• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.826-834
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• 2006

The purpose of this study is to examine the pre-service teachers' concept of measurement uncertainty. The subject of this study were 27 pre-service middle-school teachers in Seoul. They carried out open-ended inquiry tasks and surveyed two kinds of open questionnaires, and interviewed several persons. We analysed their behavior and responses. Through the analysis, we summarize pre-service teachers' concept about measurement uncertainty with representation data, precision and accuracy, error analysis, propagation of uncertainty. The results show that the teachers' concept is different from scientists' concept. They make a mistake in using term of precision and accuracy and pay no attention to measure precisely. Also they only point out sources of error but don't consider how the error affects the results of experiment. The results of study will give! 1 some implications for the curriculum and teaching material developers in order that pre-service teacher and student gain scientific concept.

• Journal of Science Education
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• v.41 no.3
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• pp.334-350
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• 2017

The purposes of this study are to develop scientific-inquiry based on STEAM education program and to investigate the effects of the program on middle-school students' interests, self-efficacy, and career choice about science, technology/engineering, and mathematics. In order to develop this program, the literature investigation and previous studies were conducted, so that finally the developmental direction was based on scientific inquiry and the developmental theme and model were selected. A total 92 first-graders in G middle-school of Daegu city were participated in this study. A single group pre-post test paired t-test was conducted to figure out changes of students' interest, self-efficacy, and career choices before or after applying this program. In addition, in-depth interviews were conducted with 14 students to find their specific responses. The results of this study were as follows. First, STEAM education program on the theme of 'RC Airplane' was developed on the basis of the 'ADBA' model. Second, the developed STEAM educational program not only results a decisive difference statistically but also has significant effects on middle-school students' interests, self-efficacy, and career choice in science, technology/engineering, and mathematics, who are involved in the free-semester program, across the overall affective domain. In conclusion, the STEAM educational program in this study could affect significant meanings to middle-school students during the free-semester. It could contribute to facilitate middle-school students' education for happiness and to grow the creative STEAM talents.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.166-181
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• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.295-302
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• 2008

In this study, the test that were used in entrance examination for chemistry class in a Science-Gifted Education Center for middle school students were analyzed by using criteria for identification and measurement of scientific giftedness and a classical test theory. The result of analysis exhibited that most of problems measured more than two elements of scientific giftedness and required applications of scientific knowledge of middle school level to solve problems. In the analysis of sub-elements of scientific giftedness, originality, fluency in creativity and finding problems/formulating hypothesis, planning inquiry, interpreting data in science process skills were dominant while drawing conclusion and generalization processes were lacking. In correlation analysis between total score and each type of problems, total score was most influenced by the problems measuring science inquiry linked with scientific knowledge. Item difficulty is moderately high and item discrimination is moderate.

• Journal of Science Education
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• v.38 no.1
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• pp.1-14
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• 2014

This study aims to investigate the opinions of students who joined the Jeju Scientific Research Academy, a scientific research program with a mentoring system. The 50 middle school students and 50 high school students in the study were chosen as participants after being judged on their research plans. According to the study, students became more confident in research activities and could have a new point of view on research through interaction with a mentor. They were also very interested in the scientific research program of the Jeju Scientific Research Academy and found it helpful to understand the scientific concepts. Therefore the study shows it is necessary to consider actively the introduction of the mentoring system for the scientific research program. The follow-up study should be done to determine which factors influence on the inquiring minds and the understanding of scientific concepts of the students during the experience of the program.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.51-62
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• 1997

The objective of this study was to review the meaning and problems of Scientific Knowledge and Ethical Value in Environmental Education. The ultimate goal of environmental education is shaping proenvironmental human behavior. The factors of human behavioral decision making are ideology, value, attitude and behavioral intentions. Ideology is a kind of belief system used by social groups to interpret their social world. The main elements of belief system are knowledge and value. The traditional thinking in education has been that we can change behavior by making human beings more knowledgeable and more valuable. In environmental education, the aim of scientific inquiry is to analysis cause-effect relation of human beings behavior and environmental phenomenon, and ethical education is to change the mind of human beings from zero-sum to positive-sum about the relations between human beings and natural environments. But, there are many problems of knowledge education and value education in environmental education. For example scientific knowledge without ethical value is dangerous to environment protection, and ethical value without scientific knowledge is vague. Therefore, we must recognize that the relationship of ethical value and scientific knowledge is not substitutional but complementary. The teaching-learning methods which can integrate knowledge and value in environmental education are rational decision making model. For this model, we can construct teaching contents with inquiry materials. To earn the benefits of specialization among several subjects in environmental education, social studies can focus on social science knowledge and decision making, science education can focus on pure natural science knowledge and scientific investigation, moral education can focus on problems of ethical value system, home economics can focus on practical action and environmental education(Environments in middle school, Ecology and Environments in high school) can integrate social-national science knowledge and ethical value in broad perspective about human beings and ecosystem. That is the method to protect from law of diminishing marginal utility of learning in environmental education.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.571-587
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• 2021

This study aims to investigate the problem recognition and clue capture processes of the observation stage in a geological field trip using abductive inquiry. To this end, eight outdoor geological programs were developed in the order of diagnostic evaluation, outdoor geological fieldwork, and review. Six middle-school students participated in these programs The geological field trip was conducted twice, followed by data provision, observation, rule generation, hypothesis generation, and final hypothesis presentation. Outdoor geological fieldwork recordings and student activity sheets were collected and analyzed qualitatively. From these data, three aspects of student observations emerged during the geological fieldwork: The characteristics of each pattern were subdivided into the geological importance of the clues, attention, type of clues, observation characteristics (attention factor), clue utilization, and clue deletion. Here, by combining these results, we propose educational applications that correspond to each aspect.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Journal of Science Education
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• v.35 no.2
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• pp.173-192
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• 2011

The purpose of this study was to develop inquiry modules for learning straight propagation of light, to verify their efficiency, and to acquire implications. this study proposes teaching modules for improvements of light experiments, which were developed in this work. Inquiry modules were applied to 75 school teachers(8 elementary school teachers, 67 middle school and high school teachers) for examining that the modules make teachers have the scientific concepts. Then, conception changes were analyzed except 5 teachers who responded poorly. The pre-test result shows that most teachers have alternative conceptions, which is that they thought the bright shape on apparatus's bottom panel itself shown in the textbook as evidence for the path of light's straight propagation. The post-test result shows this alternative conception was changed into scientific conception. Unlikely pretest, most teachers' conception was changed into the scientific conception that the light come from a light source. Teachers are able to express that the light beam comes from a miniature electric bulb. Further more, most teachers can draw light's path correctly; from the miniature electric bulb, through vertical panel having a hole, to the apparatus bottom.