• 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 earth science society
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• v.40 no.6
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• pp.624-638
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• 2019

A questionnaire was administered, and all responses were analyzed to examine prospective teachers' conceptual understanding of the relationship between dew point temperature and absolute humidity in air parcels. The responses revealed that many prospective teachers have substantial misconceptions about the relationship. For example, some thought that the absolute humidity and the dew point temperature are proportional to each other, and that the dew point temperature is proportional to the water vapor mass in the parcel. The misconceptions seemingly stemmed from inadequate descriptions on the relationship in middle-school science textbooks of the 7th and 2007 revised curricula. The study notes that the first year students' textbook of the 2015 revised curriculum introduced the concepts of evaporation, condensation, and volume changes as a function of gaseous pressure and temperature, from a perspective of molecular motion. It is suggested that keeping this perspective in the middle school curriculum, while introducing water vapor pressure as the measure of water vapor amount and dew point temperature, should help prevent middle school teachers and students from having misconceptions. There should be a concerted effort to make the science curriculum more consistent and coherent across the grade levels.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.518-537
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• 2019

This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size through earth science experiments as part of the middle school curriculum. In order to minimize errors that may occur during the earth's size measurement experiments using Eratosthenes's shadows length method of the ancient Greek era, the actual data were collected after triangulation ratios were conducted in the locations of two middle schools: one in remote metropolitan and the other in rural area. The two schools' students shared the final estimate result. Through this process, they learned the mathematical method to express the actual data effectively. Participants, experienced the importance and difficulty of the repetitive and accurate data acquisition process, and also discussed the causes of errors included in the final results. It implies that a Place-Based Earth Science Program activity can contribute to students' increased-understanding of the characteristics of earth science inquiry and to developing their problem solving skills, thinking ability, and communication skills as well, which are commonly emphasized in science and mathematics in the 2015 reunion curriculum. It is expected that a place-based science program can provide a foundation for developing an integrated curriculum of mathematics and science.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.549-555
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• 2015

In this study, we investigated the influences of Integrated Science on the views of 10th graders with regards to the nature of science (NOS), STS, interest in science, and science aspiration, in order to explore the effects of Integrated Science developed under the 2009 Revised National Curriculum. Participants in this study were 214 10th graders in Seoul. The survey was administered at the beginning and at the end of the Integrated Science course. The analyses of the results revealed that there was no statistically significant difference in the scores of the pre-test and post-test on the NOS survey. However, the post-test scores of the tentativeness of scientific knowledge and the use of imagination, which are the sub-constructs of the NOS, were found to be significantly lower than the pre-test scores. There were no statistically significant differences in the frequencies of the responses to each item of the STS survey. The pre-test and post-test scores of the interest in science and the science aspiration were also not significantly different. The results indicated that Integrated Science did not have any impact on students' views on NOS, STS, interest in science, and science aspiration. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.464-479
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• 2022

In this study, appropriate geosites for geological field trips were explored and measures for their effective utilization in education were discussed, focusing on Okseo-myeon, Sanbuk-dong, Bieung-do, Yami-do, Sinsi-do, and Seonyu-do areas in Gunsan City, Korea. To this end, we analyzed the geological learning elements of the curriculum that were revised in 2015 and selected 7 geosites through field work based on prior research on the study areas. These areas have immense potential as a rich source of information on the Mesozoic geology of the Korean Peninsula, including igneous rocks formed as a consequence of Jurassic and Cretaceous igneous activities, Cretaceous sedimentary rocks, dinosaur footprints, plant fossils, ripple marks, and folds. When the learning elements available at the geosites were compared to those of the curriculum, they contained essentials used in high grade of elementary school and high school, and in particular, they had most of the learning elements used in high school. Accordingly, educational activities that can be carried out in each of the geosites in Gunsan City were proposed.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.549-562
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• 2023

The current society is in the VUCA era, where various risks produced by humans are spread along with the development of science and technology. There is a need to increase the level of risk literacy of citizens to strengthen their daily preparedness to respond to these risks. For this on, it is necessary to reconsider the role of science education so that risks can be perceived and responded to scientifically and objectively. Accordingly, in order to investigate the role of science education in a risk society, this study reviewed the history of risk perception and response related to science and analyzed its characteristics. In this process, perception and response to risks arising from blood pressure were analyzed in three contexts (historical context, curriculum context, textbook context). For historical context, journals registered in SCIE were selected as research subjects among journals where research related to the history of knowledge of the heart and cardiovascular system was conducted. Papers with the keywords 'hypertension' and 'history' were selected from the journals, and changes in perception and responses related to blood pressure were compared and analyzed by period. The curriculum context is analyzed from the 1st national curriculum to the 2022 revised curriculum, and content elements and achievement standard related to blood pressure were compared and analyzed. It was confirmed that risks arising from blood pressure were not included from the 1st to the 6th national curriculum, and that risks arising from blood pressure were included from the 7th national curriculum (excluding the 2009 revised curriculum). For the textbook context, the 7th national curriculum BiologyⅠ, the 2015 revised curriculum Life ScienceⅠ, and Health were selected, and through text mining, keywords that representing curriculums and textbooks were selected, and the presentation of risk perception and response was analyzed based on the keywords. And by analyzing the figures and tables presented in the textbook, the characteristics of risk perception and risk response were derived. This study is meaningful in that it was able to confirm the role of risk perception and response in science education.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.