• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.1-22
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• 1988

The educational policy of a nation should be based on the results of nation-wide studies and their analyses. This study is the third one in a series of research on "development of improvement plan and monitoring system for secondary school science", focusing on the three major areas, such as students' achievements, science instruction and conditions for science education in vocational high schools. In general, the results showed that science achievements in vocational high schools were significantly lower than those of general high schools. While the achievement level in physics was lower by one percent, the achievement levels in chemistry and biology were significantly lower by more than 5 percents. In the case of scientific inquiry, the results showed much lower scores compared to those of general high schools. Concerning the inquiry abilities, most of the students did not possess the formal operational thinking skills such as controlling variables and combinatorial thinking. The ability of experimental skills seemed to be closely related to the students' majors. Students in industrial arts schools could measure electric resistance very well, while students in agricultural high school students failed completely. In the area of students' attitude toward science, the greater part of the students had the experiences of using scientific equipments (68.6 %), experimentation (54.3 %), and extracurricular science activities (56.9 %). They also showed positive attitude towards the nature of science (59.8%). The results of the survey on science instruction and school conditions for science education showed the needs for improvement In general, the priority of science education in vocational high schools was very low compared to their major subjects. The teachers as well as students thought science text books nor to be difficult These responses and the low achievement levels seemed to be contradictory to each other. The facilities for science experiments were better equipped and installed to general high schools. However. the lack of budget was a major problem for performing experiments uning the facilities. Therefore. science education in vocational high school have many things to be improved For the improvement of science education in vocational high schools, financial support as well as the intention for the improvement must be the essential factors.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.263-288
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• 2002

'Science Garden' is a science program that develops acquirements of science & technology at an early stage through experiential study and inspire the spirit of scientific inquiry by carrying out laboratory work, science movie, science lecture, scientific work, outdoor activities, computer classes and science experiment which is hard to do through the regular educational course. It is targeted grade 4,5,6 students during summer and winter vacation. 'Science Garden' is conducted by selective participation freely. It is a wholelistic activity that develops children's potential talents or creativities, improves interest and attitude toward science, and also gives opportunity for self-realization by extending capacity for inquiry to show each student's ability. This study is observed and is compared how it is conducted in elementary school using qualitative study. This study is used narrative observation, in-depth interview and document analysis. Objects of narrative observation are two elementary schools, each from Jellabukdo and Gyeonggido, and 7 teachers were interviewed in-depthly. Here are results of the study. 1 A teacher in school G never takes part in student activities, tends to be indifferent to classes, but focuses on observation and experiment in laboratory. And feedback or evaluation about student's activity is never done. On the other hand, a teacher in school S guides students to understand the principals of science on themselves, and wide variety forms of activities such as role playing, discussion, and games are being done. But an effort to evaluate student's activity is not being made properly. 2. Teachers set a high valuation on the need of 'Science Garden'. Observing the way of conducting 'Science Garden', usually teachers who is in charge of science for official work is selected as a teacher in charge, and groan under a heavy burden of conducting it without anyone's help. Participating students are selected by volunteering or teacher's recommendation, but because of low Participation rate, teachers have difficulty in conducting it. Plan for conducting ‘science Garden’ is made 20 days before it, after getting an official document from Office of Education, refering to booklets produced by National Jungang Science Institute, or data from Office of Education, and internet. Teachers evaluate rarely Most school principals have interest in 'Science Garden' but parents are not well aware of it, The budget is made at the same time with the plan, and scale is varied between 200,000∼500,000 won. Because of the improper way of selecting teacher in charge, difficulty in selecting students, heavy works caused by planning, conducting the program, as well as reporting teacher's work, and lack of parents' awareness, 'Science Garden' has been conducted formally and superficially. Next gives you direction to change, for the right way of conducting' Science Garden'. It is important to motivate competent teachers to instruct students actively. For students' active participation, They should publicize thoroughly beforehand, and develope 'Science Garden' program for teachers to be able to make better use of it. Evaluation of student activities and program should be done in the aspect of developing students’ faculties. Beside of school facilities, they need to put diverse local facilities and places to practical use for immediate natural experience. And not only separate schools but also associated form of schools to conduct it is necessary.

• Korean Journal of Optics and Photonics
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• v.28 no.6
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• pp.327-333
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• 2017

The purpose of this research was to analyze characteristics of verbal interactions of each homogeneous group in the learning of the 6th grade's 'Use of Lenses' Unit. For this research, six learning sessions were conducted in one 6th grade class composed of a high-academic-achievement group, an intermediate-academic-achievement group, and a low-academic-achievement group. All lessons were recorded, to analyze the verbal interactions of each group, and the transcribed data were analyzed using the verbal-interaction analytic framework. Results included: In the upper group, although opinions were presented more frequently, there were many negative verbal interactions in completing the tasks. The middle group was observed more specifically to accept peer opinions critically in their observational activities. The middle group's members were more active in presenting their opinions than listening to others' opinions. The lower group had difficulties in drawing conclusions because of a lack of ability to persuade peers or to respect the opinions of peers, even though the frequency of verbal interactions was higher than in other groups. Therefore, a homogeneous group structure is good for a simple activity involving a simple inquiry or an exchange of opinions, while a heterogeneous group structure is more effective in activities focused on understanding scientific concepts and knowledge.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.205-226
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• 2008

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.146-158
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• 1999

Since 1960' s. aims of science education have changed from attainment of scientific concepts. principles and laws to improvement of science process(or inquiry) skills. According to the science education philosophy like this. our nation has adopted improvement and evaluation of science process(or inquiry) skills in science education. The purpose of this study was to examine the performance of high school students on 4 types of multiple choice items used to access students ability to identify independent and dependent variables. Stimulus materials were either a question focusing on the relationship between two variables. a hypothesis. a description of an experiment. or a description of results of an experiment. Student performance on these item types was compared to this performance on a standard Piagetian interview task of variable identification. The results of the study included: (1) the "hypothesis" type was the most difficult, while the "question" type appeared to be the easiest; (2) the "procedure" item type had a higher correlation with the total interview than any other item type. Among conclusions reached in this study was that although all four item types operated similarly. they did not correlate very highly with the performance assessment by interview.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.598-612
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• 2014

The present study is aimed at inquiring into the meaning of experience of action learning program for adult learners who participated in action learning program of H financial company which was carried out as a means of corporate training. The goal of study is to examine the essential factors of action learning program impacting on the increase of motivation for learning and the improvement of job-related problem-solving ability of the learners who participated in the learning as well as on the increase of motivation for learning and the improvement of job-related problem-solving ability among the components of action learning program. As for research method, 3 main questions and 15 sub-questions about motivation for learning, job-related problem-solving ability, and components of action learning were prepared for 9 learners who participated in the action learning program, and then focus group interviews (F.G.I) were conducted. The results show that action learning program increased motivation for learning by combining concentration of attention and relevance to job, and the degree of organization of learning team was a key element to improving motivation for learning. Also, through development of alternatives and planning/execution, it impacted on improving job-related problem-solving ability of participants. And the interest and support of the administrator were key elements to improving job-related problem-solving ability. In conclusion, the results show that action learning program in corporate job training activities improves motivation for learning of the participants. Therefore, in order to improve job-related problem-solving ability of the participants in job training, more focus should be put on concentration of attention and reinforcement of relevance to the job and more interest and support should be given to organization of appropriate learning teams among components of action learning program. Along with this, the administrator needs to grasp participants' awareness of problems and pay attention and give support to the participants to enhance the performance of planning/execution.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Journal of Science Education
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• v.40 no.3
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• pp.267-286
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• 2016

The study aimed to investigate a research trend in science gifted education of six years from 2010 to 2015 by utilizing literature analysis and Social Network Analysis (SNA) methods. In this study, 275 papers published in eight major academic journals of science education and gifted education were selected as research subjects. First, through the literature analysis, it was found that the most frequent research topics were cognitive characteristics (25.8%), curriculum/programs (22.6%), and social and emotional characteristics (20.2%). For the research method employed in research papers, the survey research (46.5%) was appeared as the most frequently employed method, and followed by experimental (18.8%), program development (10.6%), correlation (10.3%), and qualitative (6.4%) research methods. The most frequent research subject was appeared as middle school students (33.7%) and followed by elementary school (30.6%), and high school (12.7%) students. Second, the SNA method was utilized for producing keyword frequency, degree centrality and network analyses. It was appeared that the most common keywords over six years included 'science gifted', 'gifted education', and 'creativity' and frequent keywords were science gifted, gifted education, gifted, creativity, science inquiry, perception, (creative) problem solving, science high school, scientific attitude, and STEAM. Third, through 2-mode network analysis, it was found that the research papers about cognitive characteristics were mainly related to perceptions, thinking ability, scientific argumentation, science inquiry and so on. It was also found that the research papers about social and emotional characteristics were related to correlation, motivation, creativity-character, self-efficiency and so on. It was concluded that the SNA method can be performed with literature analysis together for better understandings and interpretations of the research trend of science gifted education in-depth.