• Journal of Science Education
• /
• v.47 no.3
• /
• pp.225-237
• /
• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.708-717
• /
• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.847-857
• /
• 2017

This study examined the effect of the Collaborative Problem-Solving for Character Competence (CoProC) instruction model within the context of secondary science education. The participants of this study were comprised of 143 Korean students, each of whom was in the 10th grade spread across four class cohorts. These cohorts were further divided into an experimental group (comprised of 73 students from two different classes), which received the CoProC program; and a control group (70 students from two other classes), which did not. In order to assess the effect of CoProC instruction model upon participants' character competence, we designed and administered a Character Competence Test for participants. The CoProC instruction model consists of 3 fundamental steps: Preparation, Problem-solving, and Evaluation. Key character competence targeted in the CoProC program include caring, collaboration, communication, responsibility, respect, honesty, self-regulation, and the development of positive self-image. Thus, these same qualities were targeted and analyzed in the Character Competence Test, which was administered before and after the CoProC activities. The results show a significant increase in the experimental group's competency for caring, collaboration, responsibility, respect, and self-regulation when compared to the control group. Based on these results, we have found that CoProC instruction model to be an effective teaching intervention toward cultivating character competence in a secondary science education setting.

• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.43-51
• /
• 2000

In this study, the effects of extraversion/introversion grouping and the differences between extroverts and introverts in cooperative learning strategy applied to general science class were investigated. Ninety-three 10th-graders were grouped into homogeneous and heterogeneous cooperative groups with respect to extraversion and introversion, and were taught about matter for 10 class periods. Prior to the instructions, three tests regarding the extraversion/introversion, logical thinking, and learning motivation were administered. After the instructions, their achievements, process skills, self-esteem, communication apprehension, and learning motivation were examined. Two-way ANCOVA results revealed that there were no main and interactive effects in the scores of the achievement and the process skills tests. However, significant interactive effect was found in the self-esteem. While the difference in the self-esteem of the introverts and the extroverts was small in the homogeneous group, the self-esteem of the extroverts was higher than that of the introverts in the heterogeneous group. The communication apprehension of the introverts was significantly lower than that of the extroverts. Students' perceptions to their group activities and group members were also studied.

• Journal of The Korean Association of Information Education
• /
• v.18 no.1
• /
• pp.25-33
• /
• 2014

Due to the recent development of educational robot hardwares, processing speed and scalability have been greatly improved. Thus, the robot hardwares that are compatible with temperature sensor for MBL and gyro sensor made a data logging possible. Students can conduct an experiment on scientific research and prediction, collecting and data analysis with robots that can process data logging. Therefore this research constructed and adopted science project class that introduced a Smart r-Learning that utilizes Class SNS and smartphone. As a result of applying a data logging smart r-Learning to elementary school 5th graders, it has shown that the students' logical thinking ability four of the six areas have been improved in t-test.

• Journal of The Korean Association of Information Education
• /
• v.18 no.3
• /
• pp.443-452
• /
• 2014

In this study, robot curriculum was developed to fulfill systematic robot education in elementary and middle schools. For literature research, robot curriculum cases in the UK, the US, and Korea were surveyed to choose and organize robot education contents. The robot curriculum developed is categorized into five areas-robot basic course, sensor, structure/motion, control, and problem-solving-and consist of four step-robot experience, robot creation, robot exploration, and robot control. Stepwise learning contents reflected difficulty and sequence to let students experience intensive repetitive activity. This study will lay the foundation for applying systematic robot education to elementary and middle school students. In the future, it is expected to study the development and application of various programs on the basis of the developed robot curriculum.

• School Mathematics
• /
• v.12 no.3
• /
• pp.337-351
• /
• 2010

Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

• Journal of Internet Computing and Services
• /
• v.9 no.6
• /
• pp.127-139
• /
• 2008

The value of up-to-date Mobile PC such as UMPC (Ultra Mobile Personal Computer) is recognized greatly in learning environment that busywork such as characteristic of transfer easy and real time communication possibility etc. and conversation with a colleague student, free sending of studying data and public ownership etc. is required. Wish to recognize whether is acting relevant role in u - unfold learning that inflect UMPC in integration research model, and UMPC is u searching for relevant element at studying activity unfolding process u - integration Inquiry-Based Learning that present in Korean education & research information service (KERIS) at fifth-year student science time In primary school in this research. This research result could take charge role of UMPCs' studying-activity though there is persistent feedback with teacher among studying-activity although UMPC's role is utilized on constituent that can be related with studying-activity in learning process.

• Education of Primary School Mathematics
• /
• v.21 no.2
• /
• pp.193-208
• /
• 2018

Classification is presented in the curriculum of elementary school mathematics, science, Korean language, and integrated subjects as the major function that needs to be learned. In addition, mathematics textbooks teach the classification as a basic process for organizing and interpreting collected materials in a separate unit. So, we analyzed the curriculum documents and textbooks of mathematics, science, Korean language, and integrated subjects. And we explored how to teach the classification in the context of mathematics subject. As a result, it is necessary to find different classification criteria in conjunction with detailed observation and investigation activities, and to teach that considering the circumstances and purpose of the classification. It also provided implications on how to revive converged classes that focus on big ideas and skills, which are commonly offered by various subjects.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.147-158
• /
• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.