• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.81-97
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• 2004

This paper is a study on the understanding process of「Matrix and Graph」on discrete mathematics using TI-92 calculator. For this purpose, we investigated the understanding process of two middle school students learning the concepts of matrix and graph using TI-92 calculator. In this process, we collected qualitative data using recorder and video camera. Then we categorized these data as follows: students' attitude related to using technology, understanding process of meaning, expression and operation of matrix and graph, mathematical communication, etc. From this, we have the following conclusions: First, students inquired out the meaning and role of matrix by themselves using calculator. We could see that calculator can do the role of good learning partner to them. Second, students realized their own mistakes when they used calculator on the process of learning matrix. So we found that calculator could form the self-leading learning circumstance on learning matrix. Third, calculators reinforce the mathematical communication in learning matrix and graph. That is, calculator could be a good mediator to reinforce mathematical communication between teacher and students, among students on learning matrix and graph.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.178-186
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• 2009

The science writing is recognized for useful learning method to boost up scientific thinking for all class course as well as traditional lecture and experiment. Many researches say that science writing is helpful to extend students' science knowledge and scientific attitude. By the way, the researchers thought that science writing can also improve the science process skill if students participate in delicately organized learning program. In this study, we had contrived the teaching & learning strategy of science writing to improve science process skills. The learning program covers all field of Klopfer's process skills with various forms of writing; explaining writing, logical writing, critical writing, and creative writing. The learning program has been developed for 5th grade students in the regular classes in order to enhance science process skills as well as knowledge and scientific attitude. Not to miss any process skill or various kinds of writing, we used 3 dimensional frame. The axes of the frames are science process skills, forms of writing, and science curriculum contents. The students are given the final writing theme at the beginning of each chapter. They drill science process skills step by step during the classes, and have a chance to talk each other before the final writing. They practice writing skills from one sentence to full article by degrees. The effect of the program was examined by students' work and TSPS (Test of Science Process Skill). The result showed that 5th grade students had a meaningful progress in science process skills as well as knowledge and scientific attitude. we could confirm it with examining students' work in the class.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.250-259
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• 2013

This study was aimed at developing eco-STEAM educational programs based on smart learning, implementing the programs to verify their educational effectiveness, and exploring the possibilities for eco-education. The subjects of Science, Mathematics, Practical Arts, Arts, and Physical Education were analyzed to extract STEAM elements for the 5th and 6th grades at elementary school, and then 16 lessen plans were developed under 8 thematic strands. The programs were applied to classes of 5th and 6th graders, and then tested to see the effectiveness in terms of emotional experience, convergence, creative design and satisfaction. The average scores for post-test were statistically higher than those of pre-test(p<.001), showing positive effectiveness of the eco-STEAM programs developed. This study put out the following conclusions. First, the students got emotional experiences through inquiry and observation. Second, the programs helped students to learn about the environment in their contexts and provided a base for interdisciplinary approach. Third, the students in this study could have opportunities for improving their problem-solving abilities by using the creative design. Forth, the students' interests in the ecological topics were increased throughout regular curricula.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.379-392
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• 1994

One of the historical origins of the modern science education was investigated in this paper. From the view point of the pansophistic educational philosophy which emphasized "man should teach completely all things to all mankind(Omnes, Omnia, omnino)", J.A.Comenius proposed in his book "Didactica magna"(1658) that 'physica' should be learned as one of the most important school subjects. He suggested the completion of human being as a wholeness of the universe could be achieved through the physics teaching. His ideas of science education was, however, directed not to the 'rational konwledge' about the natural world, but to the 'divine wisdom'. His main thoughts and influences on science education can be summarized as follows: 1) The human being as a God's image should know the divinely created nature, because the invisible God's existence can be sensorially recognized in the nature. 2) Physics or science should be regarded as more important objects than verbal learning in general school education. 3) The cognitive union between the words('representative' or 'das Dargestellte') and things('presentative' or 'das Dargebotene') can be achieved through the objects lesson ('Anschauungsunterricht') 4) The realistic and sensor-cognitive learning theory of the object lesson is yet very important especially in the science education of elementary school, even though the inquiry learning process has became more important in the last years. 5) The religious aspect of his idea could not satisfy the social needs of industrialization and the development of professonal technics in the 18 to 19th century.