• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.6
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• pp.1161-1170
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• 2019

In this study, we propose a model for predicting Cochlodinium polykrikoides red tide occurrence using deep neural networks. A deep neural network with eight hidden layers was constructed to predict red tide occurrence. The 59 marine and meteorological factors were extracted and used for neural network model training using satellite reanalysis data and meteorological model data. The red tide occurred in the entire dataset is very small compared to the case of no red tide, resulting in an unbalanced data problem. In this study, we applied over sampling with adding noise based data augmentation to solve this problem. As a result of evaluating the accuracy of the model using test data, the accuracy was about 97%.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.593-603
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• 2018

In this study, we tried to develop STEAM integrated program using virtual reality(VR) equipment and to evaluate the learners' satisfaction in order to cultivate the convergent talent. The pre-test and the post-test were used to compare the mean scores of the assessed candidates and sub-areas. The post-test results were higher than pre-test results. The area with statistically significant mean height was derived as the 'self-concept' area of 'science' which is a sub-area of 'care and communication'.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.4
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• pp.777-786
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• 2018

This study propose a new method to detect Cochlodinium polykrikoides on satellite images using logistic regression and decision tree. We used spectral profiles(918) extracted from red tide, clear water and turbid water as training data. The 70% of the entire data set was extracted and used for model training, and the classification accuracy of the model was evaluated by using the remaining 30%. As a result of the accuracy evaluation, the logistic regression model showed about 97% classification accuracy, and the decision tree model showed about 86% classification accuracy.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.75-86
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• 2000

The purpose of this study is to analyze the content of environmental inquiry activities and values of elementary school students written in their reports of the Energy Environment Inquiry Activity Contest which is a unit contest of the Youth Science Festival held annually in Korea and get some ideas for the valuable way of Korean environmental education. 10 teams' reports were gathered and the locality, class study area, inquiry theme, inquiry method and values were analyzed and introduced as case studies to get some insights to teach elementary school students environmental values through inquiry activities of science subject approach. Each teams set various inquiry themes in the content domain of energy resources and earth environment conservation focusing on each team's geographical characteristics and occurring environmental problems in their local areas. There were 16 sentences representing technocentrism and 12 sentences representing ecocentrism. 5 of 10 teams showed both of technocentrism and ecocentrism in their reports. But their was only scientific knowledge without any environmental values in one team's report. Inquiry activity is a good teaching-learning method to develop environmental literacy. There should be environmental values involved as far as it is the environmental inquiry activities using environmental subject matter. The result of this study proposes that environmental educators should actively intervene for inquirers to set a stage in the whole process to search for an alternative to solve environmental problems involved in their project activities. The reason is because the environmental education in the elementary school is established to operate by the infusion way into various subjects already existed in the Korean curriculum.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.289-297
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• 2007

The purpose of this study was to analyze the temperament of the science gifted and to identify a relationship between temperament and test-anxiety of the students. The participants were composed of 92 middle school the science gifted who had been educated for the gifted in science educational institution of university and 97 general students in their first-year of middle school. A revised dimensions of temperament survey (DOTS-R) was used for data collection. This study revealed that the science gifted displayed higher concentricity, persistence, and approach-temperament than those of general students. On the other hand, general students were higher than the science gifted at activity, flexibility and positive mood. In the analysis of superior temperament, the science gifted were superior to general students in persistence, while general students were superior to the science gifted in flexibility. The Results of correlation with temperament and test-anxiety was as following. There was close correlation between approach-temperament and test-anxiety of the science gifted. Persistence was the same. While general students were not close correlation between concentricity and test-anxiety. Also science gifted and general students was close correlation between activity and test-anxiety. This mean that activity brings about a disturbing factor of test-anxiety. According to the results of superior temperament frequency analysis, persistence is superior temperament of the science gifted. While flexibility was superior temperament of general students. This study expects to making the use of providing appropriate teaching and learning strategies for the science gifted.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.475-486
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• 2017

The purpose of this study is to develop the STEAM program using 3D printer and to verify its effectiveness and students' satisfaction in order to draw implications and suggest the future directions. To design the alternative instructional framework utilizing the 3D printer, we used the learning standards of 'presenting the situation', 'creative design', and 'emotional experience' for the 3rd to 4th grade and 5th and 6th graders in elementary school. As a result of the experiment, statistically significant results were obtained about 'interest', 'care and communication', 'self-directed learning', 'career choice for science and engineering'. According to the students' satisfaction survey, students responded that they are interested in general, they can learn various subjects in relation to existing the regular classes, and that they have lots of making and experiencing activities.