• Journal of the Korean earth science society
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• v.31 no.5
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• 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.

• Korean Journal of Health Education and Promotion
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• v.20 no.2
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• pp.35-61
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• 2003

Background： The purpose of this study was to develop a structured and individualized smoking prevention program for adolescents by utilizing a multimedia computer-assisted instruction model and to empirically assess its effect. Method： For the purpose of this study, a guide book of smoking prevention program for middle and high school students was developed as the first step. The contents of this book were summarized and developed into an actual multimedia CAI smoking prevention program according to the Gane ＆ Briggs instructional design and Keller's ARCS motivation design models as the second step. At the final step, the short-tenn effects of this program were examined by an experiment. This experiment were made for middle school and high school students and the quasi experimental design was the pretest - intervention - posttest. The measured data was attitude, belief, and knowledge about smoking, interest in the program, and learning motivation. Result： The results of this study were as follows： First, the guide book of a smoking prevention program was developed and the existing literature on adolescent smoking was analyzed to develop the content of the guide book. Then the curriculum was divided into three main domains on tobacco and smoking history, smoking and health, adolescent smoking and each main domain was divided into sub-domains. Second, the contents of the guide book were translated into a multimedia CAI program of smoking prevention througn Powerpoint software according to the instructional design theory. The characteristics of this program were interactive, learner controllable, and structured The program contents consisted of entrance(5.6％), history of tobacco(30％), smoking and health(38.9％), adolescent smoking(22.2％), video(4.7％), and exit(1.6％). Multimedia materials consisted of text(121), sound and music, image(still 84, dynamic 32), and videogram(6). The program took about 40 minutes to complete. Third, the results on analysis of the program effects were as follows： 1) There was significant knowledge increase between the pre-test and post-test with total mean difference 3.44, and the highest increase was in the 1st grade students of high school(p＜0.001). 2) There was significant decrease in general belief on smoking between the pre-test and post-test with total mean difference 0.28. In subgroup analysis, the difference was significantly higher in the 1st grade of high school (p<0.001), low income class (p<0.001), and daily smokers (p<0.01). 3) There was no significant difference in attitudes on his personal smoking between the pre-test and post-test. 4) The interest in the program seemed to lower as students got older. The score of motivation toward this prevention program was the highest in the middle school 3rd grade. Among sub-domains of motivation, the confidence score was the highest. Conclusion： To be most effective, the smoking prevention program for adolescents should utilize the most up-to-date and accurate information on smoking, and then instructional material should be developed so that the learners can approach the program with enjoyment. Through this study, a guide book with the most up-to-date information was developed and the multimedia CAI smoking prevention program was also developed based on the guide book. The program showed positive effect on the students' knowledge and belief in smoking.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Korean Journal of Health Education and Promotion
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• v.9 no.2
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• pp.12-40
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• 1992

The study is designed to grasp school adminstrators' attitudes toward school health education and practices of school health education and to analyse relationships between characteristics of school administators and their attitudes to school health education and between their attitudes and practices of school health education in elementary and secondary schools, so that it may offer the basic materials for improving the school health education. This study was obtained from 740 school administrators all over the country, who have attended Certification Training of Elementary and Secondary Principal opened at Korea National University of Education from July, 1, 1991 to August 9, 1991. The results are summarized as follows: 1. School administrators' attitudes toward school health education 1) As for view of health education, those who believed that health is the means of education was 36.2%. 2) In methods of school health, those who want regular health education was 75% ; irregular health education 25%. 3) As for attitudes of those chose irregular health education as teaching methods : (1) In teaching hours, the morning and afternoon class meetings was highest 50.8% of whole. (2) In teaching staffs, home room teacher was 51.9% ; school nurse 34.8%. (3) In frequency of irregular health education, 1-2 times a week was 38%, 1-2 times a month 32.6%, 1-2 times a semester 11.8%. (4) As for teaching methods of irregular health education, practice through the health function showed higher frequency than other methods 4) As for attitudes of those chose regular health education as teaching methods : (1) Most of respondents had opinion that regular health education should be carried out by the subject of physical education in both elemetary and secondary schools. (2) Opinion that school nurse should be in charge of regular health education was a little higher than other ones. (3) More than a half of the whole thought that 1-2 hours a month was suitable for carrying out regular health education. (4) Therr-fourth of those who wanted regular health education chose the using of audiovisual material as a teching method. (5) Curriculum recommended first by respondents for the school health education were personal habits and health, prevention and control of disease, mental and emotional health etc. (6) As for impedimental factors in the development of school health education, it was shown as following order : the lack of professional health education instructors, the lack of budget and administrative support, the lack of instructional materials and instruments etc.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.2
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• pp.501-506
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• 2015

Background: To evaluate the effectiveness of the National Train-the-Trainers Program for Hospice and Palliative Care Experts (TTHPC) sponsored by the National Cancer Center of Korea between 2009 and 2012. This program was developed to improve the teaching skills of those in the field of hospice and palliative care (HPC). Materials and Methods: Training was offered in eight 1-day sessions between 2009 and 2012. The effect of the program was measured using Kirkpatrick's model of educational outcomes. First, levels 1 and 2 were evaluated immediately after the 1-day program (n=120). In 2012, the level-3 evaluation test was administered to trainers who offered at least one HPC training (n=78) as well as to their trainees (n=537). Results: The level-1 evaluation addressed participant reactions to and satisfaction with the program. Participants (n=120) were generally satisfied with the content, the method, and the overall course (mean range: 3.94-4.46 on a five-point Likert scale). The level-2 evaluation (learning) showed that participants gained knowledge and confidence related to teaching HPC (4.24 vs. 4.00). The level-3 evaluation (behavioral), which assessed trainers' application of teaching skills to HPC, showed that trainees rated the teaching methods of trainers (mean range: 4.03-4.08) more positively than did trainers (p<0.05). Female trainers were more likely than were male trainers to plan sessions in consideration of their trainees' characteristics (4.11 vs. 3.58; p<0.05), and nurse trainers were more likely than physician trainers to use a variety of instructional methods (4.05 vs. 3.36; p<0.05) Conclusions: We conducted systematic evaluations based on Kirkpatrick's model to assess the effectiveness of our train-the-trainers program. Our educational program was practical, effective, and followed by our HPC experts, who needed guidance to learn and improve their clinical teaching skills.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.