• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.226-233
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• 2014

This study is to develop a subject substitute STEAM program which can be applied instead of classes in school field and to seek development plan of a subject substitute STEAM program based on that. The program was developed by experts on science education and teachers who participated in developing STEAM program business conducted by the Korea Foundation for the Advancement of Science and Creativity and one 6th grade located in small and medium city was chosen for application. As a result, the subject substitute STEAM program attracted students' interest and helped to understand for them. In addition, the development plan was found that teachers' participation is very important, an inquiry activity related to real life is to be included and enough activity time is helpful in students' understanding, when developing a subject substitute STEAM program.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• Publications of The Korean Astronomical Society
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• v.2 no.1
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• pp.47-60
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• 1985

Four observational astronomical item, have been pilottested with a 150mm refracting telescope in order to layout the detailed procedures for the suggested (inquiry) activities listed in the high school earth science curriculum and to contrive some adequate instructions for students stressed on how to make proper treatments with the collected materials. The tested items were of sunspots' motion, the size of lunar craters, the Galilian satellites' revolution, and the galactic distribution of stars. Following series of activities are suggested with respect to the way of collecting observational data and of giving proper instruction to students in class: 1) Photography and other material, he made by teacher and/or extracurricular group of students; 2) Replicas (xeroxed, photographs, Or slides) he made from the collected materials, '0 that they are available to all the students in class; 3) Quantative analyses, be taken as student' activity.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.118-128
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• 2009

The purpose of this study is to develop a teaching and learning model for the field of engineering to nurture innovative thinking and competency in engineering elites of the next generation. We have reviewed the literature to find out the necessary thinking and capabilities required for the next-generation engineers, and analyzing domestic and international case studies. As a result, we have created Scientific Inquiry and Creative Activity with Technology (SICAT) as a teaching and learning model applicable for the Fusion Materials field. SICAT model is classified ARDA, CoCD, ReSh type to apply directly in class according to teaching and learning objective. And we developed SICAT teaching and learning model guidebook for teachers. In near future, It should be consolidated the validity of the model and improved succeedingly in engineering education through applying and analyzing effectiveness in classes.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.

• 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.6
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• pp.700-716
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• 2021

This study is based on the importance of observation or exploration in contemporary scientific inquiry and the need to expand the learning materials of science inquiry. It aims to analyze students' characteristics of exploration in abduction by developing and applying an educational program using art materials. For this study, a program named "Scientist going to the museum" utilizing artistic materials such as Oriental and Western paintings, mythology, orchestral suite, and traditional houses, was developed and five middle school students participated. Students who found and explored interesting phenomena in the work were divided into three main groups depending on the characteristics of the exploration activity. Some students observed and described elements that could be connected to scientific concepts, while others mainly explored everyday elements that were relatively unrelated to such concepts. Moreover, another type of students explored the works based on their subjective evaluations. This study shows that learning materials that cannot be visually explored are not suitable for abductive activities that students' prior knowledge has a significant impact on their exploration, and that educational materials for earth science inquiry could be expanded. This study also provides an example of learning materials and methods, and that abduction may be utilized for learning astronomy.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.