• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.1-20
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• 2021

The purpose of this study was to understand students' representational competence while they engaged in learning in geological field trips with scientific models and modeling(Mt. Gwanak and the Hantan-river were formed). Ten students agreed to participate in this study voluntarily. They were attending the Institute of Gifted Education in the Seoul Metropolitan area. The data were collected for all students' activities during field trips and modeling activities using simultaneous video and voice recording, the interview after classes, written data(note) made by the students. The analysis framework that distinguished levels of representational competence and added the resulting interpretation with the final models in the process of scientific models. Results suggested that representational competence levels varied from one to six. However, students showed relatively low levels of representational competence in outdoor learning environments than indoor learning environments. In other words, it began with a relatively low level of representational competence in outdoor class. Then students developed a higher level of representational competence indoor class. Ultimately, we need to understand students' representational competence implies a tool to explain phenomena in the process of modeling activities.

• Journal of the Korean earth science society
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• v.38 no.4
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• pp.303-320
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• 2017

Purpose of this study is understanding of group modeling process focusing on constraints with geological field trip applied on social-construction of scientific model. This study was carried out on 12 students of 3 groups who participate in the study 'S' gifted education center. Students were conducted to theme of 'How was formation of Mt. Gwanak?' on 2 field trip classes and 3 modeling classes. Semi-structured interviews, all discourse of field trip and modeling classes, records of personal and group activity were analyzed to constraints based on theoretical background proposed by Nersessian (2008). Results as follows. First, sources of constraints are scientific knowledge, contents observed by students during field trips and additional materials things to be explained by model during modeling class with geological field trip applied on social-construction of scientific model. Second, there are 3 types of constraints to affect making group modeling. It is that shared constraint which used commonly by all the group members. It called selected constraint that used during the initial modeling and later were reflected on for use in the group modeling. And it is that generated constraints, which were not in the initial modeling but were used later in the group modeling. This study suggests that not only the constraints can help to understand of making group model through how they used but also show that example of learning with geological field trip on social-construction of scientific model to contribute school science.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• Journal of Science Education
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• v.41 no.1
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• pp.111-134
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• 2017

The purpose of this study was to develop 'Silver Care Expert' STEAM Program for the elementary students and investigate the effects of the program on creative thinking activity, scientific attitude and leadership. Participants were 110 elementary school students. Before and after the program, the participants were asked to take the test about future time perspective, career awareness and scientific attitude. The major results of this study were as follows. First, the total score of experimental group's future time perspective and all 2 sub-domains was significantly improved than those of comparative group(p<.05). Second, total score of experimental groups' career awareness and all 4 sub-domains were significantly increased than those of comparative group after the STEAM program(p<.05). Third, the total score of experimental groups' scientific attitude and all 7 sub-domains were significantly improved than those of comparative group(p<.05). Fourth, according to students' post-program opinions, experimental group students showed very positive perception like that science class was very interesting and they became interested in science and technology. In conclusion, 'Silver Care Expert' STEAM Program was very effective to improve elementary students' future time perspective, career awareness, scientific attitudes.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.1-14
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• 2015

The purpose of this study is to examine North Korean defector students' characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.76-89
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• 2017

The purpose of this study is to develop a science field study area using Geumgang(Geum River), fossil origins and various geological resources in Youngdong area of Chungcheongbuk-do as educational resources; and utilize them to develop an education program to cultivate earth science and topophilia. The Youngdong sedimentary basin (Cretaceous period) has a well-developed outcrop along the Geumgang and it is therefore easy to find various geological structures, plant fossils, and dinosaur fossils. Also, it has a distinct sedimentary structure, such as mud cracks, ripple marks and cross-bedding. Science field study area(6 observation sites) were developed based on school curriculum, textbook analysis, and professional earth science education panel discussion to create a convergence education program. The result of validating the developed program showed that all the items were satisfactory ($CVR{\geq}0.88$) in the test categories. The science field study teaching-learning model was applied to actual classes. The evaluation result for class satisfaction was positive, scoring Rickert scale 4.18. The result of observation about the outdoor classroom process in the science field study area revealed that students were able to form a new image of the beautiful scenery of the Geumgang. Also, the students could gain a new understanding, concept and value of various geological objects (sandy beach, stepping-stones, dinosaur footprint fossils, sedimentary formation), which naturally allowed them to form topophilia.

• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• Journal of the Korean earth science society
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• v.42 no.1
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• pp.88-101
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• 2021

The purpose of this study was to qualitatively examine the meaning of students' drawings in outdoor classes and modeling-based learning cycles. Ten students were observed in a gifted education center in Seoul. Under the theme of the Hantan River, three outdoor classes and three modeling activities were conducted. Data were collected to document all student activities during field trips and classroom modeling activities using simultaneous video and audio recording and observation notes made by the researcher and students. Please note it is unclear what this citation refers to. If it is the previous sentence it should be placed within that sentence's punctuation. Hatisaru (2020) Ddrawing typess were classified by modifying the representations in a learning context in geological field trips. We used deductive content analysis to describe the drawing characteristics, including students writing. The results suggest that students have symbolic images that consist of geologic concepts, visual images that describe topographical features, and affective images that express students' emotion domains. The characteristics were classified into explanation, generality, elaboration, evidence, coherence, and state-of-mind. The characteristics and drawing types are consecutive in the modeling-based learning cycle and reflect the students' positive attitude and cognitive scientific domain. Drawing is a useful tool for reflecting students' thoughts and opinions in both outdoor class and classroom modeling activities. This study provides implications for emphasizing the importance of drawing activities.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.403-417
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• 2015

The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.