• 한국과학교육학회지
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• 제5권2호
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• pp.139-145
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• 1985

This study was undertaken to analyze the research trends on science education in Korea. In this study the analysis for of trends of researches on science education, nine areas such as historical change of science Education, Processes of science learning science curriculum, science instruction, teaching-learning materials and equipment for science education, valuation on science education, survey on Korean science education, policy and management of science education, and natural science, were chosen for the analysir. All science education. thesis and dissertations in Korea, papers of science education published by the science center of the Seoul National University and the papers of the Journal of the Korean Association of Res Search in science Education were analyzed. The findings of this study are as follows: 1. Seventy percentile of science educational thesis and dissertations are on natural science areas. 2. About 14% of all papers being sampled is in science curriculum research category. There are few research studies on historical changes of science education, and teaching-learning materials and equipments for science education.

• 한국과학교육학회지
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• 제11권2호
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• pp.79-85
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• 1991

According to the rapid change of the modern society, science & technology influences the society significantly. Thus, Korean education, especially the science education must be reviewed in the terms of that, the purpose of this article is to introduce social, environmental context's science education-STS education. STS education is to arise the ability of the democratic decision-making & participating in a discussion. The areas of this are knowledge, process, creativity, attitude, application. Also there are social issues approach & the social studies of science approach in the STS education. The social issues approach is the predominant approach to STS education; the social studies of science approach is often found in the form of goals & objectives for STS education. In order to introduce STS education to Korean science education,this author suggests the following; 1. The relation between science & society in science education must be emphasized more. 2. The study and development of STS education appropriate for Korean society must be preceded. 3. The new course about STS and technical education in the level of college must be developed.

• 한국과학교육학회지
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• 제21권5호
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• pp.855-866
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• 2001

An important issue for qualified science teacher education should be a proper system of pre-service education for the science teacher. There are various types of science teacher education systems in accordance with their socio-cultural backgrounds. In this paper, science teacher education systems were analysed into 3 different types: Focusing Undergraduate Certification of Education (FUCE), Open Undergraduate Certification of Education (OUCE), and Post Graduate Certification of Education (PGCE). Science teacher education systems and their outcomes, such as the quality of the science teacher, were discussed with their socio-cultural backgrounds, compared by the 3 types of science teacher education systems. For this the results of meta-analysis from TIMSS-R and OECD data sets were used. Special interests focused on countries; Japan, Korea, the United Kingdom and the United States, which would represent stereotypes of science teacher education systems and different backgrounds of oriental and western culture.

• 한국과학교육학회지
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• 제37권1호
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• pp.17-24
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• 2017

본 연구에서는 과학교육 연구자와 과학교사를 비롯한 과학교육자들의 발명교육에 대한 인식을 조사하였다. 과학교육자들의 발명교육에 대한 인식 조사 도구는 과학교육에서 발명교육의 필요성, 과학교육과 발명교육의 관련성, 과학교사들을 위한 발명교육 연수 요구도 등으로 구성하였다. 연구 대상은 과학교육 연구자 52명과 과학교사 67명으로 총 119명이었다. 설문 조사 결과 과학교육자들은 과학교육에서 발명교육을 포함하는 것에 대해서 상당히 긍정적으로 인식하고 있었으며, 과학교육과 발명교육은 매우 관련성이 높게 인식하는 것으로 나타났다. 발명교육에 대한 현재 이해 수준이 평균을 약간 상회하여 그리 높지 않았으며, 과학교육에서 발명기법의 활용을 위해 과학교사들을 위한 발명교육 연수가 필요하다는 인식을 갖는 것으로 나타났다. 대부분 과학교육자들은 발명교육이 과학과 교육과정에 직접적으로 포함되기 보다는 비교과 활동에서 우선 시행하는 것을 선행할 필요가 있다는 의견을 제시하였다. 또한 실생활 연계, 공학적 설계 및 창의적 사고 등의 측면에서 발명기법이나 발명 교육전략을을 활용한다면 과학교육에도 도움이 되리라 생각된다.

• 한국과학교육학회지
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• 제12권3호
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• pp.17-33
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• 1992

The Purpose of this study was to develop a data base system for the information on science education research and development. As a part of this study, an analysis of papers on science education included in five selected jounals related science education was done by the use of the authors classification system for the research and development materials of science education. A total of 640 papers from the first issues to the 1991 issues of the journals were classified and analyzed. The selected five journals were Journal of the Korean Association for Research in Science Education (published by The Korean Association for Research in Science Education, 148 papers), Teaching Physics(published by Korean Physical Society, 164papers), Chemical Education (published by The Korean Chemical Socity, 98 papers), The Korean Journal of Biological Education(published by The Korean Society of Biological Education, 148papers), and Journal of Science Education (published by Science Education Center.College of Education, Seoul National University, 82 papers).

• 한국과학교육학회지
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• 제14권2호
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• pp.199-213
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• 1994

The quality of science teachers is one of the most important factors to improve the science education in secondary schools. In this study the current status of preservice education of secondary science teachers was surveyed and the directions for the improvement were suggested as follows: 1. The purposes of departments of science education have to be partially revised to include other education programs related to science education than preservice training courses of science teachers. 2. Training courses of integrated science teacher should be organized differently from those of physics, chemistry, biology or earth science teachers because their requirements are different. 3. Strict standards of curricula for training science teacher have to be established and applied practically. 4. The curricula of departments of science education have to reflect the contents and the changes of secondary science education. 5. More credits to subjects on the science education, the nature of science, and the laboratory experiments should be taken in the preservice courses of science teachers. 6. Professors at the department of science education have to use various methods to teach inquiry lab and evaluation techniques so that students can experience them at the training courses. 7. The number of professors majoring in science education at the department of sciece education should be increased. 8. Enough research funds have to be supported to activate the researches in science education.

• 한국과학교육학회지
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• 제15권4호
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• pp.459-471
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• 1995

The purpose of this study is to find out the answer to the Question as "What is the meaning of the Science Education?". Semantic analyses were done according to each situations and contexts in science, education and science education. The following result was drawn: It is concluded that science education is the practtical behavior for the human as the purpose, through the science and education as the means and methods.

• 한국과학교육학회지
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• 제11권1호
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• pp.117-126
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• 1991

The new movement in science education in America and Europe has been heavilly oriented into technological and soceital aspect of science since 1970. However, this spirit has not been well informed in Korea and not adapted in science education. This paper aimed to arouse Korean science educators attention to everyday situation as a science education context. In this paper, the discipline centered science education was briefly reviewed and problems related to the philosophy was pointed out. At the same time the researcher introduced STS context as a science education objective, and elaborated the three elements(physical situation, technological situation. and societal situation) of the context. In the paper, the advantages of the use of everyday context in science education were examined. THe advantages were analysed in terms of the nature of science, learning psychology, integrated science, and societal aspect of science education. The paper also suggested the criteria to select teaching materials from STS context. The suggested criteria were the degree of science concepts involvement, frequency of experience, strength of experience, and possibility of direct experience.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.197-212
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• 2009

The purpose of this study is to investigate the possibility of introducing the history of science in modern Korea into elementary education. Although there are many studies on applying a history of science to science education, they do not pay attention to the history of science in modern Korea. I survey research papers on the history of science in modern Korea and science education based on a history of science, and elementary science textbooks in Korea, Japan and the US. When we apply the history of science in modern Korea into elementary education, elementary students will recognize science has close relations to Korean culture and history and they will develop the familiarity with science. I show there are 3 ways using the history of science in modern Korea in elementary education: 1) Applying Korean scientists' research contents to science education, 2) Measures to evaluate Korean scientists correctly, 3) Materials for science education programs for gifted elementary students.

• 한국과학교육학회지
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• 제10권2호
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• pp.25-37
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• 1990

Development of science education curriculum and instructional materials have been considered as the matt essential task for the establishment of scince education as an independent discipline, and for the intrenchment of status and identity of colles of Education The aim of this study was to identify the necessity and types for the development of science education curriculum and instructional materials. The nature and structure of science education were discussed in connection with school science subjects, science of education, and the structure of science education system. Also essential theory and practice of modular approach for development of curriculum were investigated in order to organize a guideline for the development of scince education modules. The guideline includes development procedures, major contents. and structure of science education modules which is organized by integration of the nature of scince education and concepts of modular approach for curriculum development.