• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.472-479
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• 2005

The purpose of this study was to develop an inquiry-based professional development program for in-service secondary science teachers and to investigate it's application. The inquiry-based professional development program was reconstructed based on SSCS problem-solving model, which is composed of 4 stages of search, solve, create, and share. The 28 science teachers' understanding of the SSCS program were investigated as implementing the program. As a result of this study, 8 SSCS modules have developed as the science teachers have searched, solved, created, and shared various situated problems. The science teachers found themselves to have positive perception of SSCS program. The SSCS program was effective in changing the learners' teaching/learning attitude and to develop individual scientific thinking. To make the SSCS problem solving successful and more effective, both science teachers' professionalism and pedagogical knowledge for selecting topic as the levels of learner should be considered.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1489-1501
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• 2012

The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2008.05a
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• pp.11-15
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• 2008

다각형에서 가장 기본이 되는 삼각형과 사각형의 종이를 접을 때 마다 다양한 규칙성들이 발견될 수 있다. 따라서 본 연구에서는 이런 종이접기를 통한 패턴 탐구를 통해 문제를 형식화거나 일반화 하는 능력과 수학적으로 사고하는 능력 즉, 귀납적 추론력을 길러주고자 함에 목적을 두고 있다.

• Monthly Duck's Village
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• s.98
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• pp.44-48
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• 2011

• Monthly Duck's Village
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• s.205
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• pp.20-35
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• 2020

• Monthly Duck's Village
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• s.207
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• pp.16-22
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• 2020

• Monthly Duck's Village
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• s.206
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• pp.26-37
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• 2020

• Monthly Duck's Village
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• s.208
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• pp.18-26
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• 2020