• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.107-122
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• 2011

The purpose of this study is to explore the perception of the observation and nomination system for the identification of the gifted and to find out the importance and practice level perceived by the gifted education teachers using the concept mapping approach. For this, twelve gifted education teachers brainstormed and gathered ideas for the ideal ways of observation and nomination system and the gathered statements were solicited. Multidimensional scaling and hierarchical cluster analysis were also used. In addition, 112 gifted education teachers rated the importance of and the practice level for the suggested ideas of observation and nomination system. Results were as follows: First, 36 statements were solicited and as a result of concept mapping the suggested observation and nomination system were categorized as 'attainment of professionality', 'attainment of administrative support', 'attainment of fairness', and 'considering points for recommendation.' Second, there were significant differences between the perceived importance levels and the practice levels. Based on the results, imlications of the study were discussed in depth.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.47-61
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• 2022

In this study, We developed VR (Virtual Reality) geological resources based on the Geo Big Data of the Big Data platform that provided by the Korea Institute of Geoscience and Mineral Material (KIGAM). So students selected the theme of lessons by using these resources and we operated Remote classes using the materials that developed as to Virtual Reality. Therefore, the geological theme maps provided by the Geo Big Data Open Platform were reconstructed and produced materials were created for Study about Real Korean geological outcrops grounded in Virtual Reality. And Topographic information data was used to produce class materials for Remote classes. Twenty students were selected by Random sampling, and data were collected by conducting a survey including interviews to confirm the change in students' perception of remote classes in virtual reality geological data development and the effect of the classes, so data were analyzed through inductive categorization. The results of this study are as follows. First, students showed positive responses in terms of interest, utilization, and knowledge utilization as taking remote classes for developing geological data in virtual reality geological data. This is the result of showing the adaptability of diverse and flexible learning getting away from a fixed framework by motivating and encouraging students and inducing cooperation for communication. Second, students recognized distance education in the development of Virtual Reality geological data as 'Realistic hands-on learning process', 'Immersive learning process by motivation', and 'Learning process of acquiring knowledge in the field of earth science'.

• Culinary science and hospitality research
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• v.18 no.3
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• pp.266-285
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• 2012

This study was conducted to investigate the dietary habits and nutritional knowledge of 5th and 6th graders and the teachers' perception of dietary life education at the elementary schools in Chuncheon area. The children who had breakfast and supper everyday accounted for 54.1% and 80.3% each. Children consumed 'breads or confectioneries'(42.6%) and 'fruits or juices'(39.3) as snacks. Only 57.4% of the children had balanced diet. Only 59% of the children answered correctly at the nutritional knowledge test, and only 75% had good dietary behaviors. About 78% of the teachers had the experiences of dietary life education, and they taught it in class(38.9%) or at school lunchtime(35.2%). The teachers answered that the major nutrition problems of elementary students were bad eating habits(37.7%) and too much ingestion of fast or instant foods(36.2%). They also answered that dietary life education was necessary(79.7%) and should be started more earlier(87.0%). Ironically, about 49% of the teachers answered that dietary life education should be taught by dietitians even if the teacher who spent most of the time with their students is the best person for dietary life education at school. It should be done in children's daily life, especially for elementary school students. Therefore, teachers should recognize the importance and the specialty of dietary life education at the elementary schools.

• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.569-576
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• 2007

In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.141-151
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• 2009

Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for $4^{th}-6^{th}$ grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.1-9
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• 2023

This study aims to construct a basic PBL class research data model that can strengthen and improve technical college students' abilities to participate in field-education classes and problem-solving skills. A significant effect was found in PBL classes with regard to technical college students' problem-solving skills and abilities to participate in field-education classes, as posited by the hypothesis. The results of the PBL course, which is a hypothesis of research, have been confirmed to have a significant effect on the participation of college students in field practice and on the ability to solve problems. Seventy-one students from five departments (humanities, social studies, and arts) at D University in North GyeongSang Province were selected as final subjects. The study was conducted for seven weeks from October 10 to December 05, 2021, in three stages: pre-inspection, PBL operation, and post-inspection. In the college life experiences of students with disabilities who study late within the Department of Social Welfare, it was confirmed that the study participants independently changed toward their independent life satisfaction and positive perception of themselves as a process of change in which the self-determination rights and goals and hopes for their lives by seeking the role for the disabled who have not yet been encountered and in the process of positively recognizing themselves.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.853-864
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• 2018

In this study, we surveyed the 68 teachers from eight science high school and four science academy for the gifted through questionnaires about research ethics education and ethical research environment in Korea. First, we examined the current state of research ethics education. Half of the responding schools included research ethics education in their curriculum. Although only half of the schools have this in their curriculum, more than half of the total number of teachers surveyed personally taught research ethics in class, and almost 90% of the teachers said they taught the research ethics during students' research activity. However, 63.24% of teachers said that research ethics education was not enough still. Second, we investigated the ethical research environment. In terms of knowledge and experience, the teachers were competent, and they were creating an environment that enabled peers and self-verification. However, research ethics, regulations and verification systems are not well equipped in schools. Since the principals are highly interested in research ethics education, there seems to be enough improvement on the ethical research environment. Finally, teachers said that additional research ethics education, change in student attitude, development and continuous maintenance of the verification system, encouragement to develop ethical environment, and clear guidelines were needed for ethical research of students. The result of this research will be able to provide the following. First, it will help set up a direction for research ethics education at every gifted school. Second, it will provide insights on how schools and teachers can create an ethical research environment for the students of science-gifted students.