• Journal of People, Plants, and Environment
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• v.24 no.5
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• pp.509-517
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• 2021

Background and objective: Problems currently occurred in the environment are caused by a lack of environmental awareness of the community. Biology students learn the environment in ecological learning. Students must explore environmental knowledge (EK) and are expected to have high environmental awareness (EA) and then apply their knowledge in daily life with pro-environmental behavior (PEB). There is a need for designing climate-change book serials for university students (CCBS-US) towards contextualized learning. This study aimed to determine the relationship between EK and EA and the PEB of biology students as a baseline for designing CCBS-US. Methods: The study used a quantitative descriptive method with a correlational design. Total 136 biology students from a state university in Jakarta, Indonesia served as samples of the study. Results: Research results revealed a positive relationship between EK and PEB of biology students. There was a positive relationship between EA and PEB of biology students and between EK and EA and PEB of Biology students. Moreover, 77% of students reported their EK is very high, 55% of students reported their EA is medium, and 46% of students reported their PEB is medium. Ecological learning has a vital role in shaping the EK, EA, and PEB, thus CCBS-US needs to be developed. Conclusion: The study concluded that there was a relationship between EK, EA, and PEB. The study recommends the development of CCBS-US based on the survey results.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.767-782
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• 2009

The researchers who are studying biology and teachers who are teaching biology think that the genetics-related concepts are highly significant than other concepts in biology. With such background, researches on the identification of major concepts have been under way to guide in biology class. Minimal research has been carried out, however, on what concepts should be taught to achieve the specific objectives of the class in relation to the unit of genetics in middle and high school. Accordingly this study was designed to determine the concepts of genetics that should be taught to achieve the objectives of the genetics unit in secondary school. For this purpose 5 instructional objectives of the genetics unit on the 9th grade and 4 instructional objectives of Biology I were selected and the concepts that were taught to achieve class objectives. The survey was conducted among 114 science teachers from middle schools and 85 biology teachers from high schools. The results indicated that 9.1 and 10.2 concepts on average were taught in the 9th grade and in Biology I respectively. Moreover statistical difference in the number of concepts that were taught according to the teachers' teaching experiences appeared among the middle school teachers (p<.05). But such statistical difference did not appear among the high school teachers (p>.05). Furthermore the concepts for the 9th grade consist of the basic genetics concepts although Biology I concepts were integrated and advanced contents for same concepts. Thus this finding suggests that concepts of genetics units to be taught in middle and high school were in linkage.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.55-64
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• 2010

This study was intended to survey and analyze the illustrations of Chinese elementary science textbooks. The analysis criterion was composed of two categories, the kind of illustration and the role of illustration. The kind of illustration was divided into six subcategories categories such as photograph, picture, illustration, cartoon, diagram and recording sheet. The role of illustration was divided into four subcategories such as motive induction, guidance for learning, the supply of learning material, the presentation of learning result. The findings of this study were as follows. Chinese elementary science textbooks have about 3.55 illustrations per page. Compared with Korean ones, Chinese ones have more illustrations. From the analysis of the kinds of the illustrations on grade basis, it was found that the order of percentage of illustrations of Chinese elementary science textbooks is photograph, cartoon et al.. Photograph is prominent in entire grade. And From the analysis of the kinds of the illustrations on domain basis, the same results was founded. From the analysis of the roles of the illustrations on grade basis showed that both supply of learning material and guidance for learning are dominant in entire grade. The role of supply of learning material is a little more major than that of guidance for learning. From the analysis of the roles of the illustrations on domain basis, it was found that in domain of physics and chemistry the role of guidance for learning is major, and in domain of biology and earth science the role of supply of learning material is major.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.325-337
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• 2022

This study aims to determine the implications of the efficient and effective implementation of science core competency (ScC) education by examining the state of science core competencies derived from the 2015 revised elementary school science curriculum and analyzing teachers' and students' perceptions. To this end, this paper investigated the reality of reflecting the science core competencies of science textbooks in a group of third and fourth graders from seven elementary schools who passed the test. In addition, in-depth interviews were conducted with four elementary school teachers who participated in qualification textbook selection, and 156 elementary school students were surveyed to determine their perceptions of science core competencies. Findings showed that, first, 1,586 science core competencies were reflected throughout the textbooks, with an average of 227 per textbook and biology being the most salient area. Second, teachers did not understand the difference between previous inquiry activities in textbooks and ScC education. Third, no statistically significant differences were observed in the perceptions of male and female students on science core competencies, the highest average of perceptions being those of scientific thinking ability. From these results, this study concluded that for ScC education to be realized as a curriculum, textbooks must be organized according to the purpose of core competency education, implementing practical changes, and efforts must be directed toward changing the perceptions of individuals who deliver education.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.51-64
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• 2003

The purpose of this study was to examine to what extent the teacher's guides for science based on the 7th national curricula were utilized and what problems there were, in an effort to propose in which way they should be prepared and arranged to be of substantial use to teachers. For that purpose, the contents of the 7th teacher's guides for science were analyzed. Surveys and interviews were carried out to find out how many teachers used each of the areas included in them and what their needs were. The collected data were analyzed with SPSS WIN 9.0. The findings of this study were as follows: Many teachers utilize the teacher's guides in science more frequently than in other subjects, and they found them much more helpful to preparing for instructions. But many of them didn't utilize the standards of evaluation on science that were suggested in the teacher’s guides, and this is why the guides seem just to give theoretical explanation about how to assess, which was neither practical nor substantial. It's required to provide more concrete and detailed examples for each of the units. They felt a higher need for alternative experiments and substitute materials, especially in biology unit because of the different conditions of each school or each local community. In short, teacher's guides should include more diverse and ample materials in response to the teacher's needs, moreover teachers should reconstruct the teaching materials and then teach more creatively.

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.119-128
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• 1992

The contents of two elementary science textbooks are analyzed; they are HBJ Science and Holt Science. A) The ratio of the contents is as follows physics area, 21-27% ; chemistry area, 6-7% ; biology area, 32-41% ; earth science area, '27-31 %. B) The jobs related in science and technology are introudced in both textbooks. The kinds of jobs found in Holt Science and HBJ Science are 94 and 55, respectively. C) There cent developments in science and technology are introduced in Holt Science and HBJ Science are 57 and 46 times respectively. The introductoin of the recent development of science & technology and the jobs relcated in science & technology may interest children in science.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.127-138
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• 2013

The purpose of this study was to select the basic words of physics for science education which were learned through everyday life or school education and be foundation of learning science. For this, we collected all words in the 'Wise Life' textbooks by 7th and 2007 National Curriculum, and extract the science words. As a result, there were 8,970 words in 8 textbooks of 'Wise Life', and about 18% of them, 1,585 words, were science words. There were 266 kinds of science words and most of them were biology words. And the textbooks by 2007 National Curriculum had more science words than by 7th's. Finally we selected 24 basic words of science only in the physics area by comprehensively considering difficulty, need and frequency.

• Food Science and Industry
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• v.55 no.2
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• pp.140-153
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• 2022

The purpose of this study is to organize research trends by analyzing healing studies using emotional insects, and to suggest future research directions. As a result, only six emotional insect species were used for healing purposes, and most of the age groups of the test subjects were elementary school students and the elderly. As for the type of research, field application of the healing program was dominant at 76.5%. Effectiveness verification was mainly conducted through questionnaires before and after participating in the healing program. In some cases, stress-related salivary hormones were used as indicators or clinical tests were conducted by medical staff. Based on the results of this analysis, future strategies such as finding new emotional insect species, developing various types of healing program models, and expanding and subdividing the target subjects were suggested to promote the growth of the healing industry using emotional insects in the future.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.336-347
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• 2016

The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.