• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.165-187
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• 2011

This study was aimed to explore the effect of the physical science activity based on the constructivism on young children's scientific process skills and scientific attitudes, cognitive self-esteem. The subjects consisted of 20 five-years-old children of experimental group and 20 children of control group. Children of experimental group conducted the physical science activity based on the constructivism for total six weeks. As a result of study, children who experimental group showed significant result in the scientific process skill, scientific attitude, cognitive self-esteem. The educational implications of these indicate that we need to actively develop programs to increase scientific process skills and scientific attitude, cognition self-esteem of young children through teacher's education.

• Journal of Science Education
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• v.39 no.3
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• pp.376-388
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• 2015

The purpose of this study was to develop the experiment-based problem for evaluating scientific ability of elementary scientifically gifted students, and to examine its potential of application for them. The problem for evaluating scientific ability was related to the plant vascular structure of 'the structure and function of plants' unit of elementary school science, and consisted of three components such as observing and inferring, designing an experiment, and concluding. In order to apply for scientifically gifted students, scoring criteria were detailed. For the observing and inferring domain, the arrangement and structure of vascular bundles of the dicotyledon and the monocotyledon, xylem position, reason of putting plants in ink were included. Those of designing an experiment domain were method of dissecting stems of plants, and design experimental procedures, those of concluding were the prediction of experimental results, and comparison and verification with prediction and results. Finally, the scientific ability evaluation problem was applied for 22 scientifically gifted students, who had been taught in the Science Education Institute for the Gifted adjacent University, and we had found the potential of utilization for scientifically gifted students.

• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

• Korean Journal of Culture and Social Issue
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• v.29 no.4
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• pp.497-536
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• 2023

This study was conducted with the purpose of exploring the relationship dynamics of couples who experienced dating violence. For this purpose, interviews were conducted with 15 couples who experienced dating violence. The collected data was analyzed using the consensual qualitative research(CQR) method. As a result, 3 domains, 13 categories, and 30 subcategories were derived. Domain 1 was about "the direction of the dynamics of perpetration and victimization, types of violence, and experience level," and found that the dynamics of perpetration and victimization are bidirectional, and that there are situational and controlling types of violence. For domain 2, we explored "major conflict themes, unique perceptions, and psychological dynamics of violence" and identified "other and communication issues" and "interference and personality issues" as major conflict themes, "gender stereotypes" and "violence permissive beliefs" as unique perceptions, and "attribution styles," "major emotions," and "coping styles" as psychological dynamics of violence. For domain 3, we looked into the 'changes in commitment and satisfaction as well as relationship maintenance factors' and presented changes in commitment and satisfaction, and found that the relationship maintenance factors were divided into positive and negative factors. These results are significant in that dating violence consists of mutual abuse and that it empirically revealed the detailed elements of the psychological dynamics of male and female. This was compared and analyzed with previous studies, and limitations and future research were also presented.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3022-3029
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• 2011

One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1075-1083
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• 2015

The purpose of this study is to develop a checklist for helping students write scientific inquiry reports after conducting open inquiry. To do this, eight scientifically gifted middle school students' worksheets for open inquiry, inquiry activities during conducting open inquiry, and final scientific inquiry reports were analyzed. Parts that were considered unsuitable in the writing inquiry reports as well as good parts were identified, and using this result, a checklist for helping students write good inquiry reports was developed. The checklist consisted of five categories and 46 items. The checklist was applied to inquiry reports written by seven other gifted students. Analyzing agreement rates of the checklists with two evaluators, high reliability could be obtained. Finally, recommendations for more effective use of the developed checklist were discussed.

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.471-489
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• 2012

2007 Curriculum Revision adopted new Inquiry Activities in mathematical textbooks. So it is critical to analyze the problems of actual application of Inquiry activities in the classrooms. For this purpose, we analyzed the Inquiry activities of Measurement Area of the textbooks and find the appropriate solutions. Secondly, we develop the reorganization materials to fix and solve the existing problems found in the previous problem analysis, and apply the development materials and examine the effects afterwards. The results of the survey indicated that most of teachers are well aware of the importance of Inquiry Activities. However, many teachers answered that Inquiry activities does contain neither diverse strategic approaches nor solutions accommodating with various learning levels of students. The most difficult points to educate Inquiry Activities are that it is difficult to teach students based on individual learning level and that activities consist of mainly short answers that makes it difficult to do in-depth Inquiry Activities. Analyzing Inquiry Activities in the textbook shows that Inquiry Activities in some chapters were constructed as simple sentence questions or presented with the solving process in the questions themselves. The following application classes were implemented by partially taking advantage of the newly developed reorganization materials. Then, the effects were measured by before and after questionnaires, the survey to teachers, and the results of activities. The reorganization materials were effective at arousing the curiosity from students as well as enabling the natural ability-level driven classes.

• Journal of Science Education
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• v.33 no.1
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• pp.31-43
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• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.