• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.142-150
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• 2011

This study is aimed to offer the elementary school teacher's experience and awareness about science field trip and science museum field trip, by analyzing the survey of 867 students and 81 teachers in Seoul. Research shows 67.9% high figure of elementary school teacher's experience on science field trip. That experience is include 61.8% of science museum using experience. In case of elementary school teacher's pre-activity is only 53.1% and most of them was visiting Website. Post-activity is more than preceding activity(74.1%) but method is too simple like checking work sheets. 62.3% of elementary school students have been to science field trip and science museum that is higher than teachers'. 66.5% of students said science field trip is influence on science study in good ways but there are some difficulties like lack of pre-activity(33.0%) and unkind information about science museum(21.9%). For activation of science field trip, resources development for effective science field trip operating, program development for pre- and post-activity, school group science field trip program development which is linked science curriculum, complement and expand activity information of science field trip institution.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.97-108
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• 2003

The total 4,895 works presented at Science Fairs for the past 17 years(1986∼2002) are classified by subjects and participators, and the 1,277 works in biology section are analyzed by participators, contents, and object materials. The results are as follows: The proportion of exhibits according to sections was the most in Biology(26.1％). The social position of exhibitors and its proportion were 45.7% in students and 54.3% in teachers and popular people. The proportions of students' exhibits by the level of school were elementary school(68.3%). middle school(14.3%), and high school(17.4%). This indicates rapid decrease in the number of exhibits in middle and high schools. The proportion of students' exhibits(55.9%) is higher than that of teachers' exhibits(44.1％) in the section of Biology. In terms of contents, exhibits about Physiology and Ecology were the most(67.6%). The materials used in those exhibits and the proportion were Animalia(50.9%), Plantae(39.9％), Fungi(5.7%), Monera(1.8%), and Protista(1.7%). The proportion of taxa in plants studied in the exhibits were Dicotyledoneae(65.9％) and Monocotyledoneae(17.3％). The proportion of taxa In animals was Arthropoda(60.2％), Vertebrata(24.9%), and Mollusca(11.1％). The species used in those exhibits and its times were pine tree(11 times), dandelion(10 times), and butterfly(11 times).

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.214-225
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• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.

• Journal of the Korean Chemical Society
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• v.53 no.5
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• pp.570-584
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• 2009

The purpose of this study was to find out high school students' perception on psychologicallearning environment generated by science teachers and their attitude change related to science. The subjectsconsisted of 539 freshmen in a boys' high school pre-applied of common school group in S city. This study wasconducted with students' perception survey and classification of teachers' features according to it. The surveyabout science-related attitude was also made in early 1st semester and 2nd semester, and the students showingthe great attitude change related to science were interviewed. The results of this study revealed that statistically,students had a more positive perception on female teachers than on male ones and that according to their teachers,there were clear different in the psychological learning environment perceived by students. As for the relation of teachers' features and students' attitude change, it showed the negative effect only when the teacher was incharge of only one class, but in most of the cases, there was no meaningful correlation. The semi-structuredinterview with students with great attitude change related to science indicated that the main cause of the changewas the achievement they made in class. The interview showed that the change related to science happenedunder the indirect influence of teachers rather than direct influence. Furthermore, students wanted scienceteachers to meet the science class possessing various instruction behaviors and support behaviors. Therefore,science teachers playing an important role in students' choice of career should make efforts to realize thelearner-centered curriculum and change students' science-related attitude into a positive direction.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.3-14
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• 2011

This research aims at proposing the space planning and architectural guideline required in designing the Science High School. It investigates specific features of the science high school which are distinguished from the general high school and analyses the compositional figure of teachers and students, the teaching methods and its educational curriculum, especially the revised educational curriculum in 2009. Meanwhile, it explores the administrative systems and facilities of the existing science high schools through both the document survey and on-the-spot interview. Such endeavor results in proposing the space classification, the space composition methods and a classroom managing system, which would be suited to the science high school. Finally it presents the architectural guidelines for planning the special subject learning area that is composed of a special subject classroom, a specified lab, medial space, a project and research room and teacher's room. The result of this study could be the fundamental resources for programming the special purposed high school as well as the science high school building.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• Journal of the Korean Chemical Society
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• v.59 no.4
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• pp.308-319
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• 2015

As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.4
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• pp.341-360
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• 2012

This study is part of a larger project that investigated the patterns of children's use of educational graphic novels (EGNs), a publication format that has been popular among young readers in Korea since 2000. In-depth interviews with elementary school teachers and school librarians uncovered tension and gaps between these adult professionals and children's enjoyment of the format. Interviewees' views on EGNs ranged from limited tolerance to a potential candidate for high-interest / low-vocabulary reading. All teachers and school librarians urged for guidelines and criteria for selecting and evaluating EGNs for children.