• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.469-481
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• 2011

The purpose of this study was to find the recognition and opinions of gifted students, as well as their parents and teachers, on applying the artistic components to current educational programs for high ability students, gifted in mathematics and/or sciences. Questionnaires were distributed to 84 gifted students, 59 parents, and 23 teachers in elementary schools in Seoul Metropolitan area. Findings of this study include: (a) More than 1/4 of gifted students in mathematics or sciences reported that they are talented in both math/science and arts, (b) most of students, parents, and teachers believe that arts education is useful for cultivating academic talents of gifted students, (c) gifted students and their parents prefer 'Science and Arts School for the Gifted' to 'Science School for the Gifted', if both options are available.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.1-17
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• 2019

The importance of education in formulating and complementing climate change response has been widely recognized by international and national frameworks, agendas, strategies and action plans. Climate change education has the potential to meet the needs of communities to access updated information and knowledge on climate change, supporting policy development and the enhancing effectiveness of climate change response. This study develops an innovative model of Integrated Urban Climate Education (IUCE) as one suitable method for teaching and learning climate change and urbanization. This paper presents approaches, methodology and key lessons learned from the case study of IUCE in Cam Le District of Da Nang City. Findings from the study identify a number of important characteristics about the development and implementation of IUCE in a way that effectively contributes to urban resilience building. These characteristics include (1) multidimensional approaches, (2) teacher - centered base, (3) school-family-community connection, and (4) symbiosis principle.

• Journal of Information Management
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• v.35 no.3
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• pp.1-28
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• 2004

The purpose of this paper is to suggest guidelines for building up an integrated information network(IIN) model that enable to enhance production, flow and use of knowledge and information. The IIN consists of five areas of key infrastructure, such as, education, R&D, labor market, school-industry cooperation, and lifelong education information infrastructure. Based on the analysis of current situations and problems of each information infrastructure, this paper raises variety of issues and solution for the IIN model. Directions for building up the IIN includes both information base infrastructure and information support infrastructure.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.413-422
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• 2016

There have been many discussions about scientific literacy (SL), which caused many science educators concern for many years. This paper focuses on three aspects about SL. First, there are various opinions, and components or types of SL. Second, it has been pointed out that the reconciliation between curriculum focusing on SL and curriculum focusing on scientific knowledge system is difficult. Third, the level of SL of citizens who learned science in schools is not so high. Related to these aspects, this paper suggests three recommendations. First, the paper suggests three dimensional model of SL and some examples of its application. Second, elementary and middle school focus on SL in their science curriculum and high school focuses on scientific knowledge system in the curriculum for preparing for future jobs. Third, we need to give efforts to lifelong science eduction for citizens' SL as well as school teachings for SL. In the conclusion section, it is described what aspects should be additionally considered for the discussions and recommendations about three aspects of SL.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.274-290
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• 2019

In order for the science museum to play a role as a foundation for strengthening the national creative capability, which is the core of the advanced national development paradigm, it is important to gather the capacities of the nation's science museums and establish a platform to cooperate in a shared value system. Science museum is an independent operating system, and there is a lack of strong connections among national, public and private science museums. The existing integrated collaboration system of science museums-centered can be studied first and promoted to develop programs for the free school year according to a specific topic. The same system of science museum-inclusion which link local cultural institutions or cultural places as science culture program were also studied to do the same purpose. On the basis of problems drawn from studies of integrated collaboration systems of each participating science museum, we proposed a convergence integrated collaboration systems of science museum-centered and science museum-inclusion. To this end, data were collected from practitioners of 7 representing science museums including 5 national ones. In order to suggest improvements, we also contacted five international science museums to collect the exemplary cases. Considering the regional characteristics, science museum-inclusion integrated collaboration systems considering the cultural characteristics and the science museum-centered integrated collaboration systems for free school semesters, were developed and tried by practitioners who participated in this research. It was found that integrated collaboration system can be more activated for the community. This suggests that support from the national level or at the level of regional autonomy is essential and the connection with the curriculum is necessary for the integrated collaboration system program. Finally, professional experts such as program development or commentator can be a decisive role.

• Journal of Science Education
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• v.37 no.1
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• pp.68-78
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• 2013

Until now, research to integrate art activities and science education have been making steady progress in the field of primary education and early childhood education that are directly involved in the art education of students. However, some science educators were interested in visualizing the artifacts by using design principles and experimental results through STEAM education. So, when conducting lessons for integrating science education with art activities, research is needed on the changing of the students' ability. Therefore, the purpose of this study is to investigate the effect of science experiments in collaboration with art activities for students' self-directed learning skills and creative personality in elementary school. This study was applied to 30 students(16 male, 14 female) of 4th grade in Changwon C elementary school. The teaching materials of this study was extracted some of the experiments from the 2007 revised national curriculum in elementary science textbook and 'Teachers for Exciting Science'. Experimental treatment was performed over a total of 10 class 5 subjects and a pre-post test was conducted through G-TAGAS. As a result, science experiments in collaboration with art activities have improved significantly students' self-directed learning skills and creative personality.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.87-93
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• 2004

본 논문에서는 미래 정보 사회에의 핵심인 정보교육에 적합한 컴퓨터 교육의 방향을 초등교육을 중심으로 논하였다. 이를 위해 관련 선행 문헌연구를 통해 정보사회에서의 컴퓨터 교육의 필요성과 방향을 살펴보고, 현재 7차 교육과정에서의 컴퓨터 교육을 분석하여 문제점을 제기하였다. 또한, ACM과 IEEE의 컴퓨터 과학 분야의 교육과정 연구를 바탕으로 새로운 초등 컴퓨터 교육에서의 교육과정의 방향을 수학적, 과학적, 사회적, 철학적, 통합적 관점으로 고찰하여 제시하였으며, 이를 바탕으로 초등 컴퓨터 교육의 목표와 내용을 재구성하였다. 본 연구는 향후 8차 교육과정의 개편에 있어서 컴퓨터 교육의 발전에 도움을 주리라 기대된다.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.974-990
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• 2012

The purpose of this study was to explore practical meanings of convergence education and to seek ways of implementing it in school science education. The study adopted focus group interview method in order to elicit science teachers' perceptions and practical knowledge related to various ways of integrating educational aims and contents from the perspectives of science education. Two focus group interviews were held with four science teachers with the themes of the concept and potential of convergence education, and the implementation and systemic support, respectively. The qualitative data was analyzed by deriving major themes comprising teachers' perception on convergence education: they are 1) related concepts and rationales, 2) contents, methods, and assessment, 3) the characteristics of the science subject that make it suitable for convergent education, 4) teacher perception and professionalism required for implementing convergent education, and finally 5) environmental conditions for putting the idea into practice. Based on this result, the study discusses conceptual and practical issues for implementing convergence education in ways that contribute to overcoming the problems of the traditional educational system and reorienting science education towards the future society.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.820-836
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literatures in the first area shows that constructivism is philosophical/psychological view which believe in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggest decision-making as a goal of science education, learning as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.