waste disposal process in the science laboratory, there also was a significant difference between the kinds of experimental equipments that used in the experimentation and the years of teaching. Based on this study, it was found that great amount of the chemical wastes produced in the science laboratory dumped into the drain and the treatment process of chemical waste was also inattentive. Even the importance of environmental education is emphasized in the elementary education, the basic problems occurred in the science laboratory is disregarded. Therefore, not only students but teachers have to pay attention to the disposal process of chemical waste in the laboratory in order to prevent environment pollution. Furthermore, the efforts of preventing environment pollution are needed such as opening the teacher training course about environment education, minimal use of chemicals, treatment of chemical waste, and so forth.

• Journal of Science Education
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• v.38 no.1
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• pp.182-195
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• 2014

Ray drawing in geometrical optics is an effective method for visible imagery of light. In this study, we developed peer instruction materials for in-service teachers' training concepts on the refraction of light including drawing rays. And then we applied these programs to 29 pre-service teachers and 21 in-service primary teachers and evaluated the degree of conceptual change in correct points from the pretest and the post one. As a result of pretesting, in spite of experiences for learning this topic in elementary and secondary education courses, most participants in the study did not well understand the path of refracted light before instructions. However, the result of post testing after the application of peer instruction materials shows that they have practiced ray drawing, which is helping visible imagery. Accordingly, in learning geometrical optics, we suggest that peer instruction with ray drawing activity for teachers' training program would be effective. We also suggest that similar approaches would be applied to other context.