• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.33-46
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• 2021

Inquiry occupies an important place in science education, and research related to inquiry is widely conducted. However, due to the inclusiveness of the concept of "exploration," each researcher perceives its meaning differently, and approaches may vary. In addition, criticisms have been raised that the results of classes using inquiry in science education do not guarantee meaningful changes to students. Therefore, this study attempts to identify the trend of SSCI-level research papers dealing with inquiry in science education over the past three years to confirm the current status and effectiveness of the inquiry. Researches used in the analysis are International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education, and limited to those that directly suggest "inquiry (enquiry)" as a keyword. Based on extracted 75 papers, the classification process was conducted, and an analysis frame was derived inductively by reflecting the subject and characteristics. Specific cases for each category were presented by dividing into three aspects: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. The results of examining the implications for scientific inquiry are as follows: First, rather than defining inquiry as an implicit proposition or presenting it as a step-by-step procedure, it was induced to grasp the meaning of inquiry more comprehensively and holistically. Second, as to whether the inquiry-based instruction is effective in all aspects of the cognitive, functional, and affective domains of science, the limitations are clearly presented, and the context-dependent and subject-specific properties and limitations of inquiry are emphasized. Third, uncertainty in science inquiry-based instruction can help learners to begin their inquiry and develop interest, but in the process of recognizing data and restructuring knowledge, explicit and specific guidance and scaffolding should be provided at an appropriate timing.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.

• Korean Security Journal
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• no.7
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• pp.95-124
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• 2004

It can be said that 'the September 11th Terrorist Attacks' in 2001 were not only the indiscriminate attacks on innocent people but also the whole - political, economical and military - attacks on human life. Also, 'the September 11th Terrorist Attacks' can be regarded as the significant events in the history of world, which were on the peak of the super-terrorism or new-terrorism that had emerged from the 1980s. However, if one would have analysed the developments of terrorism from the 1970s, they could have been foreknown without difficulty. The finding from this study can be summarized as the followings, First, in spite that the USA responsive system against terrorism had been assessed as perfect before 'the September 11th Terrorist Attacks', the fragilities were found in the aspects of the response on the new-terrorism or super-terrorism. The previous responsive system before 'the September 11th Terrorist Attacks' had the following defects as the followings: (1) it was impossible to establish the integrated strategy, because the organizations related to the response against terrorism had not integrated; (2) there were some weakness to collect and diffuse the informations related to terrorism; (3) the security system for the domestic airline service in USA and the responsive system of air defense against terrors on aircraft were very fragile. For these reasons, USA government established the 'Department of Homeland Security' of which the President is the head so that the many organizations related to terrorism were integrated into a single management system. And, it legislated a new act to protect security from terrors, which legalized of the wiretapping in spite of the risk of encroachment upon personal rights, increased the jail terms upon terrorists, froze the bank related to terrorist organization, and could censor e-mails. Second, it seem that Korean responsive system against terrors more fragile than that of USA. One of the reasons is that people have some perception that Korea is a safe zone from terrors, because there were little attacks from international terrorists in Korea. This can be found from the fact that the legal arrangement against terrorism is only the President's instruction No. 47. Under this responsive system against terrorism dependent on only the President's instruction, it is expected that there would be a poor response against terrors due to the lack of unified and integrated responsive agency as like the case of USA before 'the September 11th Terrorist Attacks'. And, where there is no legal countermeasure, it is impossible to expect the binding force on the outside of administrative agencies and the performances to prevent and hinder the terrorist actions can not but be limited. That is to say, the current responsive system can not counteract effectively against the new-terrorism and super-terrorism. Third, although there were some changes in Korean government's policies against terrorism. there still are problems. One of the most important problems is that the new responsive system against terrorism in Korea, different from that of USA, is not a permanent agency but a meeting body that is organized by a commission. This commission is controled by the Prime Minister and the substantial tasks are under the National Intelligence Service. Under this configuration, there can be the lack of strong leadership and control. Additionally, because there is no statute to response against terrorism, it is impossible to prevent and counteract effectively against terrorism. The above summarized suggests that, because the contemporary super-terrorism or new-terrorism makes numerous casualties of unspecified persons and enormous nationwide damages, the thorough prevention against terrorism is the most important challenge, and that the full range of legal and institutional arrangements for the ex post counteraction should be established. In order to do so, it is necessary for the government to make legal and institutional arrangements such as the permanent agency for protection from terrorism in which the related departments cooperates with together and the development of efficient anti-terror programs, and to show its willingness and ability that it can counteract upon any type of domestic and foreign terrorism so that obtain the active supports and confidence from citizens.

• Korean Journal of Culture and Social Issue
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• v.23 no.2
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• pp.131-157
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• 2017

Loving-kindness & compassion meditation (LCM) is one of the popular intervention on clinical setting to cultivate loving-kindness & compassion for self and other. Shame is known for unconscious and implicit emotion including negative self-concept. Some researchers suggest that people with high shame have difficulty in cultivating loving-kindness & compassion toward oneself because of shame including the negative self-critic. In this research, it is explored the influence of shame for the object of LCM. There are 2 experiments to find out the answer to this question. In experiment 1, participants (N = 108) are randomly assigned to two conditions. The one condition is loving-kindness meditation for self, and the other is loving-kindness meditation for positive others. Dislike and engagement from participants about loving-kindness meditation instruction are measured after meditation for 8 minutes. From the experiment 2, loving-kindness meditation is replaced with compassion meditation from the design of experiment 1. This experiment is conducted because of psychological differences between loving-kindness and compassion. Participants (N = 116) are randomly assigned to two conditions, compassion meditation for self and positive others, respectively. The results of experiment 1 show that dislike of loving-kindness meditation for self seems to high when people have high shame, but shame does not have an influence on engagement. For loving-kindness meditation for positive others, shame seems to not affect on dislike and engagement about loving-kindness meditation instruction. The results of experiment 2 show that dislike is higher for self than for positive others about compassion meditation for people with high shame, but shame does not affect on engagement. For discussion, it is suggested that shame has special features of emotion. For the future, we discuss the therapeutic strategy for people with negative self-concept.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.274-289
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• 2012

The purposes of this study were to analyze instructional strategies of science teachers, science teachers' orientations toward science teaching by the reason which instructional strategies was used in middle school science classes, and the relations among PCK elements for suggesting a direction of improvement of PKC models. For this purpose, we selected three of middle school teachers as participants who had various teaching experience periods. Semi-structured interviews and classroom observations were gathered for data. From the data collected, we analyzed the type of instructional strategies of science teachers. On the base of these, we identified characteristics of the teachers' orientations toward teaching science. From the reason that instructional strategies was used, we could ascertain that knowledge of science curriculum and knowledge of students' learning which was component of PCK crucially affected instructional strategies of science teachers. Therefore we assured that analysis of practical instructional strategies of science teachers that showed through science instruction was the most effective method that could find out science teacher's orientation of teaching science internalized, and that knowledge of science curriculum and knowledge of students' learning was the basic component of PCK that formed instructional strategies of science teachers. On the basis of the result, a necessity for improvement of PCK models was presented.

• Journal of the Korean Society of School Health
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• v.14 no.1
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• pp.115-130
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• 2001

Dieting behaviors prevail among most women and are highly increasing among female adolescents who don't have to lose weight. The dieting behaviors of normal or low weight groups are highly related to the negative impact of health risk behaviors. We need a strategy for intervening in the dieting behaviors of relevant groups. With this background, a study was conducted to examine the current situation of dieting behaviors and related factors in middle school girls, and to provide guidelines for the relevant dieting group. This survey was carried out by self-questionnaires passed out to 901 middle school girls from 3 middle schools in Seoul. Data were collected from April 10th, 2000 to April 17th, 2000 and 794 respondents' data were finally selected for analysis. The instruments of this study were Shin's scale for effects of mass-media, Birleson's depression self-rating scale translated by shim, Rosenberg's self-esteem scale, Smilkstein's Family APGAR score translated by Yoon, Kim's school-related adjustment scale. The credibility of instruments was 0.41~0.83 in the pilot study and 0.70~0.86 in the main study. The summary of results was as follows: 1. The general characteristics of respondents were analyzed. In comparison of grade and dieting behaviors, the subjects of the group perceived that their body image was obeser than their real body image and their ideal body image was slenderer than their current body image. A dieter's body image was seriously distorted. 2. The dieting behaviors were analyzed. The Subjects' BMI was within the normal to low range -- they didn't have to lose weight. But actually 47.3% of the respondents were dieters. Their main dieting methods were exercise(71.8%), computer games(64.9%) such as DDR and pump, and intake reduction(64.1%). Most dieters were using desirable methods such as exercise and intake control. But unhealthy methods such as saunax, smoking and harmful drug-use were also used by a few dieters. The main reason for dieting was attractiveness. The chief resources of dieting methods were mass-media(67.8%), friends(64.3%), and parents & relatives(35.1%). Only a few subjects obtained the information from health professionals. While they were trying to lose weight, 42.1% of the subjects experienced side effects such as dizziness(45.0%), apathy(20.5%), appetite loss(18.5%), amenorrhea and the irregularity of the menstrual cycle(16.6%). 3. The relationship between dieting behaviors and factors was analyzed. Dieting behaviors were significantly related to the experience of menarche, the experience of dating with heterosexuals, perceived body image, self-esteem, depression, family's relationship, school instruction-related adjustment, school life-related adjustment, and the effect of mass-media. After that, the multiple logistic regression was used. The analysis revealed that dating, perceived body image, the experience of menarche and the effect of mass media were significant factors. In conclusion, strategies for preventing irrelevant dieting behaviors are urgently required to enhance female adolescents' ability to choose the right information from countless others and to recognize their optimum body image.

• 대한공업교육학회지
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• v.36 no.2
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• pp.25-46
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• 2011

The purpose of this study is to develop a teacher-training program to improve the Technology Home Economics teacher's educational activity effects. To accomplish this goal, this study developed a training program for the Technology Home Economics teacher through the literature study and the research. The conclusion drawn from this study is as follows: First, it needs to develop a systematic teacher training program to raise the professionalism related to the Technology Home Economics teacher's instruction. Second, the developed program for the Technology Home Economics teacher organizes the 46 subjects and 121 educational contents, and this educational program is worthwhile to be facilitated when a teacher-training institution like the Ministry of Eduction, Science and Technology, local education offices and universities organizes a teacher-training program. Third, as the result analyzing teachers' training demands about the educational contents of a Technology Home Economics teacher-training program, it was appeared that the most demand was 'development of professional activities for the Technology Home Economics teacher', and following demands were the 'production of various evaluation tools', the 'effectively epilogue strategy', and the 'technology to increase the learning motivation' in order. Therefore a training program for the Technology Home Economics teacher should deal these educational contents importantly, and a future teacher-training program developer need to refer to them.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.56-64
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• 2007

This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.