• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.31-40
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• 2016

Textbook is a tool that helps achieve the learning objectives based on the content of the curriculum. The contents of the textbook will be constructed newly because revised curriculum 2015 was announced. The aim at this study is to provide an indication of the textbook writing. To achieve the objectives, we conducted a pilot study in order to analyze the content of the textbook of informatics currently being used in middle schools and to derive the direction of access to the newly configured physical computing unit. Analysis of content elements was used Romey. The pilot studied makes lesson harmonized with H/W and S/W by utilizing the robot. According to the results of the analysis, there is one textbook among the currently used textbooks that is suitable to help students develop their thinking and in the case of physical computing unit, inquiry instruction showed positive results. This study suggestions necessity of writing types that sets importance on activities in the form of textbook.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.146-161
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• 2005

This case study searched two secondary school science teachers' faiths on experiments in science classes. For this study, scaled questionnaires, open-ended questionnaires, structured and semi-structured interviews were conducted. Classroom activities were observed, and instructional plans and materials were collected. In addition, students of the two teachers' classes were interviewed with respect to their thoughts on the lessons. Data sources were analyzed inductively. The triangulation and the member checking guaranteed the validity of this study. As the results, the teachers' faiths on experiments were related to the constructivism, but the faiths were not in accord with their classroom practices. From these results, it was concluded that the teachers' misjudgments about the students' inquiry levels and unfit reorganizations of the experimental activities were the causes of the gap between the teachers' faiths on experiments and classroom practices.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.31-41
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• 2022

The purpose of this study is to draw implications for future Korean science education by analyzing the PISA 2015 science teacher questionnaire. To this end, descriptive statistics and difference tests were conducted for each questionnaire item, using raw data from science teacher surveys in Korea, the United States, and China. As a result of the analysis, first, the perception that Korean science teachers should participate in professional development activities was lower than that of comparative countries, and it was found that improvement was needed in the practice of adaptive instruction and various evaluation methods. Second, although Korean science teachers were generally satisfied with their jobs, the response that they were hindered in science education activities due to limitations in various resources at their current school was relatively higher than that of comparative countries. Third, scientific inquiry was less emphasized in science curriculum and science class in Korea, and self-efficacy in inquiry teaching process was relatively low. Fourth, in Korea, it was found that there were fewer classes for discussion and using ICT in science classes.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.1-8
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• 2005

The purpose of this study is to identify the effect of Problem-Based Learning on Student's Creativity Ability in Middle School Science Class. The experimental group had Problem-Based Learning classes for six weeks and control group had traditional inquiry instruction for the same period. The results of this study presents that Problem-Based Learning is significantly effective for the improvement of creative skills test and creative tendencies. And PBL group student's had positive thinking for PBL. It's not easy to generalize these results because of many different variables. but the results suggests that teachers should make an effort to improve student's creativity applying Problem-Based Learning. And it's necessary to develop many kinds of problems and teacher's instruction method to enrich creativity in the process of Problem-Based Learning.

• School Mathematics
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• v.17 no.3
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• pp.515-530
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• 2015

The concepts of sample and sampling are central to make a statistically correct decision, so we need to be emphasized their importance in the statistics education. Nevertheless, there were not enough studies which discuss how to teach the concepts of sample and sampling. In this study, teaching sample and sampling is addressed by foreign curricula and cases of instruction in order to obtain suggestions for teaching sample and sampling. In particular, the curricular of Australia, New Zealand, England and the United States are analyzed, considering the sample representativeness and the sampling variability; the two elements in the concept of sample. Also foreign textbooks and cases of instruction when it comes to teach sample are analyzed. The results say that with respect to teach sample can be divided into four suggestions: first, sample was taught in the process of statistical inquiry such as data collection, analysis, and results. Second, sample was introduced earlier than Korea curriculum. Third, when it comes to teach sample, sample variability, as well as sample representativeness was considered. Fourth, technological tools were used to enhance understanding sample.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.