• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.39-55
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• 2024

This study aimed to examine research trends related to Natural Language Processing (NLP) in science education by analyzing 37 domestic and international documents that utilized NLP techniques in the field of science education from 2011 to September 2023. In particular, the study systematically analyzed the content, focusing on the main application areas of NLP techniques in science education, the role of teachers when utilizing NLP techniques, and a comparison of domestic and international perspectives. The analysis results are as follows: Firstly, it was confirmed that NLP techniques are significantly utilized in formative assessment, automatic scoring, literature review and classification, and pattern extraction in science education. Utilizing NLP in formative assessment allows for real-time analysis of students' learning processes and comprehension, reducing the burden on teachers' lessons and providing accurate, effective feedback to students. In automatic scoring, it contributes to the rapid and precise evaluation of students' responses. In literature review and classification using NLP, it helps to effectively analyze the topics and trends of research related to science education and student reports. It also helps to set future research directions. Utilizing NLP techniques in pattern extraction allows for effective analysis of commonalities or patterns in students' thoughts and responses. Secondly, the introduction of NLP techniques in science education has expanded the role of teachers from mere transmitters of knowledge to leaders who support and facilitate students' learning, requiring teachers to continuously develop their expertise. Thirdly, as domestic research on NLP is focused on literature review and classification, it is necessary to create an environment conducive to the easy collection of text data to diversify NLP research in Korea. Based on these analysis results, the study discussed ways to utilize NLP techniques in science education.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.587-598
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• 2018

In this study, we investigated the characteristics of pre-service science teachers' curriculum design for lessons using self-generated analogy. Three pre-service science teachers at a college of education in Seoul participated in this study. After a workshop on lessons using self-generated analogy, they planned and demonstrated lessons. All of the teaching-learning materials were collected, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The characteristics of lessons using self-generated analogy were analyzed in the perspectives of PCK. The analyses of the results revealed that they used various strategies to promote students' generating analogies. They lacked understanding of the stages of the lessons and the role of teachers. Although all of them considered assessment, they used limited assessment methods and assessment dimensions. Some actively considered students' misconceptions, and specifically anticipated analogies that students could generate. They determined topics for lessons considering various aspects such as the level of self-generated analogy and the characteristics of scientific conceptions. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of Science Education
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• v.47 no.3
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• pp.225-237
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• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Human Ecology Research
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• v.60 no.3
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• pp.407-427
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• 2022

The purpose of this study was to explore the implications of Freire's education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire's education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire's education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners' lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire's education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire's education theory.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.141-156
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• 2019

Objective: This study examined the gossip, an evaluative conversation about an absent third party, through qualitative research methods, and explored the subjects and the social function of gossip among young children. Methods: The subject of this study included 24 five-year-olds children in Somang class at Baram kindergarten in Seoul. The data consisted of 20 participant observation, 2 in-depth interviews with the teacher, and informal interviews with the children. Results: The subjects of gossip among young children were peers, teachers, and family members. The social function of gossip among children was strengthening peer relationship, selecting peers, confirming rules, and pleasure. The results of this study confirmed that children are sensitive observers of their surroundings and that their peers, teachers, and families are important beings with influence in their lives. It also showed that children's gossip was a social conversation in which children build peer relationships, learn norms and experience pleasant emotions. Conclusion/Implications: This study has the significance of providing various perspectives on the socialization process of young children by looking at gossip which was perceived as a negative image, from a new perspective.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.297-308
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• 2007

Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.2
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• pp.155-166
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• 2009

This study focused on and analyzed the mentoring program for low income families practiced by Northern Seoul Metropolitan Office of Education, and develop the program to become an opportunity to vitalize the school library. Parents mentoring programs from five Northern Seoul elementary schools were analyzed from many different perspectives for this research. Firstly analyzed current status of mentoring program, interviewed mentor, mentee, and people in charge of these programs, were surveyed, and homeroom teachers, after school curriculum teachers were interviewed. Also the mentoring journals by mentor were analyzed. Based upon this research, school library parent mentoring program expands the role of school library, inviting the students with any possibility of being alienated from the society to the broader world by books. Eventually, this chance is to allow the small communication started out with books bring changes to the society and help to diffuse the social gap conflict in our society.