• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Archives of design research
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• v.19 no.1 s.63
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• pp.171-180
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• 2006

Modern design has to be satisfied to user in various social class. Therefore a study of lifestyle is vary important as a basic of design. The logical starting point to grasp the user's needs is begun by consumer analysis. There are many methods of consumer analysis, In them, the study of lifestyle is extremely much used for understanding consumer who is classified with groups. Basic education of design have to teach knowledge and ability which is to be a groundwork for designer. The study of lifestyle is not a purpose itself but one of theoretical knowledge which is requested for design. By induding practical techniques and theory, theory can be achieved through practical techniques and the meaning of theory itself could be recalled. The value of this study is in the suggestion which is the way of approach to research and to study for oneself, by introduce the study through conceptual approach for lifestyle into basic design educational program. For the study of lifestyle, let students have the theoretical knowledge which is concept of lifestyle, modern social form, consumer culture, the way of using lifestyle and theorizing lifestyle, etc, And after, let students make teams for the study of lifestyle for oneself. Every team creates the subject and studies lifestyle of each social dass by the practical way such as Inquiry, observation and interview etc. As a result they have to make a report after the form of paper and let them have a presentation in each team. Students can understand lifestyle through this process not only theoretical but also practical and can be earned an ability for apply to business.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.457-475
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• 2005

We have inquired on what the statistical classes of the secondary schools had been aiming to, say the epistermlogical objects. And we now appreciate that the main obstacle to the systematic articulation is the lack of anticipation on what the statistical concepts are. This study focuses on the ingredients of the statistical concepts. Those are to be the ground of the systematic articulation of statistic courses, especially of the one for the school kids. Thus we required that those ingredients must satisfy the followings. i) directly related to the contents of statistics ii) psychologically developing iii) mutually exclusive each other as much as possible iv) exhaustive enough to cover all statistical concepts We examined what and how statisticians had been doing and the various previous views on these. After all we suggest the following three concepts are the core of conceptual developments of statistic, say the concept of distributions, the summarizing ability and the concept of samples. By the concepts of distributions we mean the frequency views on each random categories and that is developing from the count through the probability along ages. Summarizing ability is another important resources to embed his probe with the data set. It is not only viewed as a number but also to be anticipated as one reflecting a random phenomena. Inductive generalization is one of the most hazardous thing. Statistical induction is a scientific way of challenging this and this starts from distinguishing the chance with the inevitable consequences. One's inductive logic grows up along with one's deductive arguments, nevertheless they are different. The concept of samples reflects' one's view on the sample data and the way of compounding one's logic with the data within one's hypothesis. With these three in mind we observed Korean Statistic Curriculum from K to 12. Distributional concepts are dealt with throughout but not sequenced well. The way of summarization has been introduced in the 1 st, 5th, 7th and the 10th grade as a numerical value only. One activity on the concept of sample is given at the 6th grade. And it jumps into the statistical reasoning at the selective courses of ' Mathematics I ' or of ' Probability and Statistics ' in the grades of 11-12. We want to suggest further studies on the developing stages of these three conceptual features so as to obtain a firm basis of successive statistical articulation.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.259-265
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• 2007

The purpose of this study was to examine the effects of the application time of differentiated instruction in terms of learners' science academic knowledge achievement and their attitudes toward science. The findings of the study were as follows: First, the experimental group was significantly higher than the control group (p<.05). Second, the academic knowledge achievement of high ability students of two subgroups was not different (p>.05), but the achievement of low ability students was higher in experimental group than in control group (p<.05). Third, the experimental group showed higher improvement in attitude toward science than the control group in three areas of the Test of Science Related Attitudes (TOSRA) (p<.05): 'Adaptation of Scientific Attitudes', 'Enjoyment of Science Lessons', and 'Career Interest in Science'. However, there was no significant difference between the experimental and control groups in the area of 'Attitude to Scientific Inquiry' and 'Leisure Interest in Science'.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.20-28
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• 2000

We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.611-623
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• 2005

The purpose of this study is to explore the effects of self-directed field learning practices on student’s academic achievement and self-directed learning characteristics regarding the level of learning ability. To conduct this study, 196 students of high school students in Busan were chosen and parted into either the experimental group (98 students) or control group (98 students). Each group is classified into three categories: high level (24 students), middle level (50 students), and low level (24 students) according to the level of learning ability by the academic achievement pre-test. The areas chosen for experimenting this study range from Dusong peninsula, Molundae in Saha-gu, Songdo in Seo-gu, Pusan. Then the inquiry-model of self-directed field learning which focuses on learner-centered activity was designed based on theories concerning field learning and self-directed learning, and was applied to the experimental group. In conclusion, this teaching method using self-directed field learning is expected to improve academic achievement in science subject and increase students’ self-directed learning characteristics regardless of the students' level of academic achievement.

• 한국체육학회지인문사회과학편
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• v.54 no.3
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• pp.31-43
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• 2015

The purpose of this study was to find out the dance sports athlete's factor that presents performance problems and performance enhancing for competitions. To achieve purpose of study carried out open-ended question and structural inquiry of succession in the dance sports athlete of 25 people, the open-ended questions data were examined through inductive content analysis procedure, conducted preliminary investigation to 100 people. Preliminary investigation and main survey were verified to the dance sports athlete of 137 people through exploratory factor analysis, and confirmatory factor analysis was conducted. On the basis of the results, the conclusions were drawn as follows; First, hinders factors to athletic performance is discord with partner, condition, contest environment, limit of physical strength, limit of economic strength. Second, the measurement scale of dance sports athlete's performance enhancing to competition with 23 items which are consisted of 7 main factors. The determination factors of dance sports athlete performance were partnership, ability to invest, spiritual factors, training factors, ability of physical factors, the leader, environment of competition.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.626-638
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• 2009

The purpose of this study was to investigate the perception of the scientifically gifted high school students to the research and education (R&E) program. 270 scientifically gifted high school students participating in R&E program were sampled and surveyed according to the R&E' purpose, the process of topic selection, the advantage, and disadvantage of R&E. 4 students among them were interviewed in depth. Students perceived the purposes and advantages of R&E as fostering the scientist' qualifications, providing the research opportunities, and improving the inquiry ability and the disadvantages of R&E as the time consumption in research, the participation as a sideline, and the difficulty of contents. The R&E program was mainly composed of a pre-determined topic, fixed procedures, and expert's settlements in the problem-emerging situation and was not cognitive but technical apprenticeship. In addition, students considered the participation of R&E as a chance of experience about the high techniques and the valuable instruments instead of the improvement on the creative problem-solving ability. The role of mentors in the R&E program is so important that it affects largely on the productive participation and the perceptions of science and scientists.

• Journal of the Korean earth science society
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• v.22 no.6
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• pp.469-479
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• 2001

This study investigated the trends in the number of applicants and mean score and applicants’ responses on the test items of Earth Science in the College Scholastic Ability Test (CSAT) implemented for 3 years (1999-2001). The percentage of applicants of science track were 43.14% in 1995, but reduced through 29.5% in 2001 to 26.92% in 2002 CSAT For elective subject, about 22% of science track students applied to Earth Science II which ranked third to Biology II and Chemistry II. In 1999, test items were developed to have the expected difficulty 40 ${\sim}$ 59% (6 items) to 60 ${\sim}$ 79% (10 items). But in 2001 every 16 items were developed to have difficulty 60 ${\sim}$ 79%, which was caused by the policy of so called ‘easy CSAT’. Thus the mean score of ‘Earth Science II’ was increased from 50.26 in 1999 through 64.47 in 2000, to 67.58 in 2001. Applicants were generally very good at solving test items focusing on process skills only and familar items but poor at solving test items related to the motion of the earth and planets and sea wave, especially items calling two or more concepts. Thus special measures to cope with the decrease in applicants of science track should be provided. And it is recommended to develop test items with wider range of difficulty and to reduce test items calling process skills only. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.495-504
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• 2018

This study was conducted to develop items to measure scientific core competency based on statements of scientific core competencies presented in the 2015 revised national science curriculum and to identify the validity and reliability of the newly developed items. Based on the explanations of scientific reasoning, scientific inquiry ability, scientific problem-solving ability, scientific communication ability, participation/lifelong learning in science presented in the 2015 revised national science curriculum, 25 items were developed by five science education experts. To explore the validity and reliability of the developed items, data were collected from 11,348 students in elementary, middle, and high schools nationwide. The content validity, substantive validity, the internal structure validity, and generalization validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there were no nonconformity in the 25 items. The confirmatory factor analysis using the structural equation modeling revealed that the five-factor model was a suitable model. The differential item functioning analyses by gender and school level revealed that the nonconformity DIF value was found in only two out of 175 cases. The results of the multivariate analysis of variance by gender and school level showed significant differences of test scores between schools and genders, and the interaction effect was also significant. The assessment items of science core competency based on the 2015 revised national science curriculum are valid from a psychometric point of view and can be used in the science education field.