• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.97-108
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• 2003

The total 4,895 works presented at Science Fairs for the past 17 years(1986∼2002) are classified by subjects and participators, and the 1,277 works in biology section are analyzed by participators, contents, and object materials. The results are as follows: The proportion of exhibits according to sections was the most in Biology(26.1％). The social position of exhibitors and its proportion were 45.7% in students and 54.3% in teachers and popular people. The proportions of students' exhibits by the level of school were elementary school(68.3%). middle school(14.3%), and high school(17.4%). This indicates rapid decrease in the number of exhibits in middle and high schools. The proportion of students' exhibits(55.9%) is higher than that of teachers' exhibits(44.1％) in the section of Biology. In terms of contents, exhibits about Physiology and Ecology were the most(67.6%). The materials used in those exhibits and the proportion were Animalia(50.9%), Plantae(39.9％), Fungi(5.7%), Monera(1.8%), and Protista(1.7%). The proportion of taxa in plants studied in the exhibits were Dicotyledoneae(65.9％) and Monocotyledoneae(17.3％). The proportion of taxa In animals was Arthropoda(60.2％), Vertebrata(24.9%), and Mollusca(11.1％). The species used in those exhibits and its times were pine tree(11 times), dandelion(10 times), and butterfly(11 times).

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.261-271
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• 1997

This study evaluates on students' understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students' misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students' conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher's misconceptions were investigated the way in which teachers marked students' work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows : 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students' understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students' understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3% of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students' understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis (38.1%), classification of animals and plants (34.1%), food production in plants (40.4%). The male teachers had. more misconceptions than female teachers(P<0.05). However, they didn't show any significant differences according to schools and teaching experience(P<0.05). 5. According to the investigation of teachers' perception, 29.8% of the teachers acknowledged that they might be a cause for students' misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students' misconceptions. And teachers themselves acknowledged that students' misconceptions could be caused by them. Therefore. teachers' right understanding of fundamental biological concepts should precede to students' biology education. New training programs for biology teachers seem to be urgent.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.142-152
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• 2015

The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI's Eye Tracker (iView $X^{TM}$ RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students' fixation duration by students' academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students' academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.388-399
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• 2009

This study was designed to investigate whether applying mind mapping in a biology class had an effect on students' creativity. Participants of this study were 165 1st grade middle school students. The pretest-post test control group design was employed. A control group was instructed with a traditional method and an exerimental group was instructed using the mind-map applied method. The units "Digestion and Circulation" and "Respiration and Excretion" were selected for this study, and each group was treated for 24 class hours. To measure student creativity, the TTCT test was used. For assessing students' level of logical thinking, the compact version of GALT was used. Test results were analyzed by ANCOVA and correlation analysis by SPSS 12.0. The creativity of students in experimental group was significantly improved than the control group (p< .01). Fluency, flexibility, and originality of students in experimental group were improved (p< .01). Students did not show any differences on creativity according to their academic achievement level or gender (p> .05) in the experimental group. Students did not show any differences on creativity according to their logical thinking level (p> .05), either. However, the students of logical thinking level in the experimental group improved their flexibility (p< .05). There was no correlation between students' creativity and their achievement (p> .05), but the creativity shows a lower correlation to performance evaluation (p< .05).

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.271.1-271
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• 1996

No Abstract, See Full Text

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.216.4-216
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• 2003

No Abstract, See Full Text

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1537-1550
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• 2012

This study aims to explore the differences between Korean and United States college students regarding their degree of religiosity, interest in, understanding and acceptance of evolution, and the effects of their interaction on these variables. A total of one thousand and fifteen Korean and US biology majors and non-majors college students participated in this study and a sub sample of 516 students were randomly selected for statistical tests. The results illustrated that Korean college students harbored significantly lower degrees of religiosity and interest in evolution but significantly higher degrees of knowledge and acceptance of evolution than US college students. The path analysis uncovered that the knowledge of and interest in evolution played a mediating role between religiosity and acceptance of evolution. Korean college students' interest in evolution was less correlated to other variables than US college students' interest. The acceptance of evolution was less predicted by knowledge of evolution in the Korean biology major sample than in the US biology major sample. The acceptance of evolution was predicted more by religiosity in the Korean non-major sample than in US non-major sample. This study suggests that future Korean science curriculum for evolution needs to enhance the degree of students' interest in evolution. In addition, future Korean science curriculum needs an instructional strategy in developing students' ability to make scientific decisions, such as the acceptance of evolution, without interference from their personal religious belief.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.77-94
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• 1990

The Inquiry Activities the newly developed Korean High Schol Biology Textbooks were evaluated using SIEI(Seientific Inquiry Evaluation Inventory). The textbook evaluated are five Introductory Biology books and five Advanced Biology books developed in 1990. The instrument, SIEI, was developed by Myung Hur in his doctoral study at Columbia University in 1984. The major findings of the study are summarized below. 1. The inquiry activities in the textbooks are focusing on the low level science process skills 2. Students are rarely asked to formulate a hypothesis or to design an experiment. 3. The structure of the Inguiry Activities are mostly competitive, thus inhibiting the inquiry achievement of students. 4. The Inquiry Indices of the textbooks are between 14 and 16, meaning only 14 to 16 percent of the total instructional time are to be devoted to inquiry activities.

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.218.3-218
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• 2003

No Abstract, See Full Text