• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.605-617
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• 2023

In this study, a STEAM program emphasizing the engineering design process was developed and applied to investigate its effects on the creative engineering problem-solving proficiency and self-directed learning ability of elementary school students. In addition, the study compared and analyzed differences according to gender. The program was conducted across five sessions targeting 141 students in the fourth grade in an elementary school in the Gyeongin area. The study measured the creative engineering problem-solving disposition and self-directed learning ability of the students before and after the STEAM program. It also administered satisfaction and perception tests. The result confirmed that the STEAM program that emphasizes the engineering design process is effective in improving the creative engineering problem-solving propensity and self-directed learning ability of elementary school students, particularly female ones. Analyzing differences in changes based on gender, the study pinpointed significant improvements among female students in all factors except for the subfactor communication and collaboration within tendencies toward creative engineering problem-solving. For male students, the study observed significant effects in the factors engineering design and communication and collaboration. Lastly, the study discussed the educational implications of the findings.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.77-86
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• 2024

This study analyzed students' discourse and learning to investigate the impact of using Google Docs in science classes. The researcher, who is also a science teacher, conducted classes for 49 second-year middle school students. The classes included one using Google Docs and another using traditional paper worksheets covering identical content. Students' discourse collected from each class was compared and analyzed using Epistemic Network Analysis (ENA). The findings indicated that in the class using Google Docs, the proportion of discourse related to task was higher compared to the traditional class. More specifically, discourse regarding taking and uploading photos was prominent. However, such discourse did not lead to peer learning as intended by the teacher. An analysis based on achievement levels revealed that the class utilizing Google Docs had a relatively higher proportion of discourse from lower-achieving students. Additionally, differences were observed in the types of utterances and connection structures between the higher and lower-achieving students. The higher-achieving students took a leading role in providing suggestions and explanations, while the lower-achieving students played a role in transcribing them, with this tendency being more pronounced in the class using Google Docs. Lastly, students' changes in perception regarding the cause of static electricity were visualized using ENA. Based on the research findings, this study proposes strategies to enhance collaborative learning using Google Docs, including the use of open-ended problems to allow diverse opinions and outputs, and exploring the potential use of ENA to assess the learning effects of conceptual learning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.6
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• pp.175-183
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• 2016

The government set up "national happiness, the hope of a new era of national vision under' job center of the creative economy" to achieve by national goals in the first and figure achieved through the establishment of new growth engines of the youth unemployment problem solve and national level there are a number of business start-up support. September 8, 2015 announced the Government's look at the '2016 Year of the budget, the government for new growth engines greatly promoted the venture entrepreneurship ecosystem revitalization and research and development (R & D) the business for enhanced performance in 2017. According to the direction of this study is to evaluate the current creative economy business incubator at the comparison whether the correct orientation mainly entrepreneurs, entrepreneurs preliminary recognition of student entrepreneurship ecosystem. Entrepreneurs 113 people in that way, 71 people pre-entrepreneurs, students 60, workers were founding agencies conducted an online survey of 47 people, 16 people Investors, 50 public and 11 additional persons including a total of 368 people. This study is in line with the orientation of these entrepreneurs to create economic status and recognition of the Republic of Korea entrepreneurship ecosystem, pre- entrepreneurs, students will examine the comparative analysis around. Analysis, social perception of entrepreneurship is somewhat higher than it was confirmed that the negative response of 32.2% to 36.3% of positive response. Social awareness of entrepreneurs showed a 2-fold higher response rate than the negative of response of 17.1% to 41.7% responding that positive recognition for the current start-up environment is bad, the response is good response to higher response rate than 23.5% to 41.1% It showed. The percentage of responses that better respect the entrepreneurship environment of the future Republic of Korea showed a higher response rate than the rate of 23% in response to deteriorate to 41.2%, with 52.9% awareness is the percentage that responded that the bad part about the ruthless Korea's entrepreneurship environment in China good part as response rate approximately three times greater than the 17.7% showed high response rates. Social awareness of entrepreneurs experience the presence of the founding start-up experience was confirmed that the more negative the number increases, the more the contrary the number of start-up experience increased awareness of the current and future environment of entrepreneurship was identified as a positive entrepreneurship environment. Also recognized was confirmed to change the parent of the more positive changes in the start-up of entrepreneurs doctor also positive about entrepreneurship, start-up entrepreneurs start with a doctor's motivation for founding non-economic reasons than for economic reasons has confirmed Higher. This study showed the overall level overview analysis of the status and recognition of the Republic of Korea entrepreneurship ecosystem. Future studies need to be a proposal for an existing previous studies for more precise direction to go forth to analyze the entrepreneurship ecosystem with a focus on problems and improvement of the Republic of Korea entrepreneurship ecosystem.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• Journal of vocational education research
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• v.36 no.2
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• pp.1-22
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• 2017

The purpose of this study was to examine how the vocational high school teachers perceive the direction of the ideal high school vocational education when suggesting mutual contrast positions on the desirable direction of high school vocational education. 1253 teachers from 25 specialization high schools nationwide participated in the survey. Through the review of previous research, we confirmed the axis of new vocationalism, vocationalism, and humanism on the purpose of vocational education. As a result of investigating the perception of vocational high school teachers about the purpose of vocational education, they tended to recognize the purpose of high vocational education toward vocationalism. In other words, rather than acquiring transferable skills, it is important to acquire concrete skills in specific areas, and it is more important to acquire specific skills that can be utilized immediately after graduation rather than coping with the changing job world. Teachers also recognized that it is more important to organize the contents of education according to the needs of industries and companies than to construct education contents for student 's holistic development. There was also a tendency for teachers to recognize that it is important to prepare them for work immediately after graduation rather than preparing them for as wide a career choice as possible. There was a tendency for the male teacher to perceive the purpose of vocational education more pro vocationalism than the female teacher. In addition, professional subject teachers recognized more pro vocationalism than general subject teachers. As a result of the regression analysis, it was found that gender and subject(professional subject vs. general subject) were significant variables related to vocationalism. And suggested that a careful approach is needed in the policy decision making process when considering the limitations of overly vocationally oriented education and the risks of frequent changes in the purpose and direction of high school vocational education.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.