• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Bulletin of the Korean Chemical Society
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• v.27 no.11
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• pp.1910-1912
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• 2006

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.21-29
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• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.510-521
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• 2019

This study investigated the effect of career education using female scientists role models on science-related attitude, science career awareness, gender stereotype of science-related career, and image of scientists. Interaction effect with students' gender were also investigated. The subjects of this study were 70 $5^{th}$ grader. The experimental group was introduced career education using female scientists role models with 7 cases of female scientists in the form of 10 minutes movies or cartoons, while the comparison group performed reading science books. The results showed that science-related attitudes and science career awareness of experimental group were significantly higher than control group, not only for girls but has for boys. Gender stereotype of science-related career has changed more neutrally in experimental group. After the career education using female scientists role models, more female scientists were presented in students' image of scientist in DAST. This results showed positive effects of the career education using female scientists role models and educational implications were discussed.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.725-737
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• 2001

Virtual reality technology is very useful for the 21C science education, and is able to contribute to the development of new teaching and learning methods in science education. One of these computer-based technologies, virtual reality, is possible to use in many directions. It is a new communication medium that is receiving a lot of attention, and is usually identified by a collection of technological hardware. Virtual reality is defined as a highly interactive, computer-based, multimedia environment in which the user becomes the participant, with the computer in a virtual real world. A key feature of virtual reality is real-time interactivity, in that the computer is able to detect user inputs and instantaneously modify the virtual world. It is being used in a wide variety of fields including physics, chemistry, human biology, biomedical sciences, military, architecture, industry and the entertainment. In classroom, using science educational program developed by virtual reality technology can increase the interests of students, promote understanding of basic science concepts, help laboratory skills, and encourage creative learning for them.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.44-56
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• 1984

There haw been some courses related to science education for the graduate students, but almost the study for no instructional model and reading material development haw been pursunded in Korea. This study intended to discuss the discipline character of science education research for the systematic survey of concepts, principles and theories related to science education as the first put task, and designed an instructional model of the introductory survey course of science education at graduate level, and then proposed a developmental plan of a reading material for the course teaching aid. The main work of the study was to survey the foreign literature, but the subjective analysis of researcher's courses work during graduate study in abroard and some courses offered to undergraduate and graduate students in Korea by this researcher was quite helpful, even though which was not a strictly designed experimental research. Later it was found that this kind of study was not fitted to the traditional research style but worth while to try for the research in and teaching of "science education" as an area of discipline and professional activity.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.557-566
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• 2013

The purpose of this study was to investigate the effects of science lesson applying STEAM education on the science learning motivation and science academic achievement of elementary school students. The study subjects were four classes of the 5th grade of M elementary school in B Metropolitan City. Two classes including 64 students were experimental group and the others including 65 students were comparison group. For the purpose of study, the lesson unit 'The human body' were practised, the recomposed unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the science learning motivation of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science academic achievement of elementary school students.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• Proceedings of the Korean Vacuum Society Conference
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• 2009.02a
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• pp.113.2-113.2
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• 2009