• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.346-355
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• 2017

The 2015 revised national science curriculum encourages students to cultivate the science core competencies such as scientific thinking, science process skills, scientific problem-solving ability, scientific communication skill, scientific participation and lifelong learning ability. To fill this purpose, we practiced science writing classes based on core competencies and examined the effect of its application. The target unit was 'weather and our life', 'acid and base', 'speed of an object', and 'structure and function of our body' in the fifth grade of elementary school. The results were as follows. First, it was proven that science writing activities based on core competencies did not help improving science process skills of learners. Second, it had a significant effect on the improvement of the learner's self-directed learning ability, in particular, owner spirit, meta cognition and information search. Third, this strategy for science writing changed learners' scientific attitude positively. The above-mentioned results show that this science writing classes can be applicable as one of effective methods in cultivating science core competencies.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1356-1363
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• 2018

The purpose of this study was to investigate science high-school students' creativity and scientific attitude when an integrated science, technology, engineering and mathematics (STEM) project themed 'lighting of quantum dot solution' was applied to them. The subjects were a one team composed of 3 students in the 11th grade desiring to participate in the Korea Science Exhibition. They began with a scientific inquiry related to the physical properties of the QD solution and then gradually showed the process of expansion of their ideas into the integration of engineering, technology, and mathematics. Also, during the process, they showed problem solving ability and scientific attitudes, such as cooperation, endurance, and satisfaction of accomplishment.

• Journal of Science Education
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• v.35 no.2
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• pp.262-273
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• 2011

This research was aimed to develop and apply the molecular genetics teaching program based on the history of science and creative problem solving model (HS-CPS model) for gifted students. Based on the strategies of creative problem solving and scientific theory development, the HS-CPS teaching program were developed. This program was applied to 8 first and second graders of the special class for invention activity in a high school. Creative problem solving ability in science and the understanding of DNA and gene concept were tested in pre and post of 12 lessons. The results were as follows: First, creative problem solving ability in science was improved meaningfully. Second, HS-CPS teaching program was effective in the understanding of DNA and gene concepts. Third, the students responded positively to the program evaluation questionnaire.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.655-668
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• 2019

In this study, we investigated the middle school students' processes of scientific graph construction from the perspective of the problem solving process. Ten 9th graders participated in this study. They constructed a scientific graph based on pictorial data depicting precipitation reaction. The think-aloud method was used in order to investigate their thinking processes deeply. Their activities were videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that their processes of scientific graph construction could be classified into four types according to the problem solving strategy and the level of representations utilized. Students using the structural strategy succeeded in constructing scientific graph regardless of the level of representation utilized, by analyzing the data and identifying the trend based on the propositional knowledge about the target concept of the graph. Students of random strategy-higher order representation type were able to succeed in constructing scientific graph by systematically analyzing the characteristics of the data using various representations, and considering the meaning of the graph constructed in terms of the scientific context. On the other hand, students of random strategy-lower order representation type failed to construct correct scientific graph by constructing graph in a way of simply connecting points, and checking the processes of graph construction only without considering the scientific context. On the bases of the results, effective methods for improving students' ability to construct scientific graphs are discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.433-442
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• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.136-145
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• 2021

The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.111-119
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• 2008

We objectively analysis of teacher recommendation on selection process for scientifically gifted program, by having conducted the test of scientific attitude, process skill, logical thinking, creative problem-solving ability and creativity of the students who were enrolled in science gifted-education programs, students who were recommended by science teachers as talented in science and students of ordinary classes. In result, both gifted program students and teacher-recommended students scored much higher than ordinary class students in all test fields, but there was no meaningful difference between the gifted-program students and teacher-recommended students. This result signifies that teacher recommendation is a valuable tool for selecting students for a science gifted-education program.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.344-356
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• 2004

In this study, we developed the program for 'Discretionary Activity' focusing on the multiple activities with everyday-life materials to enhance scientific creativity (MAEM-SC), which was specifically for students in the 6-7th grade according to the 7th curriculum in Korea. As important factors for scientific creativity, we selected the ability to find out the context relevant to scientific problems, the ability to connect the problem context to scientific knowledge, the ability to invent the ways to solve the problem scientifically, and ability to concentrate on the scientific problem solving activity. The topics of the program were drawn from common and familiar things in our everyday contexts, such as human body, everyday tools, food, play and toys, and everyday episodes. The multiple activities here mean the activities which are systematically constructed with the various types of activities with a specific intention. The multiple activities were designed in three types, that is, series type, parallel type, and combination type. Each of them consists of the several activities as follows: estimating and measuring, carrying out an experiment using body, inventing implement (tools), thinking statistically, writing creatively with scientific themes, and connecting one concept to another concept etc. Through a trial of the program, we found that this program has some positive influence on the enhancement both of the ability to find out the context relevant to scientific problems and the ability to connect it to the students' existing scientific knowledge.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.179-185
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• 2008

purpose of this study is to investigate the relationship between high school students' Problem Finding Ability (PFA) and chemistry problem solving ability. To achieve this purpose, the interrelationship between the results of PFA in ill-structured scientific problem situation and the scores of sham examination in chemistry I of College Scholastic Ability Test (CSAT) was analyzed. The results of this study turned out to be as follows: There was correlation (r=.346) between the score of PFA test and that of sham examination in chemistry I of the CSAT. And a little correlation (r=.390) between PFA and students application ability which is one of the sub factors in sham examination of the CSAT. Especially, in the high achievers group there was high correlation (r=.446) between students fluency which is one of the sub factors in PFA, and application ability. This implies that the application ability of high achievers has something to do with their PFA for a variety of problems. As for the PFA between high achievers and low achievers, there was no significant difference (t=.830, p=.411).

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.77-86
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• 2014

By PISA 2007, TIMSS 2011, Korean high school students had high academic achievement to science and mathematics, while they had low attitude. Prospective college students are increasingly avoiding natural science and engineering. Moreover, the opportunities to learn to computer science in middle and high school are disappeared rapidly. The necessity of STEAM program based on Physical computing arise under these situation. Therefore, we developed STEAM program and studied the effects of the program in 2012. The result showed that students' scientific interests and attitude, scientific problem solving ability, scientific creative problem solving ability, personality test for children, and satisfaction of school life were enhanced. This study is follow-up study for the same students who improved every domain of the measurements. They were administerd pre-test at start of 2012, post-test at end of 2012, and delayed post-test at the end of 2013, on same test. The result of the study showed that only attitude to Scientific Inquiry was enhanced, but there was no significant result on the other domain of the test in comparison with start of 2012. But this result demonstrate the effect of STEAM education conversely.