• 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.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.400-408
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• 1999

This study investigated the effect of the grouping method in cooperative learning applied to chemistry concept learning. Two grouping methods used were the HML (High-Medium-Low) and the HL/MM (High-Low/Medium-Medium) ability grouping. Three classes (N = 136) at a high school in Seoul were randomly assigned to the control and the treatment groups. Before instruction. the test of attitude toward science instruction, the perception questionnaire of learning environment consisting of three subtests (participation, conflict, and competition), and the questionnaire of self-esteem were administered, and a mid-term examination score was obtained. These scores were used as covariates. After instruction, the three tests administered before instruction and the conceptions test were administered. Two-way ANCOVA results revealed that there was a significant interaction between the treatment and the level of previous achievement. The low-level students in the HL/MM cooperative group performed better than those in the other groups. The cooperative groups, regardless of the grouping methods, exhibited more positive perception than the control group at participation subtest of the perception questionnaire of learning environment.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1082-1093
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• 2004

The purpose of the study was to compare science curriculum documents of the several countries including Korea, the United States, the United Kingdom, Japan, and Singapore. The comparison focused on goals and contents in science education of each country. The goals for science education in each country were very similar. They included understanding knowledge, acquiring inquiry skills, developing positive attitudes towards science, and appreciating S-T-S in most countries. But each country's goal setting level was different; some countries set the same goals for several grades and other countries set different goals for each grade. Goals provided for each grade were more specific and elaborated. Science contents were categorized differently in each country. In Korea, science contents were categorized in energy, matter, living things, and earth. On the other hand, science contents were composed of 8 categories including unifying concepts and processes in science, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and history and nature of science in the United States. In the United Kingdom, science enquiry, life processes and living things, materials and their properties, and physical process were categories for science contents. In Singapore, science contents were organized by themes relevant to students' everyday experience. Implications for goals and contents in science education to prepare students to live and work in a future society were suggested based on the results of the study.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.78-85
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• 2022

Natural white clay was treated with 6 M of H₂SO₄ and heated at 80℃ for 6 h under mechanical stirring and the resulting acid active clay was used as an adsorbent for the removal of Cs⁺ in water. The physicochemical changes of natural white clay and acid active clay were observed by X-ray Fluorescence Spectrometry (XRF), BET Surface Area Analyser and Energy Dispersive X-line Spectrometer (EDX). While activating natural white clay with acid, the part of Al₂O₃, CaO, MgO, SO₃ and Fe₂O₃ was dissolved firstly from the crystal lattice, which bring about the increase in the specific surface area and the pore volume as well as active sites. The specific surface area and the pore volume of acid active clay were roughly twice as high compared with natural white clay. The adsorption of Cs⁺ on acid active clay was increased rapidly within 1 min and reached equilibrium at 60 min. At 25 mg L^- of Cs⁺ concentration, 96.88% of adsorption capacity was accomplished by acid active clay. The adsorption data of Cs⁺ were fitted to the adsorption isotherm and kinetic models. It was found that Langmuir isotherm was described well to the adsorption behavior of Cs⁺ on acid active clay rather than Freundlich isotherm. For adsorption Cs⁺ on acid active clay, the Langmuir isotherm coefficients, Q, was found to be 10.52 mg g^-1. In acid active clay/water system, the pseudo-second-order kinetic model was more suitable for adsorption of Cs⁺ than the pseudo-first-order kinetic model owing to the higher correlation coefficient R² and the more proximity value of the experimental value q_e,exp and the calculated value q_e,cal. The overall results of study showed that acid active clay could be used as an efficient adsorbent for the removal of Cs⁺ from water.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.193-200
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• 2007

This study investigated the effects of situational context feedback in CAI upon students' conceptual understanding, science learning motivation, and the perception of CAI. Seventh graders (N = 114) from a coed middle school in Incheon were assigned to the situational context feedback CAI (SCF-CAI), the feedback CAI (F-CAI) and the CAI groups, and were taught about ‘three states of matter' and ‘motion of molecules' for 8 class hours. Prior science achievement test score used as a blocking variable. Two-way ANCOVA results revealed that the conceptual understanding test scores of the SCF-CAI group were significantly higher than those of the other groups. For the higher achievers, the scores of the F-CAI group in science learning motivation test were significantly higher than those of the CAI group. However, there was no significant difference among the lower achievers of three groups. The higher achievers in the SCFCAI and the F-CAI groups perceived the CAI more positively than those of the CAI group. The lower achievers in the FCAI group perceived the CAI more negatively than those of the other groups. Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of Science Education
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• v.38 no.2
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• pp.302-316
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• 2014

The purpose of this study is to devise a Small-Scale Chemistry (SSC) lab program for primary school learners and to examine its effects on science learning achievement. In addition, it will be examined whether the type of learning groups affects the achievement or not. The participants in the current study were 173 6th graders from 6 classes of Y elementary school in Changwon city, Gyeongnam. Three classes(86) were assigned to the experimental group and the other three, the comparative group after checking the pre-homogeneity between the two groups through t-test on the scores of the science mid-term exam. We conducted five experimental sessions on the Acid and Base in the science textbook for the sixth graders. The students of one experimental class worked in pairs and another class worked individually, but the students of the comparative classes were divided into groups of six(one group with pair, another group with individual work in the SSC program, and the other group conducting the traditional experiment with groups of six students). The data were analyzed by t-test and ANOVA. The results showed that experimental learning using individual work in the SSC program compared to traditional experimental learning was effective in improving science learning achievement. also it was indicated that the teachers could reduce their burden of preparing for classes and of school hours when they utilized the SSC laboratory learning program. Teachers could also actively support students' experimental activities in employing the program. Based on the results, we suggest that the development of the SSC laboratory learning program is meaningful in the sense that this program can help elementary schoolers to improve science learning achievements more than the existing traditional experimental methods.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.122-131
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• 2002

Recently, performance assessment that makes growing use of free response items in a large scale assessment has been emphasized. This study is an empirical examination of the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory (IRT) framework, item information of free response items and multiple-choice items from the Third International Mathematics and Science Study-Repeat (TlMSS-R) were obtained. Test information of the whole science area as well as each area of science contents was computed. On average, free response items yielded more information than multiple choice items, especially in earth science, physics, chemistry, and life science. This study also showed that free response items were appropriate for students in high science ability. Also, free response items estimated students' science ability more accurately than multiple choice items with smaller number of free response items.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.43 no.4
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• pp.359-367
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• 2015

This paper aims to design an educational science program based on rocket propulsion for high school students. Curriculum in high school physics and chemistry were evaluated to find out scientific match with basic principles in rocket propulsion. Also model rocketry was implemented as a part of the educational program. Solid propellants were prepared by the combination of sorbitol and candy after a selection process for solid propellant from several high caloric food candidates. Specially, this program was intended to give an opportunity to organize basic knowledge of high school science with model rocketry by measuring combustion temperature, thrust level of developed propellants. A pilot operation of the program was done with four high school students to evaluate the achievement of final goals of the program both in technical and educational aspect.