• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.100-109
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• 2020

This study aimed to develop a 'star-car' operational program combining with the STEAM program and the PEST method for motivating elementary school students who belonged to less favored areas in terms of scientific culture to get an interest in astronomy and appropriately forming scientific concepts of Astronomy and Space and, subsequently, to examine the effectiveness of the program. For the purposes to be feasible, 5 experts participated in the study. They set a development direction of the program through a workshop, developed a draft with respect to a mobile astronomical observatory program of the Korea Astronomy and Space Science Institute, and then complete the development of the program through one trial application. The program which was developed in the study applied the STEAM program and targeted the elementary school students who lived in isolated regions of the scientific culture. The results of the research were as follows. First, The mobile astronomical observatory program developed in this study was improved as a program which stimulated the curiosity of elementary school students in all grades towards the Astronomy and Space. Second, The program developed in the study consisted of 11 periods in total; one period was for the presentation of the situation, five periods for emotional experience, the other five periods for creative design. Third, The results of analyzing the students' satisfaction were turned out to be effective in general. Judging from the aforementioned results, the mobile astronomical observatory program is expected to enhance learners' core competencies.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.609-620
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• 2010

The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.

• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• Journal of Science Education
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• v.46 no.3
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• pp.293-311
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• 2022

In this study, a restriction enzyme mapping inquiry experiment was developed for cultivating basic knowledge on molecular biology and the effects on inquiry experiment ability and positive experience on science through student-centered molecular biology inquiry experiment class for second graders of a general high school was analyzed. First of all, it was found that the experimental class through the inquiry experiment was significantly effective as the percentage of high school students who answered 'yes' or higher in the positive science experience of general high school students was higher after than before the test. As a result of developing and applying a series of five classes for the creation of restriction enzyme maps, not only did the students' interest in science studies, but also their class participation increased. They were also used as effective specific science learning motives, science career aspirations and experience data. The science environment of the inquiry experiment class led to the improvement of students' learning attitudes and positive science experience, which had a positive effect on the importance of class concentration and class quality, active communication and mutual cooperation among students. In addition, inquiry and experiment classes will provide opportunities for career experience, which will become the foundation for cultivating basic knowledge on molecular biology and advancing to science and engineering.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.475-491
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• 2006

In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1055-1086
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• 2013

The purpose of this study is to identify the formation and evolution patterns of a trading zone and to explore the difficulties teachers experience in the trading zone and their perceptions of the experience. Seven teachers involved in the 'STEAM Teacher Community' in a middle school located in the southern part of South Korea participated in this study. Participant observation and in-depth interviews were carried out, and reflective essays were collected for analysis. The results show that teachers successfully formed a trading zone to share their expertise when they developed teaching materials for the convergence of different subject matters. Moreover, such a trading zone evolved in the order of pre-trading zone, trading zone under elite control, trading zone with boundary object, and trading zone of shared mental model. The difficulties teachers experienced in the trading zone were categorized under the difference of culture and opinion across subject matters, the lack of motivation for convergence, the hegemony of convergence and far-fetched factors for convergence, and difficulty of communication due to jargons. Also teachers in this study experienced perceptual changes in the trading zone. The trading zone model drawn from the results of this study bring forth implications for voluntary teachers' learning community activity for the convergence of different subject matters.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.133-140
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• 2006

The purpose of this study was to analyse the properties of leisure activity and the life satisfaction in the case of Korea Science Academy(KSA) students and Min Jok Leadership Academy(MLA) students. The participants consisted of KSA students(male:122, female:44) and MLA students(male:71, female:113) with voluntary consent. We had achieved the following results. 1) For leisure activity, KSA and MLA's male students showed the highest ratio for participation in the sports, KSA's female students in the taste-culture activity and MLA's female students in the sight-seeing. 2) The response showed that stress treatment was the principal reason of leisure activity's need. 3) Over 50% of the male students were satisfied with the present leisure activity but 12% of the KSA male students and 14% of the MLA female 14% answered to the "unsatisfactory" or "very unsatisfactory". 4) Mental stress treatment showed the highest ratio in the response to the question asking the principal straight motive of leisure activity. 5) 75$\sim$80% students considered the leisure activity as an important means to maintain health and physical fitness. 6) Though most students participated in the activities with friends, 30% of the students answered that they participate by themselves. 7) It was shown that 51% and 40% of KSA male and female students, 40% of MLA male students and 48% of MLA female students participated in leisure Activity planlessly. 8) The average leisure time of the most students was less than 2 hours a day and Male students were observed to have more leisure time than female, and KSA students to have more time than MLA students. 9) In weekdays, KSA's male students enjoyed mostly the sport for leisure activity, but taste-culture activity showed the highest ratio in the case of MLA students and KSA female students. 10) In the case of male students, 38% of KSA and 54% students of MLA did not play computer game at all, and 70% of the female students in total did not play computer game. Also, the proper control-method was in need because the result showed that KSA's male students spent more time in playing computer game than MLA's male students did. 61% of KSA female students and 53% of MLA female students answered that they did not play compute game at all during weekends. Whereas It showed that 26% of KSA male students played computer game over 3 hours during weekends. 11) The biggest reason for being unable to participate in the leisure activity was the insufficiency of time due to homework or studying for quiz. The laziness also showed high percentage of 19$\sim$25% varying between the groups. 12) The life satisfaction of KSA male students was visibly higher(p<.05) than that of MLA male students but the significantly difference wasn't shown in the case of female students.

• The Korean Journal of Emergency Medical Services
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• v.18 no.1
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• pp.83-94
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• 2014

Purpose : This study assessed the improvement of competency levels for participants, as well as their satisfaction from completion of the special international disaster response program. Methods : The program structure followed an intensive two-week course that included a combination of lectures, discussions, case studies, and field trips. "ICN Framework of Disaster Nursing Competencies" was used for designing the program. A pre-post survey was done to measure the change in the competencies of students and assess their satisfaction after finishing the program. Focus group interviews were also performed to further understand the attitudes of participants toward the disaster issues. Results : The overall pre-program test score for disaster competency was $2.18{\pm}0.68$ and the post-program test score was $6.30{\pm}0.84$, which showed statistically significant gains in all competency items (p <.001). The general satisfaction of participants with the program was quite high, demonstrated by a mean score of $4.5{\pm}0.51$. The benefits for students from program participation included increased knowledge and better understanding of the important roles of international organizations and NGOs. Conclusion : The international disaster education programs are necessary to provide an opportunity for students to increase their disaster competency. In addition, future development of a unified educational competency framework is also necessary.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.48-63
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• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.