• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.621-635
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• 2010

Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of Digital Convergence
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• v.9 no.4
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• pp.253-265
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• 2011

A number of organizations have had big interests in studies concerning leadership and not only academia but also psychological areas do also. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on in practices and in academia. This study is to investigate the influence between self-leadership strategies as predictors and learning performance in IT classes as dependents variables mediated by attitude of attendance focused on the social science students in two universities (Korea(116 samples) and India(36 samples)). And this research tried to compare difference between two university students. As a result of empirical analysis, Korean learners making an effort by themselves show a tendency to think constructively. Namely, even though the level of difficulty may be high, by positive self-talk, respondents usually make an effort to get high academic performance. In case of Indian respondents, students who are in behavior-oriented show higher academic performance. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.171-196
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• 2020

This study examined the development of the children's reading movement, focusing on the children's library establishment movement and reading guidance theory published in the Dong-A Ilbo and Chosun Ilbo in the 1920s and 30s. This paper analyzed the following contents. First, this study explored the background meaning that emphasized children's reading in the 1920s and 30s and discussions on the establishment of a children's library. In the process, this study examined the relationship between the national movement during the Japanese colonial period and children's education, and the meaning of reading at the time. Second, in this study, the development of children's library movement that was actively developed at the time and a methodology of reading education presented through the reading section were reviewed. It was this period that everyone was more interested in children's reading education than ever before. In addition, as the children's library movement was actively developed, a number of "Sonyeon Mungo" was established in various places. Meanwhile, in the reading section of the newspaper, a number of teaching methods for reading at school and at home were published, and examples were presented through advanced overseas reading education model. From the results of this analysis, it can be seen that the 1920s and 30s were the period when the children's reading movement was actively developed.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1129-1142
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• 2021

This study was conducted to identify the impact factors of SBAR reporting education applied during clinical practice of nursing students on communication clarity, communication satisfaction, reporting confidence, and communication competency. Data collection period was from December 1st, 2019 to December 20th, 2019 and two nursing universities extracted conveniently for third graders who completed clinical practice for more than six weeks. The number of eligible applicants is 103 who received SBAR reporting and training and 113 who did not receive training. Data were analyzed by t-tests, one-way ANOVA, Pearson's correlation coefficient analysis using the SPSS 21.0 program. Positive correlation were between communication clarity and communication competency(r=.52, p<.001), and between reporting confidence and communication satisfaction(r=.53, p<.001), communication competency and reporting confidence(r=.46, p<.001). communication competency was a significant influence factor with communication clarity(𝛽=.28, p<.001), communication satisfaction(𝛽=.43, p<.001), and reporting confidence(𝛽=.15, p=.009) 49.0% explanatory power. In conclusion, it is necessary for nursing students to develop educational systems and teaching methods to strengthen the reporting system by identifying practical skills during clinical practice.

• 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 The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.203-223
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• 2009

The standards for school library in America affected school library policy in US as well as worlds. The America standards for school library established by NEA for the first time in 1920. After the first standard established, America standards revised about 10 times to accommodate educational and technological changes. The Americas new school library standards 'empowering learners: guidelines for school library media programs' established by AASL in 2009. The guidelines are relevant to the 'standards for the 21st-century learner', 'standards for the 21st-century learner in action'. The guidelines expected to affect US as well as school library policy of worlds. Thus, this study aimed to analyze the 'standards for the 21st-century learner' and 'standards for the 21st-century learner in action'. The standard for 21st-century learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school. The standards for the 21st-century learner in action offer how are AASL's new learning standards, the standards for the 21st-century learner, incorporated into the school library.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.