• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.775-789
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• 2006

The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.620-632
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• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.208-223
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• 2019

In this study, it was analyzed first the views of nature of elementary and middle school students using the analysis framework of the views of nature that reflects the results of the literature analysis on the traditional views of nature that Koreans traditionally have. Next, it was analyzed characteristics of the views of nature which elementary and secondary school teachers. Finally, it was discussed the implications of the results of analysis of students' and teachers' views on science education in elementary and secondary schools. For this purpose, the framework for analysis the views of nature was reconstructed by combining the characteristics of Korean's traditional views of nature (Lee & Son, 2017) with the framework developed by Cobern and his colleagues (Cobern, Gibson, & Underwood, 1995). And in order to analyze in depth how students and teachers perceive nature, each question was asked to write a reason why they thought about their responses. According to the study, students and teachers respected nature and viewed it as a living creature, and had the view that nature was cyclical and that humans and nature interacted with each other. And they also had a traditional Korean view of nature that they consider naturalness important and nature is beautiful. It can be said that this is different from the view of Western modern science which perceives the world as a material and see nature with the view of linear time. Therefore, Korea's traditional views of natures, which students and teachers have, can be a conflict with the view of modern science in science class. Therefore, the science teaching strategy for students and teachers with different natural views will require consideration of the individual's understanding of nature and lesson strategies related to it. And it is also necessary that science textbook and science class cultures need to actively interact with teachers and students, and between students to share and understand each other's view of nature, and create a science class culture that considers the values students have and views on nature.

• Women's Health Nursing
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• v.8 no.4
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• pp.595-607
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• 2002

Sexuality education in the period of adolescents need much care and attention. The programs of sexual education through the Internet are excellent resources for adolescents to gain the information related to their sexual health. And systematic program which is necessary for adolescents to manage their sexual health has been rarely found in Korea. The purpose of this study was to offer valuable database for program design and evaluation on sexual education of middle school students through the Internet. Needs assessment for the information of sexual education on the internet among middle school students were carried out. A questionnaire survey was conducted with respondents of 602 middle school students from January to March in 2002. In the sexual counseling center for middle school students, counseling cases through internet were analyzed and evaluated from October, 2001 to September, 2002, We have selected 16 Sexual educational websites in Seoul confirmed Korean Educational Human Resource. Contents which was illustrated in 16 sexual educational websites were analyzed and evaluated by 12 sexual counselors. Design and evaluation of the program on the internet for sexuality education of adolescences was conducted on the basis of this study results by middle school expert teachers, sexual counselors, sexuality education professionals. Data was statistically analyzed using dBSTAT 4.0 for Windows. The extent and phase of the teaching-learning program of the sexuality education on the internet was seen as follows : 1. We evaluated to need for sexuality education on the internet by middle school student. 2. We assessed the properness of sexuality education curriculum on the internet frequently used by middle school students. 3. We designed teaching strategy and learning program for sexuality education of the middle school students. 4. We developed the assessment method for the teaching-learning program of the sexuality education in adolescences on the internet. Middle school students responded that sexual education through Internet is needed in the order of programs related to acquaintances with opposite sex, Sexual culture and ethics, Sexual health, Reproductive health structure and development, Marriage and family, Psychology of Sexuality, Pregnancy and birth. In the internet counseling, cases on the 'reproductive health structure and development' was ranked as the top. In short we have found the most needs as follows; Meaning of the marriage life and having family, Sexes and Love, Human relation, Sexual Culture.We recommend as follows on the basis of this study results: 1. It is necessary for sexuality education program on the internet to specify according to age and target the specific individual needs. 2. Sexual educators have to employ various educational materials such as flash, cartoon, multimedia in order to provide effective sexuality education. 3. Internet based sex education need to be evaluated regularly through reassessment of the effectiveness of sexuality education for content quality and richness.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.119-130
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• 2019

The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.105-129
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• 2016

The elements of mathematical processes include mathematical reasoning, mathematical problem-solving, and mathematical communications. Proportion reasoning is a kind of mathematical reasoning which is closely related to the ratio and percent concepts. Proportion reasoning is the essence of primary mathematics, and a basic mathematical concept required for the following more-complicated concepts. Therefore, the study aims to analyze the proportion reasoning ability of sixth graders of primary school who have already learned the ratio and percent concepts. To allow teachers to quickly recognize and help students who have difficulty solving a proportion reasoning problem, this study analyzed the characteristics and patterns of proportion reasoning of sixth graders of primary school. The purpose of this study is to provide implications for learning and teaching of future proportion reasoning of higher levels. In order to solve these study tasks, proportion reasoning problems were developed, and a total of 22 sixth graders of primary school were asked to solve these questions for a total of twice, once before and after they learned the ratio and percent concepts included in the 2009 revised mathematical curricula. Students' strategies and levels of proportional reasoning were analyzed by setting up the four different sections and classifying and analyzing the patterns of correct and wrong answers to the questions of each section. The results are followings; First, the 6th graders of primary school were able to utilize various proportion reasoning strategies depending on the conditions and patterns of mathematical assignments given to them. Second, most of the sixth graders of primary school remained at three levels of multiplicative reasoning. The most frequently adopted strategies by these sixth graders were the fraction strategy, the between-comparison strategy, and the within-comparison strategy. Third, the sixth graders of primary school often showed difficulty doing relative comparison. Fourth, the sixth graders of primary school placed the greatest concentration on the numbers given in the mathematical questions.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.224-237
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• 2015

In this study, in regard to the change of the paradigm to STEAM (Science, Technology, Engineering, Arts, and Mathematics), we have looked into the ways to apply scientific inquiry through the arts, discussed the educational implications for the ways to step forth with the science and the arts in educational field. In the development of the strategies related to the optical illusion arts, to make sure that the design-oriented science education to reach its goal to make effective teaching, students need to be understood in the method of the artistic designs. Totally it had two rounds for inspection about operation of the convergence with curriculum. As a result, students changed attitude to concentrate in class naturally while doing their art work, participating in person rather than simply looking. It is caused by the scientific approach to strategy of illusion arts. In addition, we could see that students change into a proactive manner as well as teachers comments that they are communicate and make a complete the work with others. A lot of researches give that science can provide the ideas as a method to arts, arts can provide creative ideas to science, but it is still lacking that research can be applied to education specifically on how to. An efforts in the number of collaborative research will continue to introduce, as this study STEAM of science and arts in the field of education be shifted paradigm.