• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.774-784
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• 2004

In the previous study, six factors which could disturb students' problem solving in an everyday context were identified and discussed. In this study, teaching materials to help students overcome those disturbing factors for successful problem solving in an everyday context were developed and applied to twenty-nine grade 10 students, and the effects of teaching materials were analyzed. According to the analysis of the correlation between the performance in everyday context problem solving and the benefit from the teaching materials, it was found that students who received the help from the teaching materials showed better performance with statistical significance. And students noted that teaching materials were helpful for them to solve the physics problems. Analyzing the overall performance of students in solving the everyday context problem, students in the experimental group showed better performance than the control group and this performance difference was larger among low-score students in school science testing. However, these differences were not statistically significant because the sample size was small. And, based on the analysis of interviews with students, it was also found that some students who showed low performance might not receive help from the teaching materials because the materials were too complex to be read easily, or because the basic concepts needed to solve the problem were not understood. Therefore, the results obtained from the interviews will be used to design more effective teaching for problem solving in an everyday context.

• Journal of The Korean Association For Science Education
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• v.31 no.7
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• pp.1025-1039
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• 2011

Even though many researchers have reported that everyday contexts can arouse students' interests and improve their science learning, the connection between everyday context and physics learning is not yet clearly discussed. In our study, at first, we assumed five guidelines for helping the development of teaching materials for physics learning in everyday context. Based on these guidelines, we developed teaching materials for understanding basic optics and applied these materials to ninth grade students. From the positive responses of students and science teachers about the developed materials, we could confirm that the guidelines were reflected well in the materials. And also, it was found that students and teachers wanted to learn or teach context-based physics in future classroom learning. However, all students do not receive benefits from learning physics in everyday context. By analyzing students' actual learning processes and interviews with them, we found five potential impeding factors which could hinder students' successful learning of physics in everyday context. As a result, we suggested five recommendations for overcoming these impeding factors.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.117-126
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• 1991

The new movement in science education in America and Europe has been heavilly oriented into technological and soceital aspect of science since 1970. However, this spirit has not been well informed in Korea and not adapted in science education. This paper aimed to arouse Korean science educators attention to everyday situation as a science education context. In this paper, the discipline centered science education was briefly reviewed and problems related to the philosophy was pointed out. At the same time the researcher introduced STS context as a science education objective, and elaborated the three elements(physical situation, technological situation. and societal situation) of the context. In the paper, the advantages of the use of everyday context in science education were examined. THe advantages were analysed in terms of the nature of science, learning psychology, integrated science, and societal aspect of science education. The paper also suggested the criteria to select teaching materials from STS context. The suggested criteria were the degree of science concepts involvement, frequency of experience, strength of experience, and possibility of direct experience.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.822-840
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• 2001

This article presents a theoretical model for conceptual change that relates cognitive conflict and the role of context. The model assumes that students derive alternative conceptions from everyday contexts while scientific concepts presume an idealized context, and hence, that the source of cognitive conflict results from the difference between the two contexts. Test results and analysis of the model are presented by applying it in a class studying the inertial motion of bodies. The subjects are 37 seventh grade boys.

• Archives of design research
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• v.19 no.4 s.66
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• pp.41-50
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• 2006

It is generally regarded a design system in post-industrial society, which products designed by in-house designers or design consultancy are manufactured in factory and distributed in market for the consumer. Although it is treated an old design system in traditional society, the traces of vernacular design has been remaining in the state of adopted to the periodical needs in these days, also proving the attribute of design culture to constitute human's material environment as well as existing design systems. There were discovered various design artifacts in daily surroundings vary from the established design in several manners, user modifications or manufactures in everyday lives formalized them. It was approached a case study that analyze the changes of artifact configuration and designer/user context and creation process of the non-professional design artifacts, Creativity Template Theory and ACM(Artifact Context Model) have been utilized for the analysis model. From the analysis result, It assume that the everyday artifacts may be ordinary but extra-ordinary including particular ideas and identity represented by everyday designers or users. Beside these characteristics induce the potentiality that reflect on creative motives for the designers or a complementary artifact generator filling up with drawbacks in established design system. The everyday design domain, various explorations and alternatives are made, is seems to be another design practice domain dissimilar to the one in the industry-based design. Moreover it provides an more easily accessability for the approaching user-friendly design, user customization because they conduct the reliable modeling of consumer and end-user. Finally, based on the exploratory study regarding interpretation of context and configuration in the everyday artifacts, new approach for the design process and design education through more detailed cognitive modeling of everyday designers will be a further study.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.656-662
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• 2004

The purposes of this study was to analyze the knowledge sources and of high school students' responses on tasks in scientific context and tasks in everyday context, and was to investigate the relationship between the consistency of responses and cognitive style. One hundred fifteen students participated in study. The students were asked to solve ten paris of problems about several concepts of circulation of atmosphere and water. Each pair of the problems consisted of two questions which were about the same concept but were about different context. That is to say, one questions related to scientific context and the other related to everyday context. Every questions included one subquestion in other to investigate the students' sources of knowledge. The students' responses on two questions in each problem were analyzed in order to compare the sources of knowledge and examine the influence of task context. The results of the study can be summarized as follows: First, students' knowledge sources varied by task contexts. That is to say, the students selected 'Science activities in school' as main source in questions related scientific context and chose 'Experience in daily life' as main source in questions related to everyday context. Second, inconsistency score on all paris of problem was significantly higher than consistency score (p<.01). This result indicated students' responses were much dependent on context. third, field-dependent students were more dependent on context, considering higher inconsistency score than field-dependent ones.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.39-53
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• 2018

The purpose of this study was to investigate the conceptual structure of subjects related to matter having pre-service elementary school teachers by applying semantic network analysis (SNA). The analyzed concepts in the subjects of matter were 6 words such as 'atom', 'molecule', 'ion', 'electron', 'matter' and 'particle'. The results of SNA of the concepts are as follows : 1. In the semantic network of 'atom', words having a high betweenness centrality were linked with the words based on both the scientific context and the everyday context. 2. The network of 'molecule' was analyzed to be more organized than the network of the 'atom'. 3. In the network of 'ion', the group of words of the scientific context was distinguished from the group of words of the everyday context. 4. The network of 'electron' was analyzed to be more oriented on electricity and magnetism in the field of physics. 5. In the network of 'matter', the words related to compounds were linked with knowledge of history of science. 6. The network of 'particle' was not structured with words based on particulate nature of matter.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.344-356
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• 2004

In this study, we developed the program for 'Discretionary Activity' focusing on the multiple activities with everyday-life materials to enhance scientific creativity (MAEM-SC), which was specifically for students in the 6-7th grade according to the 7th curriculum in Korea. As important factors for scientific creativity, we selected the ability to find out the context relevant to scientific problems, the ability to connect the problem context to scientific knowledge, the ability to invent the ways to solve the problem scientifically, and ability to concentrate on the scientific problem solving activity. The topics of the program were drawn from common and familiar things in our everyday contexts, such as human body, everyday tools, food, play and toys, and everyday episodes. The multiple activities here mean the activities which are systematically constructed with the various types of activities with a specific intention. The multiple activities were designed in three types, that is, series type, parallel type, and combination type. Each of them consists of the several activities as follows: estimating and measuring, carrying out an experiment using body, inventing implement (tools), thinking statistically, writing creatively with scientific themes, and connecting one concept to another concept etc. Through a trial of the program, we found that this program has some positive influence on the enhancement both of the ability to find out the context relevant to scientific problems and the ability to connect it to the students' existing scientific knowledge.