• Korean Journal of Ichthyology
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• v.10 no.1
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• pp.77-86
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• 1998

The ichthyofauna and the structure of fish community were surveyed from August 1995 to October 1997 at twenty one stations in the Wicheon river which is a first tributary located at the middle reach of the Nakdong river system. During the surveyed period, 40 species belonging to ten families were collected. Of them cyprinid fish occupied 65.0% (26 species) and cobitid fish 12.5% (5 species). Sixteen species (40.0%) were known as Korean endemic species. Dominant species were Zacco temmincki (15.35%), Zacco platypus (14.12%), and Squalidus gracilis majimae (11.32%). Rare species which occupied less than 0.1% of total individuals were Cyprinus carpio, Culter brevicauda, Misgurnus mizoiepis, Cobitis rotundicaudata, Leiocassis ussuriensis, Silurus asotus, Macropodus chinensis, and Channa argus. A tendancy were shown in regional distribution that Moroco oxycephalus dominated in upper stream, Zacco temmincki, Squalidus gracilis majimae, and Niwaella multifasciata in mid - upper stream, acheilognathid fishes and Zacco temmincki in mid - lower stream, and Zacco platypus and microphysogobioid fishes in lower stream. St. 9, 10, and 11 which located in mid - reach of main stream and St. 17, 18 and 19 which located in mid - reach of the Ssanggye stream had the most stable and diverse community structure.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.632-648
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• 2002

The purpose of this study was to investigate a process of change which was made by a science teacher for one-year long in-service education program in terms of constructivist teaching behaviors and beliefs. The in-service program was featured by the use of learning cycle model and Science-Technology-Society approach. One of science teachers, who attended an one-year long in-service program was selected for this study. She developed three teaching materials for the duration. The three teaching materials were analyzed to find components of Science-Technology-Society and the integration of science content and real life context. Also, an interview was performed to assess changes in her perspectives on science, science teaching and science learning through the program. The first material was constructed in the form of learning cycle with little emphasis on STS. The second material was embedded with personal matters such as a refrigerator. The final one was shown to be organized with science content in a personal context and with focus on the role play. The interview also showed that her perspectives on science and science teaching have changed toward the constructivist's during the participation in the in-service program. It is suggested that a long-term in-service program should be developed and implemented so that the science teachers may become constructivist teachers.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.55-72
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• 2004

The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.57-70
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• 2017

The purpose of this study was to examine the pedagogical content knowledge(PCK) and teaching efficacy levels of prospective Home Economics teachers. Also of interest were the relationship between PCK and teaching efficacy, as well as the personal factors that influence PCK and teaching efficacy. A survey was administered to students majoring in Home Economics in colleges of education or graduate schools of education in South Korea, and a total of 202 complete responses were analyzed. The prospective Home Economics teachers showed moderately low levels of PCK and teaching efficacy. Among the PCK subcategories, the mean score for content knowledge was the highest, those for expression knowledge and environmental situation knowledge were the lowest. Expression knowledge and content knowledge showed significant effects on teaching self-efficacy, and expression knowledge and environmental situation knowledge on teaching result expectation. As for students' personal characteristics, years in college showed significant effect: Sophomores were the highest in PCK and teaching efficacy levels. Also, those who plan to become Home Economics teachers showed significantly lower levels of PCK and teaching efficacy perception than those who do not. Besides, the more basic required courses they took, the lower their perception of PCK or teaching efficacy. This study suggests that teacher education programs should develop a program that can enhance prospective teachers' teaching efficacy by providing advice and assistance to those students who plan to become teachers, and more hands-on opportunities to practice teaching.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.221-244
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• 2021

To examine the limitations of the the Blosser's (1973) 'Question Category System for Science', which is mainly applied to research in science education in Korea, we analyzed 30 hours of class conversation in a small group program (for first-year middle school students) with a researcher participating as a teacher. When classified according to Blosser's (1973) classification system, distinguishing between 'open and closed questions' was difficult. Questions with the same content were classified into different types depending on their context, whereas some questions could not be classified appropriately. Additionally, higher-level questions (open questions) were not more effective than lower-level questions (closed questions) in improving students' thinking ability or participation in class. The questionnaire's effect differed depending on the information provided by the teacher before questioning, and in many cases, previous question influenced the next questions. However, in the science education questionnaire research based on Blosser's (1973) classification, which is mainly conducted in Korea, each individual question is classified according to the cognitive level, disregarding the influence of context and prior and subsequent questions and the quality of instructions is evaluated by the frequency of higher level questioning. The results of this study indicate that the method of evaluating instruction quality based on the frequency of high-level questioning, which is currently conducted in domestic science education inquiry research, should be avoided.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.187-202
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• 2019

The main goal of this study is to investigate influence of trust in physical education (PE) teachers and immersion experience in PE classes on attitude and satisfaction during PE classes. Total 863 middle school students in Gwang-ju metropolitan area were recruited by utilizing a convenience sampling method. All data were analyzed by using SPSS statistic program ver. 25.0 (frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression analysis). Alpha was set at 0.05. The results of this study is summarized as in the following. First, all sub-factors of trust in the PE teachers partially positively or negatively influence sub-factors of attitude during PE classes. Second, sub-factors of satisfaction during PE classes were partially positively affected to trust in the PE teachers. Third, Attitude during PE Classes were found to have partial positive influence on immersion experience in PE classes. Fourth, sub-factors of immersion experience in PE classes have partial positive effect on the sub-factors of satisfaction during PE classes. Thus, in order to the positive attitude and greater satisfaction during PE classes, it is important to establish the trust of PE teachers through maintaining interaction with students, constructing better systemic class, and creating the class conditions based on considering students' ability. In addition, in order to enhance immersion experiences of students during PE classes, it is necessary to set up learning goals and tasks based on ability of students, to study various teaching method, and to make only focusing on the performance based PE classes without grading.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.77-86
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• 2024

This study analyzed students' discourse and learning to investigate the impact of using Google Docs in science classes. The researcher, who is also a science teacher, conducted classes for 49 second-year middle school students. The classes included one using Google Docs and another using traditional paper worksheets covering identical content. Students' discourse collected from each class was compared and analyzed using Epistemic Network Analysis (ENA). The findings indicated that in the class using Google Docs, the proportion of discourse related to task was higher compared to the traditional class. More specifically, discourse regarding taking and uploading photos was prominent. However, such discourse did not lead to peer learning as intended by the teacher. An analysis based on achievement levels revealed that the class utilizing Google Docs had a relatively higher proportion of discourse from lower-achieving students. Additionally, differences were observed in the types of utterances and connection structures between the higher and lower-achieving students. The higher-achieving students took a leading role in providing suggestions and explanations, while the lower-achieving students played a role in transcribing them, with this tendency being more pronounced in the class using Google Docs. Lastly, students' changes in perception regarding the cause of static electricity were visualized using ENA. Based on the research findings, this study proposes strategies to enhance collaborative learning using Google Docs, including the use of open-ended problems to allow diverse opinions and outputs, and exploring the potential use of ENA to assess the learning effects of conceptual learning.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.19-36
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• 2011

The purpose of this paper was to explore the teaching materials in the Korean and Japanese high school Home Economics textbooks from the perspective of green life education. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has reinforced in the 2009 revised curriculum. The content analyses had been done to explore the teaching materials of five areas in the 6 Korean and 4 Japanese high school Home Economics textbooks through two checking steps. The material form of table-figure-pictures was the most frequently shown in both Korean and Japanese textbooks. Green life-teaching materials were more likely in the area of household management/consumer activity than in any other ones. All textbooks of both countries have included the green life-teaching materials according to the elements of contents mentioned in the curricula. The quantity and contents of the materials were some what differ by textbooks, so home economics teacher need to cross check the all textbooks to select useful information although the textbooks have included various types of green materials over the 5 areas. Home Economics curriculum need to actively and concretely include the green growth educational elements suggested by the previous study.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.180-185
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• 2008

The purpose of this study is to inquire the properties and relationship of attitudes toward science and process skills of preservice elementary teachers. Two instruments were used to collect the data, SAS(Science Attitude Scales) for checking up attitude toward science and TIPS II(Test of Integrated Process Skill II) for inspecting science process skills. Three main results were revealed. First, preservice elementary teachers' the attitude toward science and science process skills could not show the significant differences by gender. This result is differ from the results of preceding researches which had set up the students of elementary, middle and high school as objects. Second, the properties of preservice elementary teachers' the attitude toward science and science process skills according to the course in high school were also differ from those of preceding researches having students as objects. The preservice elementary teachers who got the literary courses in high school were more confident in science learning and perform that those who have the academic background of science courses in high school. In addition, although they showed better abilities in two sub-scales of science process skills, the preservice teachers with science course didn't show the better science process skills than those who had taken the literary course in total score of science process skill test. Third, there was a significant relationship between attitude toward science and science process skills of preservice elementary teachers but just one sub-scale was related with science process skills. According to these results, it can be said that the preceding results with students as objects can not be applied to and preservice elementary teachers should be guided by the methods which are considering their special properties.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.119-125
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• 1997

In the last few years, there has been a significant growth of interest in how the philosophy of science can be related to science education. Adequate understanding of the philosophy and history of science can promote understanding of the nature of science in teacher and student. The 6th curriculum in Korea has also placed emphasis upon understanding of the nature of science. From this point of view, to ensure effective school science education it is necessary to investigate how teachers and students are understanding the nature of science. To do this 45 secondary science teachers and 191 students of 7 schools in Seoul are administered Nott and Wellington's questionaire(1993). This questionaire is consisted of 24 Likert Scale statements and asks questions on 5 subscales of philosophy of science :Relativism-Positivism, Inductivism-Deductivism, Contextualism-Decontextualism, Instrumentalism-Realism, Thinking science education as a Process or a Content. The results of this study are as follows : 1. Teachers' view of the nature of science was relativism, deductivism, decontextualism and instrumentalism. And they thought process is more important than content in science education. 2. There was no difference in teachers' conceptions on the nature of science according to experience and gender. 3. Students' view of the nature of science was relativism, deductivism, decontextualism and instrumentalism. And they thought process is more important than content in science education. 4. There was no difference in students' conceptions on the nature of science according to schools level(middle vs high) and gender. But, female students exhibited higher score than male students on deductivism(p<.05). 5. Teachers' and students' conception of the nature of science was in agreement with each other.