• Title/Summary/Keyword: SCIENCE

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High Power ICRF Experiments in the Large Helical Device

  • Kasahara, H.;Saito, K.;Seki, T.;Kumazawa, R.;Kubo, S.;Shimozuma, T.;Yoshimura, Y.;Igami, H.;Takahashi, Y.;Nakamura, Y.;Shimpo, F.;Nomura, G.;Takahashi, C.;Yokota, M.;Mutoh, T.
    • Proceedings of the Korean Vacuum Society Conference
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    • 2007.08a
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    • pp.179-179
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    • 2007

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Content Analysis of the Elementary Science Textbooks in USA. -HBJ Science and Holt Science- (미국 초등과학 교과서 내용분석 -HBJ Science와 Holt Science를 중심으로-)

  • Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.12 no.3
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    • pp.119-128
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    • 1992

  • The contents of two elementary science textbooks are analyzed; they are HBJ Science and Holt Science. A) The ratio of the contents is as follows physics area, 21-27% ; chemistry area, 6-7% ; biology area, 32-41% ; earth science area, '27-31 %. B) The jobs related in science and technology are introudced in both textbooks. The kinds of jobs found in Holt Science and HBJ Science are 94 and 55, respectively. C) There cent developments in science and technology are introduced in Holt Science and HBJ Science are 57 and 46 times respectively. The introductoin of the recent development of science & technology and the jobs relcated in science & technology may interest children in science.

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Preservice Biology Teachers' Learning to Teach Science through Science Methods Courses

  • Kim, Sun Young
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1427-1442
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    • 2012

  • This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

  • https://doi.org/10.14697/jkase.2012.32.9.1427 인용 PDF KSCI