• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.29-39
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• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Proceedings of the Korean Society of Crop Science Conference
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• 2006.04a
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• pp.290-291
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• 2006

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.208.4-208
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• 2003

No Abstract, See Full Text

• Journal of Korea Technology Innovation Society
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• v.4 no.1
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• pp.64-78
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• 2001

The 21st century is characterized by knowledge-based economy or society. The most important features of this knowledge society are the close relationship between science and technology, and the birth of science-based technologies or industries. Bioindustry which is the core area in this era is a representative science-based industry(SBI). In SBIs including BT(biotechnology) and ICT(information and communication technology), the creation of scientific knowledge and the ability to capitalize on that are very important. The United States leadership in research across the spectrum of science and technology is the result of the success in both achieving high level of research and capitalizing on that enabled them to grow. Capitalization is the process that transforms the results of research into practical concrete national benefits. It is such a dynamic process that cant be clearly modeled. In this study, we propose the dynamic capitalization process for innovation of SBIs in terms of the fuel and engine and analyse our potential.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.267-277
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• 2011

The purpose of this study is to examine the effect of IIM-based science writhing lesson on the science process skills and self-directed learning in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National Universty of education : the research group is composed of twenty students who were participated in IIM-based science writing lessons. During 12 weeks, the IIM-based science writing lessons was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the self-directed learning. In conclusion, IIM-based science writing lesson was more effective on science process skill and self-directed learning. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.395-403
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• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.