• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.91-102
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• 2022

Sinsu Island in Korea National Marine Park is suitable for geological learning and geotourism as various geological structures, geological activities, and fossils can be observed. In this study, eight geosites were developed by analyzing 2015 revision science curriculum. The 3D panoramic geological virtual field trips were developed according to the three-step outdoor learning model. The 3D panoramic geological virtual field trips, which consist of 8 classes, are composed of cooperative learning by group, enabling autonomous inquiry activities. It is designed to realize convergence education that can learn not only geology but also creativity and humanity through nodular Limestones, exfoliation, salt weathering, perforated shell holes, sedimentary structures and environments, dinosaurs habitats, and volcanic activity. Five experts revised and supplemented the Delphi analysis method to verify the validity of the development purpose and direction. The satisfaction with the geological field for Sinsu Island course was 4.52, indicating that the overall satisfaction with the field course was high. By reflecting on the opinions of each student and reinforcing safety education, we completed the 3D panoramic geological virtual field trips for Sinsu Island. The 3D panoramic geological virtual field trips in Sinsu Island in Korea National Marine Park will be a good example of geology learning tourism where you can make memories and enjoy while studying geology.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.85-91
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• 2022

In the IOT social environment, which emphasizes the convergence of science and technology and emotion, this study aims to explore the experience and meaning of the experience while participating in the design convergence class based on the operation of the Learning community of Chinese graduate students majoring in design. To this end, an implementation study was conducted by visualizing various research problems using a design-based inquiry method for 12 graduate students attending T University. The design-oriented convergence class was conducted in a small group with content that was deepened into a visual strategy by the expression technique given by the external environment and the learner's own inner motivation. In order to express the perspective and intention of the research problem in the research, the convergence design research expressed using various visual strategies such as metaphorical use and analysis of visual data in the research process and sensory approach to the research problem was presented in a form that expresses the creative thinking process. As a way of exploration, the teaching method of presenting results based on various experiences suggests changes in new teaching formats, practical knowledge sharing by instructors, and community participation by learning participants.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.611-619
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• 2022

The purpose of this study is to explore the possibility of applying big data analysis to provide appropriate feedback to students using evaluation data in science education at a time when interest in educational data mining has recently increased in education. In this study, we use the evaluation data of 2,576 students who took 24 questions of the national assessment of educational achievement. And we use K-means cluster analysis as a method of unsupervised machine learning for clustering. As a result of clustering, students were divided into six clusters. The middle-ranking students are divided into various clusters when compared to upper or lower ranks. According to the results of the cluster analysis, the most important factor influencing clusterization is academic achievement, and each cluster shows different characteristics in terms of content domains, subject competencies, and affective characteristics. Learning motivation is important among the affective domains in the lower-ranking achievement cluster, and scientific inquiry and problem-solving competency, as well as scientific communication competency have a major influence in terms of subject competencies. In the content domain, achievement of motion and energy and matter are important factors to distinguish the characteristics of the cluster. As a result, we can provide students with customized feedback for learning based on the characteristics of each cluster. We discuss implications of these results for science education, such as the possibility of using this study results, balanced learning by content domains, enhancement of subject competency, and improvement of scientific attitude.

• The Mathematical Education
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• v.61 no.3
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• pp.477-497
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• 2022

The rapidly changing world calls for reform in mathematics education from lifelong learning perspectives. This study examines adults' perception of mathematics by reflecting on their experiences of mathematics in and out of school in order to understand what the current needs of adults are. With the two questions: "what experiences do participants have during their learning of mathematics in schools?" and "how do they perceive mathematics in their current life?", we analyzed the semi-structured interviews with 10 adults who have different sociocultural backgrounds using narrative inquiry methodology. As a result, participants tended to accept school mathematics as simply a technique for solving computational problems, and when they had not known the usefulness of mathematical knowledge, they experienced frustration with mathematics in the process of learning mathematics. After formal education, participants recognized mathematics as the basic computation skill inherent in everyday life, the furniture of their mind, and the ability to efficiently express, think, and judge various situations and solve problems. Results show that adults internalized school education to clearly understand the role of mathematics in their lives, and they were using mathematics efficiently in their lives. Accordingly, there was a need to see school education and adult education on a continuum, and the need to conceptualize the mathematical abilities required for adults as mathematical literacy.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.369-378
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• 2020

This paper examines inquiries generated in three different online educational programs in Korea at the secondary educational level. Data covers 12,023 inquiries recorded during the first semester of 2019 and the compared groups among three programs are divided by four criteria: its type, period, inquirer, and the way of response. Statistical comparisons using Chi-square test suggest that there are significant differences in frequency rates of inquiries among three programs. First, 'Program A' has more inquiries by student themselves, mostly in the middle of the semester about the contents. Second, inquiries are more frequent for 'Program B' by the coordinating teachers about system-related or evaluation-related questions, either at the beginning or the end of the semester. Third, in the case of 'Program C', parents of health-impaired students are the main inquirers who ask admin-related questions at the beginning of the semester. With respect to the way of response to inquiries, more than 95% of inquiries are answered immediately for all three programs. These quantitative findings are also supported qualitatively, by face-to-face interviews with operators of the three programs. Results of this paper can be used for educational practitioners and experts when they design and operate the customized online educational programs with different purposes and different target-students in the future.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of the Korean Chemical Society
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• v.62 no.1
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• pp.43-51
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• 2018

In this study, visually impaired secondary students' conception of "changes of state of water" was explored. Science inquiry activity for students with visual impairments was implemented to 16 middle school students and 15 high school students from school for the blind. 14 of them were totally blind, 13 had low vision and the others were not identified. Inquiry activities were conducted by communicating with the researcher while students were individually exploring the molecular models of water and ice developed for the study. After the exploration, students were asked to explain the concept of changes of state of water with the model they explored. Opinion on the need and the usability of this kind of tactile model was also asked to them. All conversations were recorded, transcribed, and analyzed. As a result, students with visual impairments answered exactly about the materials used for the model and their numbers. However, they didn't know what the model stood for. They had experiences of learning molecule of water and changes of state of water, but it was a phenomenon and superficial understanding. Students got to understand the molecular structures of water and ice, and had a positive perception on the need and the usability of the model. Based on these results, educational implications were discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.537-548
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• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.