• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.226-235
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• 2005

In this study, we applied the elementary performance assessment instrument on 575 theme in science instruction which it had been developed on the previous study. Sixty-seven elementary students participated in this study and were assigned into two groups: One was assigned to an experimental group since they were taught with the instrument (N=32) and the other was assigned to the comparison group since they followed teachers guide of 7th Korean National Curriculum (N=35). Prior to and after teaching, tests on the science attitude, science process skill, and science knowledge domains were administrated. The results were analyzed quantitatively. Further, we also investigated students recognition about the instrument and the science class qualitatively according to the instrument. The results showed that there were statistically significant improvements on science process skills and aspects of the understanding of science knowledge. Many students were aware of them positively as well. However, a few problems, including too many amounts of writing and difficulties in communication with one another, were appeared.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.108-122
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• 2007

Recently, a new revised national curriculum('2007 Revised') of the 'Environment' subject for middle and high schools was announced, which is namely the 7th revised national curriculum. In the new national curriculum, the name of the 'environment' subject for middle schools has been unchanged, but the name of the subject for high schools has been changed from the 'Ecosystem & Environment' to 'Environment'. And some of the contents have been revised to incorporate the changed status of environmental education areas since the last announcement of the 'Environment' curriculum, which was in the late of 1997. Especially, in this new curriculum, the concept of the 'Education for Sustainable Development (ESD)' was implemented. The purpose of this research is to investigate the process of developing the new 'Environment' curriculum for middle and high schools and to examine the resulted, new revised curriculum. In order to do these, this research examined the main directions of the revision, compared the new announced curriculum with the current and the proposed one, which was researched by the authors in this article. And this research discussed the process and the announced results of the revised national curriculum of the 'Environment' subject.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.314-328
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• 1996

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn : The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate valjdately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.214-225
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• 2014

This study aimed to investigate the high school students' conceptions about the plate tectonics through visual representation. For this purpose, the subjects were 67 students in 11th-grade high schools in Chungbuk. In order to in-depth understand the students' conceptions about plate tectonics, so the investigator conducted a semi-structured interview. The conclusions were as in the following. After learning the plate tectonics, the students had the alternative conceptions associated with terminology, colors' meanings, plate-related melting, plate's movement, plates' boundaries, mantle's physical conditions, driving forces for plate movement, and they had the organic relations about colors' meanings, mantle's physical conditions, and driving forces of plate movement. Also, the visual representation used to teach plate tectonics influenced on the students' responses about terminology, plates' boundaries, plate-related melting and the mantle's physical features, also this study found the factors of visual representation causing the learners to create alternative conceptions. These results implicated the importance of teacher's role in identifying the students' interpretation process on visual representation, and it needed to improve the factors creating students' alternative conceptions about visual representation and to study the factors further.

• The Journal of Korean Society for School & Community Health Education
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• v.2 no.2
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• pp.57-78
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• 2001

The purpose of this study is to analyze hygiene education contents of elementary schools in Korea, USA, Japan and compare this and to provide with basic material present improvement method when hygiene education contents of elementary schools in Korea are organized. For this purpose the problems as following are selected centering on the hygiene education contents of the 7th education process in Korea and Japan and the hygiene text of public school in California, USA. First, this study tries to analyze the composition classified by 12 guidance contents each grade of hygiene education contents of elementary schools in Korea, USA, and Japan. Second, this study tries to analyze the composition classified by fields(physical, mental, social) of hygiene education contents of elementary schools in Korea, USA, and japan. As a result of the analysis and comparison on the matters stated above, the conclusion as following was gotten. First, as a result of searching the hygiene education contents system of elementary schools in Korea, USA, and Japan classified by 12 guidance contents each grade, the subjects which have good contents composition classified by class step by step were safe life and disease prevention. And the subjects such as growth development and health, physical fitness, drug use and health were weak and the parts such as consumer health and the careers concerned with are not dealt in the present education process of Korea at all. Second, as a result of analyzing the composition classified by fields of hygiene education contents of elementary schools in Korea, USA, Japan, all the three countries put great on physical part. And there are 57 units about mental part in USA, 27 units in Japan, only 17 units in Korea. And this fact reveals that there was lack of understanding about the need of mental part in Korea. This study tries to suggest improvement method as following through the study results stated above. First, as it is grasped in the analysis classified by guidance part of hygiene education contents, community and environment preservation, physical aptitude and stress management are to be emphasized more strongly and about the parts like consumer health and the persons concerned with hygiene new education programs as contents satisfying the need of age are to be inserted or complemented Second, because the hygiene education contents in Korea are still lack in comparing contents of mental parts compared with those of the two countries, the contents proper to the level and the requirement of learners to each grade are to be developed and complemented. Third, hygiene education units which were reduced in the 7th curriculum in Korea are lack compared with those in the two countries. Therefore, it is necessary that teachers should recognize the need of hygiene education so that the hygiene education can be separated and be taught out regularly.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.79-101
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• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.13-22
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• 2000

When it is viewed with hierarchy as a constructional element of education of subject-matter, the objectives model of Tyler's proposed that educational objectives are the most important element which should be decided first in rotational process of curriculum. This is an answer for question of the reason of teaching computer in school and the most important foundation for upright establishing of computer education. In this study we analyzed general objectives and objectives of subject relevant to computer in the 7th curriculum according to objective resources and searched about What is desirable objectives of computer subject according to Tyler's objective resources. The desirable objectives of computer subject will be basic soil for establishing computer education and will contribute to development of systematic and unified computer curriculum.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.