• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.1-16
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• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.609-620
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• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.217-225
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• 2024

To foster the core talents of the future, the development of diverse and substantial SW·AI education programs is required, and a systematic system that can assist public education in SW and AI must be established. In this study, we develop and combine SW·AI education modules to construct a SW and AI education program applicable to public education. We also establish a systematic education system and provide sustainable SW·AI education to elementary, middle, and high school students through 'Job's Garage Camp' based on various sharing platforms. By creating a sustainable follow-up educational environment, students are encouraged to continue their self-directed learning of SW and AI. As a result of conducting a pre-post survey of students participating in the 'Job's Garage Camp', the post-survey values improved compared to the pre-survey values in all areas of 'interest', 'understanding and confidence', and 'career aspirations'. Based on these results, it can be confirmed that students had a universal positive perception and influence on SW and AI. Therefore, if the operation case of 'Job's Garage Camp' is improved and expanded, it can be presented as a standard model applicable to other SW and AI education programs in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.336-344
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• 2021

The purpose of this study was to identify the self-awareness of smartphone dependence among undergraduate students and their response to the same. The data was drawn from a survey on smartphone overdependence conducted by the Ministry of Science and information and communications technology (ICT) and the National Information Society Agency in 2017. The responses of 1,735 undergraduate students were analyzed by frequency, percentage, mean, standard deviation, minimum-maximum value, ��2-test, independent t-test, Pearson's correlation coefficient, and stepwise multiple regression analysis. The results indicated that 22.3% of participants were at risk of smartphone dependence, and 63.6% of them were unaware of their dependence on smartphones. The perception of smartphone dependence was significantly associated with a higher risk of smartphone dependence (��=.35, p=.000) and the increasing use of applications such as games (��=.19, p=.000), television/video (��=.11, p=.000), and learning (��=.11, p=.000). Of the participants with dependence awareness, only a few knew about the existence of centers to prevent smartphone and internet dependence. Moreover, they rarely utilized these centers. However, the participants felt the need for more counseling agencies (26.8%), programs for dealing with oneself (23.2%), information about smartphone dependence (14.9%), and help to overcome dependence (10.9%). These findings show the need to establish public services so that students can easily access correct information on smartphone dependence and address this problem.