• Journal of Science Education
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• v.42 no.3
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• pp.322-333
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• 2018

The purpose of this study is to identify the types and characteristics of the integrative thinking that learners with diverse learning backgrounds use in solving earth science problems. Four students in middle school were surveyed using questionnaires to know students' science learning background and test items with integrated content. A total of 200 items, 40 integrated items and 160 general items, were administered ten times. The students did not show a consistent relationship in terms of correct answer percentage in general items and that of in integrated items. In order to understand the type of integrative thinking of each student, after students solve an item, we analyzed the percentage of correct answers by types and interviewed them and analyzed the contents to identify the characteristics of the thinking used in solving each item. As a result, the types of integrative thinking used in problem solving were classified into three types, knowledge-based, real life-based, and integrated inquiry-based types. It is necessary to study various ways to improve the integrative thinking ability considering the characteristics of students in science teaching and learning.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.1-13
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• 2008

The purpose of this research is to accomplish the goal of science education based in the seventh science course of study by suggesting the plan for development of executable method in the learning process of Earth Science education and establishing a practical model to evaluate its achievement. Furthermore, the idea of this research is to recognize a way of using and consideration at practical use of the model. Since the purpose of the educational evaluation is to maximize the efficiency of school studying, there are some negative aspects in our current method of evaluation to achieve the purpose. New system has been introduced into the educational evaluation to resolve such a critical issue. Despite some positive aspects in the system, it could not be escaped from the multiple choice and pens examination. This could be caused by in various limitations, especially the insufficiency of teachers' awareness and the data about the Performance assessment. This research is to develop and use the practical model for the Performance assessment in consideration of current educational circumstances of Junior and High school. The model of the Performance assessment in this research is to sufficiently evaluate student's ability and skill in the learning process of Earth Science education. Hence, it is dedicated to the education for human being and improve quality in the learning process of the Earth Science education among the modern society, which is characterized globalization and information. Furthermore, it may promote the growth of various character of students and increase creativity and skill for the problem solving.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.172-181
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• 2018

The purpose of this study is to investigate the impact on self-directed learning ability and science process skills by utilizing 'Thinking Maps' in a science class. This particular study was proceeded to 5th grader at B elementary school, there was a mutual agreement with a teacher about assigning a research group and a comparison group and it was agreed by students and explaining the reason and purpose of the study. The researchers visited the school and selected 24 students in the research class and 24 students in the comparative class. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of 'Thinking Maps'. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, self-directed learning ability and science process skills were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of 'Thinking Maps' method in the class was effective in self-directed learning ability. Second, the application of 'Thinking Maps' method in the class was effective in scientific process skills. Third, the application of 'Thinking Maps' method in the class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Thinking Maps technique to various science classes to see the effects can also be suggested as one of the new teaching methods. Second, testing the effects of applying different grades of elementary school students using the Thinking Maps technique could also be highlighted as another way of teaching science classes.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.299-308
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• 2002

While the 7th national education curriculum is gradually proceeding, science education tries various teaching-learning method for integration in science education. The first purpose of this study is to investigate Earth Systems Education(ESE), which is approaching method to integrate science education, especially in its focus on planet Earth. Also, the second purpose is to know what the reactions of students are obtained after 'The Global Climate Game' in ESE active learning program is applied to the field. The results of this study are as follows; ESE is to propose the integrated approaching method of searching for natures and ESE teaching-learning method is to try to overcome fixed conventional teaching-learning method focus on the text book, and practical application of ESE teaching-learning method is that we can develope the student-emphasized instructional program through the discussional cooperation-teaming models, role-play instructional models. In this study, 'The Global Climate Game' found that was suitable of understanding about relating of atmosphere, hydrosphere, lithosphere and biosphere composing Earth System. Reaction of most students for ESE was showed a positive change of aspect affective region and ESE active learning program is more efficient to improve schoolwork achivement and students positive attitude toward science subject than conventional teaching-learning method. Thus if ESE active learning program is applied for a long time, the general positive attitude of students concerning science will be increased, and then the students is expected to extend the ability of application of science in their life.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.307-315
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• 2012

The purpose of this study was to examine the effects of small inquiry method on space perception ability and creative personality. Testees of this research are 36 elementary pre-service teachers taking an astronomical observation class. Doing inquiry activity after 36 elementary pre-service teachers are classified into 6 Jigsaw small inquiry. Learning activity was split into two groups, expert group and a population. To find out research outcome, pre-test was executed space perception ability test, creative personality test. Analysis of test result was accomplished with statistical package SPSS 18.0 paired t testing hypothesis. The results of this study are as follows. First, 'source of season change' class using Jigsaw small inquiry method has effect on space perception ability improvement. This was interpreted that space perception ability improvement was effective because characteristic of Jigsaw small inquiry is made up of lots of semin Second, 'source of season change' class using Jigsaw small inquiry method has no effect on creative personality. This was interpreted that experiment and discussion activity getting accomplished in a short time has no effect on qualitative characterizing Creative Personality improvement.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.141-150
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• 2019

The purpose of this study is to investigate the effect of the pre-service teacher's maker project learning on self -directed learning ability and creative personality. This study established an eight-week period of experimental treatment from March to April 2019, and the students who participated in the study formed a research group of 75 students in three of their advanced classes who are attending the second semester of B University of Education and taking courses in 'Teaching Research 1'. The experimental treatment of research groups was conducted by the process of producing creative outputs through training of manufacturers. The experimental group of the study group was a process of producing creative output through maker education. The theme was set up to create creative output by group, worked with the main tool, 3D pen, and utilized the recycling material. When the creative output is completed, it is announced by presenting the actual product in each group. The results of the study are as follows. First, project learning by pre-service teachers had an effect on self-directed learning ability. Second, project learning by pre-service teachers had an effect on creative personality. Third, pre-service teachers was interested in learning about the project and responded positively to the students' perception.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.487-494
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• 2008

The purpose of this study was to investigate the effects of MBL experiment instruction on the 7th graders' scientific inquiry skills and graph construction and interpretation ability in the unit "Elements and movement of sea water". Results are as follows: First, this study analyzed the influence on students' scientific inquiry skill after having six MBL instructional classes. The result showed a significant difference in the scientific inquiry skills between the experimental group and the control group, which implies that the instruction using MBL was an effective way to improve students' scientific inquiry skills. Second, this study also analyzed the influence on students' abilities to construct and interpret graphs. The result did not show any significant differences between the experimental group and the control group in the ability to construct graphs. But it showed significant differences in the ability to interpretgraphs, which means that instruction using MBL was an effective way to improve students' ability to interpret graphs.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.