• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.106-117
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• 2022

This study analyzes the characteristics of the "Conclusions" section of a thesis in elementary science education and presents a conclusion model that can be used in elementary science education. In the "Elementary Science Education" journal published by the Elementary Science Education Association, the conclusion section was analyzed on the four-year academic papers published. First, the title of the concluding chapter and the number of conclusions frequently used in elementary science education were identified. Results showed that most commonly used title for the conclusion section was "Conclusion and Suggestion," and the length of the section was 85.4 lines or 2.1 pages.. Then, as a result of analyzing the conclusions of elementary science journals in sentence units, we found stages as a kind of semantic unit frequently used in elementary science education papers. Further, we obtained that these stages are often used in connection with specific stages. Finally, a conclusion template for papers commonly used in elementary science education was presented. The results of this study can be used as basic data when drafting elementary science education papers. Furthermore, specific thesis regarding education plans and educational materials might be prepared for elementary science education graduate students based on the present results.

• Journal of Science Education
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• v.38 no.1
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• pp.57-77
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• 2014

A longitudinal study traced changes in students' understanding of Nature Of science (NOS) through the public secondary science education in Ontario Canada. Although the concepts of NOS are complicated, and students' understandings are not easy to change, not many longitudinal studies have been done across the world. The current study tried to identify the changes of participating students' understandings of NOS for two and half years of public secondary science education in Ontario Canada. Pretest was administered using Views of Nature of Science (VNOS-C) when six participants graduated from a middle school of Toronto. Two and half years of secondary education, the posttest was carried out using the same instrument. After pre and posttest, probing interviews were performed. The analysis of the data was founded on the Standards and the conceptual framework for this study. The findings were that the initial views have little changed. Most examples and explanations the participants provided were from their science classes. Lab activities for confirming the existing laws and theories and observable photos in science textbooks made students regard the knowledge as a truth. Naturally, their knowledge has been expanded for 2 and 1/2 years, but this expansion of scientific knowledge led students toward Universalist views on science. On the other hand, when science was presented with a historical approach or was networked with other concepts, students acknowledged science and scientific knowledge had been induced from inferences as well as observations and experimental results. Based on the findings the authors of this research suggest that educating the knowledge of science should be historical and networked approaches rather than teaching the knowledge as concise and true statements of the nature.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.261-272
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• 2008

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

• Journal of Veterinary Science
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• v.23 no.6
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• pp.86.1-86.5
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• 2022

Veterinary education is the foundation of veterinary services in the country. Starting from the service sector in the army, veterinary education and practice in Thailand have been standardized and progressed toward international veterinary standards. The 6-year Doctor of Veterinary Medicine core curriculum is deployed to develop the curriculum for each Veterinary Education Establishment (VEE). The challenges for veterinary education and practices reflect the country's expectations of veterinary services. With regional and global collaboration, the VEEs have been developing tools and learning platforms for delivering qualified veterinary graduates that fit fast-growing society needs.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.159-170
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• 2002

This study examined the effect on the education of scientific attitude in the process of primary school education by application of STS teaching-learning method with an unit of 6th grade in primary school "environmental pollution and nature conservation". The attitude relating science education, on the other side, is classified into 4 parts; attitude for science, social meaning of science, attitude for science subject and scientific attitude. The study of sexual difference on the above points was examined too. The results was taken as follows. 1. STS Teaching-learning method gives positive effect on the education of scientific attitude more than traditional teaching method, especially on the point of the attitude of science lesson and scientific attitude. 2. STS education has an great influence on the social meaning of the scientific attitude relating science education , investment in science, relation with society, solving social problem, contribution to development of society and technology 3. STS teaching-teaming is thought to be the learning that is more effective for boy than girl. In conclusion The STS Teaching-loaming method is preferable in order to increase the scientific attitude of the Elementary school students. students.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.309-318
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• 2003

Scientific reasoning is one of the main concerns in current science education. This study have tried to answer on the question whether Korean science education has the potential to help improve of students' ability to think scientifically. Therefore, the present study investigated the relationship between reasoning patterns evident in science textbook and science examination items, and students' scientific reasoning skills across grades in Korea. 1975 subjects (1022 females and 953 males) were administered in the Lawson's Test of Scientific Reasoning skills. Forty seven science textbooks and 240 assessment instrument were analyzed by several scientific reasoning keys. Scientific reasoning patterns were adopted from Lawson's classification which characterized the patterns as the empirical-inductive and the hypothetical-deductive. This study found that reasoning patterns evident in textbook analyses and assessment instrumental items do not evidentce the potential to stimulate the development of students' reasoning skill. In order to improve the students' abilities to think and achieve, higher levels of reasoning must be included in the science textbook and examination. Further, some of scientific reasoning processes, such as generating hypotheses, designing experiments, and logical prediction, were not found in science textbooks and test items in Korean secondary schools. This study also discussed the educational implication of these results and further studies about to develop student's reasoning ability.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.1-8
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• 2003

The purpose of present study was to develop teaching-learning materials based virtual reality technology(VRT), and to examine the effect of it on the knowledge achievement of biology. Authoring tool of virtual reality(VR) was 3D Webmaster made in Superscape Ltd., United Kingdom. Educational materials was developed for the structure and function of eye of life field in the 10th science. It was learner-directed and interactive educational material using the Web-based and desktop VR. The result showed a meaningful improvement on the achievement. Using 3D VR shows the potential of available education media in the next generation as science teaching-aided materials, which especially was efficient in the understanding and perception of abstract or difficult to direct experience learning contents.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.201-209
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• 2008

The purpose of this study was to develop an instrument for evaluating quality of the web site about elementary science education. Eight experienced specialists (three elementary science education specialists and five elementary school teachers engaging) in elementary science education verified content validity twice. The evaluation criteria for elementary school science were considering aspects of the characteristic and the quality of web site. The evaluation criteria can be categorized as being in five areas, fifty-seven items. The five areas were a purpose, a credibility, an efficiency, a data-type, an interactivity. Four web sites were analyzed for the subject of this study. Evaluators were nine elementary school teachers, who were educated in the use of instrument. The developed evaluation instrument in this study is considered valid and reliable. The content validity is 91.1%, and the reliability has a Cronbach's ${\alpha}$ of .82. The developed evaluation instrument in this study will verify the quality of web site, provide teachers and students with efficient information about elementary science education. In addition it suggests guidelines about design and devise web site to instructional developer or subject-matter expert.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.