• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.207-216
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• 2014

Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while $3^{rd}$ and $4^{th}$ grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as $5^{th}$ and $6^{th}$ grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.1-19
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• 1999

Based on the analysis of commonalities and differences in the views of science achievement in major reform documents in the United States and Korea, an aggregated view of science achievement is presented in this paper Science achievement is conceived of in terms of science content and science process. The components of science content include: (a) concepts and theories I n physical, life, and earth and space science;(b) science, mathematics, and technology;(c) science in personal and social perspectives;(d)history and nature of science;and (e) unifying themes. The components of science process include: (a) scientific understanding;(b) scientific investigation;(c) scientific communication; and (d) scientific habits of mind. The components of science process.cut across and intersect with the components of science content. The components of science achievement overlap and are related to one another. Despite such an overlap, understanding the rot e that each component plays provides insight into its unique contributions as well as its interactions with other components. A definition of science achievement and identification of its components based on major reform documents provides a guideline for science assessment as well a s science teaching and learning.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.356-370
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• 2008

The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.62-79
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• 2009

In the present study I developed the test for earth scientific creativity level and verified means to measure scientific creativity. I developed 22 test items and after being examined by science education specialist, 11 items were finally established, and these were applied to 104 middle students. Each answer paper was graded according to the standard answer that I developed and the results of analysis are as follows. First, to verify the validity of measuring means I figured out content validity. The content validity about test items and adequacy of evaluation goal was examined by 1 science education specialist and 3 middle school science teachers, 6 education graduate students. As a result of validity verification, the content validity was 82.7% and it showed that the test of earth scientific creativity was valid for evaluation goal and sub-factors of creativity. Second, to verify reliability of measuring means, I analyzed internal consistency of the test sheet of earth scientific creativity after finding correlation coefficient and Cronbach's $\alpha$. Cronbach's $\alpha$, the internal reliability coefficient, was 0.848. Therefore, it was verified that this test sheet of earth scientific creativity is reliable to measure the creativity of the middle school students. The correlation between sub-factors of creativity was statistically significant, and for the relation between the variables related to creativity, the originality was the most significant. This shows that in the procedure of scientific creativity and studying science, originality should be the most important factor.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.325-331
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• 1995

The purpose of this study is to analyze learning objectives of biology contents in SATIS 14-16. Modified the 5th NAEP three dimentional science assessment framework was used to analyze learning objectives of SATIS 14-16. This study will be a basic data for the development of STS programs in KOREA. The following results were obtained. 1. In a content dimension, 'structures and functions of organism'(63.9%) was the most frequently found, followed by 'the nature and our Iives'(22.1%), 'a continuity of Iife'(9.4%) and 'our surrounding Iives'(4.7%). 2. In a cognitive dimension, an understanding of scientific knowledge(32.7%) was the most frequently found, followed by an improvement of inquiry ability(25.6%), attitude(24.7%), and scientific knowledge and its application(17.0%). 3. In a context dimension, a personal context(32.8%) was the most frequently found, followed by a social context(27.3%), a scientific context(20.0%) and a technological context(20.0%). 4. There were some differences in behavior when each content was compared. In 'surrounding lives' and 'a continuity of life', an understanding of scientific knowledge was the most frequently found. In 'structures and functions of organism' and 'the nature and our lives', proportions of four behavioral catagories were relatively even. 5. There were some differences in context when each content was compared. In 'surrounding lives', scientific context was the most frequently found, whereas in 'structures and functions of lives', individual context was found the most frequently. In 'a continuity of life', scientific and social context were found more frequently than others. In 'the nature and our lives', social context was the most frequent one.

• Proceedings of the PSK Conference
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• 2003.10b
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• pp.113.1-113.1
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• 2003

A 35-year-old Perubian who suffered from grand mal seizures died in aircraft on his way from United States to Hongkong. When he boarded the aircraft, he was normal but later he suffered from hyperthermia, dizziness, abdominal pain, agitation and convulsion in the flight before dead. While performing the autopsy, 115 cocaine packs were found in the GI tract. To determine the concentration of cocaine and its metabolites, blood, urine, bile juice, gastric content, liver, spleen, heart, kidney, cellebrum and lung were taken and analyzed. (omitted)

• Publications of The Korean Astronomical Society
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• v.26 no.3
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• pp.89-101
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• 2011

The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.88-98
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• 2019

As the 2015 revised curriculum is being implemented from 2018, efforts are being made to cultivate scientific literacy among students in the field of science. Scientific experiments help students to develop their interest in Science and their scientific attitudes. Learning through experimentation rather than learning scientific facts increases learners' understanding, and can be remembered longer. Therefore, experiments in Science subject are very important. However, in middle schools, scientific experiments are not performed due to the lack of time, budget and experimental material. In this research, we analyze middle school science textbooks, conduct questionnaires for students of science pre-service teachers, select the most important science experiments, and develop a mobile App to simulate and experience scientific experiments with the App. The proposed App is developed in a game format using quest-based learning methods to gain learning enhancement. It is also made using Unity. In this paper, after developing the app, we propose the direction of STEAM contents development through analyzing the difference from existing apps and the feedback from users.