• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.90-105
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• 2009

This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.881-901
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• 2011

The science museum in the past satisfied visitors only by interacting them with simple objects and exhibition, while one in modern times was requested to meet the need of visitors in their engagement in educational programs. To meet the visitors' need, the science museum made efforts to train, educate, and assign docents so that they can interact with visitors and serve the educational purpose of visitation. In this study, we analyzed the strengths and weakness of docent training programs from science museums/science centers nationally and internationally, to make implication on how to design a docent training and professional program. Programs from four national and four international science centers/museums were selected as a sample for analysis. Their docent training programs were compared with the data of surveys and interviews and emails from docents and docent managers/evaluators. Artifacts and documents of the docent training programs were also collected and used to construct the validity in analyzing the data, resulting in the well-developed docent training program as the critical one for enriching science museum education. The results included; First, we need to recruit and train docents who interact visitors directly but they need to be differentiated from regular volunteers for promoting science museum education for the purpose of popularization of science. Additionally, Second, we need to develop and run docent training program where docents can experience 'informal learning' exhibition interpreting strategies through the real field from mentoring from the experienced/senior docents beyond 'formal learning' exhibition content. Third, we need to equip docents with skills to make scientific literacy possible at science museum-such as experiencing scientific ethics through scientific inquiry-which happens limited at school education.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.259-265
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• 2015

This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.59-68
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• 2021

The purpose of this study is to provide basic data to derive the direction of future elementary science curriculum books through delphi study of science education experts. To this end, a panel of 18 experts was formed and two delphi investigations were conducted. By analyzing the mean, median, and CVR values for each item in the Delphi survey, the priorities of changes in science education for the future society and the validity of each item's implementation method were verified. In addition, by synthesizing this, the direction of future elementary science textbooks was derived. As a result, the future elementary science textbook can be 'fun and interesting science study', 'exploration performance-oriented learning' and 'science that enjoys and participates even as an adult'. It should be developed to prepare for culture. For this, it is necessary to use materials in real life, and it is necessary to present an experiment that stimulates curiosity and easy access using materials and preparations with high accessibility. In addition, it is necessary to develop a textbook for learning that science is a discipline that is highly connected with real life, and that it is also related to future career paths.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.109-135
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• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.237-256
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• 2013

The purpose of this study is to develop program that take a genuine interest in science and motivate students to keep up their study for science gifted children of start period. In this study, we develop and apply the program about sinking and floating for elementary science gifted students, and analyse degree of conceptual change. Students' prior knowledge is analysed for developing the program, and each step is settled about concept of density and buoyancy. Conceptests are arranged into step by step, and we apply the program to 26 science gifted students of 6th grade elementary school. We compare a percentage of correct answers of pre-test and post-test and evaluate Hake gain for analysis of degree of conceptual change. As a result, science gifted students' concepts are changed effectively into scientific concepts by program based on peer instruction for gifted students of start period. And they evaluate the program is novel and useful, also they can be motivated by the program.