• Journal of the Korean earth science society
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• v.32 no.1
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• pp.140-151
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• 2011

This study is to search the problems of schoolyard teaching material developed by pre-service earth science teachers and the critical factors affecting material making. The 258 schoolyard teaching materials was collected from 54 pre-service earth science teachers (male: 18, female: 36) major in Earth Science Education in Jeonju, Korea. The schoolyard teaching materials was greatly influenced by making process type of it and the prior knowledge of pre-service earth science teachers. As schoolyard preference exploratory type rely on their prior knowledge to develop the schoolyard teaching materials, they made use of the limited concepts like fault in material making. But the concept preference exploratory type made use of concepts not accessible to majority of pre-service earth science teachers because they selected a concept from the earth science textbook first of all. The pre-service earth science teachers having wrong prior knowledge selected inappropriate resources, as well as fell into the error of concept connecting. The pre-service earth science teachers having right prior knowledge partly considered only shape of resources, but had a disregard for formation process of it in material making. Accordingly, we need to reflect richly Geological Field Trip and Solid Earth Science to curriculum for earth science teacher education. And we have to educate pre-service earth science teachers to create holistic concept on the geological subject matter knowledge, field based teaching and learning strategy, material making process.

• Proceedings of The KACE
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• 2018.01a
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• pp.87-91
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• 2018

다양한 분야의 지식을 통합하여 활용하는 융합 교육은 학생들에게 컴퓨터 프로그래밍을 좀 더 쉽게 접하고 익힐 수 있는 기회가 될 수 있다. 이 연구는 갯벌에서 서식하는 생물을 탐구하기 위해 라즈베리파이라는 초소형 컴퓨터를 활용하여 학생들이 코딩을 경험하고, 실험하고, 관찰하는 과정을 통해 자신이 알고 있는 과학적 지식을 활용하거나 새로운 지식을 습득하는 일련의 과정들을 면담이나 비디오 관찰과 같은 질적 연구방법으로 접근하였다. 프로젝트가 끝나고 진행된 면담에서 학생들은 프로젝트 수행의 경험을 바탕으로 프로젝트가 끝난 후에도 계속적인 관심을 갖고 실생활에서 유용하게 사용하고 있음을 알 수가 있었다.

• Journal of Science Education
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• v.46 no.1
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• pp.80-92
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• 2022

We fitted latent growth models of attitude towards science using the Korea Education & Employment Panel 2004-2007 data with 343 high school students. The growth model show better fit indices compared to the no growth model. The intercept and slope showed significant variances, and thus, we added control variables of the number, ratio of advanced courses, and variety in science elective subjects, and the achievement percentile for middle school. In the conditional growth model, the previous achievement has significant positive effects on the intercept and the ratio of the advanced courses and variety of science subjects show significantly positive effects on the slope. Based on the results, it supports the 2022 Revised Science Curricular that high school credit system should provide students with basic 'Physics,' 'Chemistry,' 'Biology,' and 'Earth Science,' credits in 'general electives', various integrated subjects in 'converged electives', and highly advanced subjects in 'career electives.'

• Journal of Science Education
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• v.36 no.1
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• pp.69-83
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• 2012

The purpose of this study was to analyze the reading materials in 7th curriculum and 2009 revised high school chemistry I textbook for identifying the problems of reading material presented in science textbooks and to investigate science teachers' recognition about utilization reading materials in science textbook. For this purpose, each four 7th curriculum and 2009 revised high school chemistry I textbook were analyzed according to the number of reading materials, the type of contents and the type of students' activities. In addition, the secondary school science teachers' recognition about utilization reading materials in science textbook was investigated. The results were as follows: First, anylizing reading materials in chemistry I textbooks showed that and the rate of reading materials were presented from 7.9 to 17.1% in 7th curriculum and from 20.6 to 28.2% in 2009 revised curriculum textbook. It implies that the rate of reading materials in 2009 revised textbooks increases more than those in 7th curriculum textbook. The result of analyzing the type of contents, 'life sciences' was the largest proportion with 34.3 % in the 7th curriculum chemistry I, but 'enrichment and supplement of knowledge' was the largest proportion with 23.7% in 2009 revised curriculum. Analyzing the type of student activities, only 13% of the reading materials in 7th National Curriculum textbook was found to be inquiry type, but 35% of the reading materials in the 2009 revised curriculum. appears to be inquiry type. It suggested that the curriculum objectives was reflected in the textbook. Second, investigating recognition of teachers' perceptions of utilization science textbooks, 67% teachers responded that they used the reading materials in their science class, but teachers who didn't use the reading materials was almost 33%. A large number of teachers responded that the reading materials associated with the real-life needed for integrated education and thought that the reading materials about 'life and science' should be included in the science textbooks.

• Science of Emotion and Sensibility
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• v.20 no.1
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• pp.105-114
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• 2017

Nowadays, novel and innovative technology including 3D printers, internet of things (IoT), and wearable devices are rapidly emerging. As we must constantly keep up with the most recent trends, words like convergence, multidisciplinarity, and design revolution indeed define society today. Due to the expansion of such diverse technological, industrial, and academic convergence trends, the role of design is becoming evermore essential in development of products as well as creative services. Even the government is pushing towards a 'creative economy' by encouraging ICT convergence to create novel industries as well as advanced jobs. In order to adapt flexibly to such changes in global trends, a solid academic curriculum centered around 'ICT+Design' must be developed. In the current research, we analyzed various literature and benchmarked the major universities both domestic and foreign. Also we utilized a survey-based approach against subjects who are experts or design specialists working in environments related to industry and research. In our proposed integrated ICT+Design educational curriculum, students familiarize themselves with design perspectives and methodology to creatively carry out the course. Moreover, experts from design and ICT came together in an act of 'Radical Collaboration' in which they shared their unique 'Design Thinking' in order to promote understanding and cooperation. Furthermore, industry experts have also taken part as mentors in order to create a workplace-oriented course with various integrated projects. Most importantly, the course was designed so that in addition to research, students can really get hands-on with their ideas in the creativity-integrated workplace.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.69-84
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• 2001

Present paper describes on the development of a new virtual program for science learning, and an exploration of it's application to science education. In addition, the method of teaching and loaming activities for science is suggested. The new type program is called Science Cyber Conference(that is Shimpark's Ssacon). It is developed to improve the abilities of inquiry and the scientific reasoning by planning on the investigation, arranging the data, synthesizing the results, and concluding and presenting one's opinions. On cyber environment, discussing about and communicating opinions and data investigated, are performed for special topic through chatting room, discussing room and electronic mailing, and totally synthesis and discussion about special inquiry topic at cyber conference day.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.575-578
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• 2020

최근 교육부는 초등학교부터 중학교까지 정보통신기술(ICT)와 인공지능(AI)에 관한 소양을 길러주기 위해 AI, VR 등 최첨단 기술을 적용한 '지능형 과학실'을 2024년까지 모든 학교에 구축할 방침이라고 한다. 하지만 국내 VR 교육은 학년별, 교과과정에 맞춘 콘텐츠가 부족하고, VR 교육 전용 LMS(학습관리 시스템)의 부재로 현실로 도입하기에 부족하다. 본 논문에서는 VR 교육 특성에 맞는 LMS 대안과 10분 내외의 VR 체험을 뒷받침할 맞춤 콘텐츠로서 'Web & VR Hybrid Content'를 제안한다.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.611-623
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• 2018

This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.