Journal of The Korean Association For Science Education
/
v.41
no.5
/
pp.391-400
/
2021
This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.
Journal of The Korean Association For Science Education
/
v.38
no.6
/
pp.793-812
/
2018
This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.
This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.
International Journal of Computer Science & Network Security
/
v.22
no.12
/
pp.63-70
/
2022
The essence of the definition of "tolerance" is analyzed. Motivational, knowledge and behavioral criteria for tolerance of future teachers are highlighted. Indicators of the motivational criterion are the formation of value orientations, motivational orientation, and the development of empathy. Originality and productivity of thoughts and judgments, tact of dialogue, pedagogical ethics and tact are confirmed as indicators of the knowledge criterion. The behavioral criterion includes social activity as a life position, emotional and volitional endurance, and self-control of one's own position. The formation of tolerance is influenced by a number of factors: the social environment, the information society, existing stereotypes and ideas in society, the system of education and relationships between people, and the system of values. The main factors that contribute to the education of tolerance in future teachers are highlighted. Analyzing the structure of tolerance, it is necessary to distinguish the following functions of tolerance: - motivational (determines the composition and strength of motivation for social activity and behavior, promotes the development of life experience, because it allows the individual to accept other points of view and vision of the solution; - informational (understanding the situation, the personality of another person); - regulatory (tolerance has a close connection with the strong - willed qualities of a person: endurance, selfcontrol, self-regulation, which were formed in the process of Education); - adaptive (allows the individual to develop in the process of joint activity a positive, emotional, stable attitude to the activity itself, which the individual carries out, to the object and subject of joint relations). The implementation of pedagogical functions in the information society: educational, organizational, predictive, informational, communicative, controlling, etc. provides grounds to consider pedagogical tolerance as an integrative personal quality of a representative of any profession in the field of "person-person". The positions that should become conditions for the formation of tolerance of the future teacher in the information society are listed.
To investigate the trends in science education research related to play and derive implications for elementary science education research, we analyzed 109 research articles on play in science education published both in Korea and abroad. First, the number of research studies conducted abroad has been steadily increasing since 2009, with the highest number targeting middle school students. Conversely, domestic research has the highest number of papers targeting elementary school students. Second, in terms of research methods, quantitative methods were the most commonly used. Third, the use of questionnaires was the most frequently published research method, while the use of observation and products was smaller in number in domestic studies compared to those conducted abroad. Fourth, In the aspects of the contents, more research was conducted in the field of physics than in other areas. In case of researches for elementary school students, domestic research was focused on four areas of science. Fifth, among the studies exploring effectiveness, the 'cognitive domain' was the most studied, followed by the 'science-related attitude domain' and the 'inquiry and practice domain'. Sixth, the use of play was high in the following order: online games, video games, virtual play, and games with rules. For domestic researches, studies on analog play were most frequently reported, and the ratio of digital games in abroad was higher than that of others. Seventh, the highest number of papers used teacher-directed play, and this tendency was more noticeable in domestic studies.
Journal of The Korean Association For Science Education
/
v.29
no.6
/
pp.741-750
/
2009
Modem science education was introduced to Korea in the enlightenment period. The science textbooks which were published at that time were important to modem science education in Korea. Therefore, the translators and publishers of science textbooks were the leader of the science education in the enlightenment period. Hyun Chae and his son as a translator were one of the leaders in science education at that time. Hyun Chae was born to a Middle class (中人)family and succeeded to pass the national examination for translators (譯科). He worked as a translator and author at the Ministry of Education (學部). Also, he was the associate teacher in a foreign school and the Hansung normal school (漢城師範學校). He published 26 books. One of them, Rikwa (理科) as the science textbook covering all the areas of science, physics, chemistry, biology and earth science. That presented the knowledge, which students should know by proper method, induced students' interest and included various experiments. Hyun Chae's activity in science education as the author and translator of science textbooks was an important role on the forming science education in the enlightenment period because it was caught short of science textbooks. The author, translator, and publisher of science textbooks was of great significance to make science popular, which was the new culture. Therefore, the role and activities in science education of Hyun Chae was a part of the history of science education, he knew a foreign language and was the leader in facilitating exchange with foreign countries.
Park, Sang-Tae;Lee, Hee-Bok;Jeong, Kee-Ju;Kim, Seok-Cheon
Journal of The Korean Association For Science Education
/
v.27
no.4
/
pp.346-353
/
2007
In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.
A scientific model refers to a conceptual system that can describe, explain, and predict a particular physical phenomenon. The co-construction of the scientific model is attracting attention as a new teaching and learning strategy in the field of science education and various studies. The evaluation and modification of models compared with the predicted models of data from the real world is the core of modeling strategy. However, there were only a limited data provided by the teacher in many studies of modeling comparing the students' predictions of their own models. Most of the students were not given the opportunity to evaluate the suitability of the model with the data in the real world. The purpose of this study was to develop a scientific model co-construction program that can evaluate the model by directly comparing the predicted models with the observed data from the real world. Through a collaborative discussion between teachers and researchers for 6 months, a 5-session scientific model co-construction program on the subject 'image formation by convex lenses' for second grade middle school students was developed. Eighty (80) students in 3 classes and a science teacher with 20 years of service from general public co-educational middle school in Gyeonggi-do participated in this 2-week program. After the class, students were asked about the helpfulness and difficulty of the class, and whether they would like to recommend this class to a friend. After the class, 95.8% of the students constructed the scientific model more than the model using the construction rule. Students had difficulties to identify principles or understand their friends, but the result showed that they could understand through model evaluation experiment. 92.5% of the students said that they would be more than willing to recommend this program to their friends. It is expected that the developed program will be applied to the school and contribute to the improvement of students' modeling ability and co-construction ability.
Journal of The Korean Association For Science Education
/
v.40
no.2
/
pp.217-226
/
2020
The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers' perception. To this end, with 12 city and provincial education offices' cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers' teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested.
The purpose of the study is to explore the experiences and meaning of the AP (Advanced Placement) at the specialized school for the highly gifted through the in-depth interview with 39 college students who had graduated from the specialized schools with the AP experiences. It is expected that the AP will be expanded to the students at the Science High Schools from the year of 2015, however, there has been no study to examine the realities of the AP in-depth especially through the voices of the AP participants. Students have taken 8 required and/or selective courses as AP in average. Students usually start to take AP from the second year of the specialized school for the highly gifted, but some start from the first year through the placement test. Numbers of available AP courses vary by subjects, but relatively more courses open in the areas of math and physics. Students' opinions regarding the AP were quite positive. Specifically, the high quality of the AP class and energetic interaction between student and teacher compared to the college classes were preferred by the students. However, it was controversial whether C+ is enough for the pass condition of the AP. Students were using the shortened time by AP in diverse ways, such as early graduation, double majors, exchange students, individual researches, and so on. Most of all, they tried to search for their career interests through the AP experiences. In closing, the present study provides some advices and future directions for the better AP management, including the improvement of administrative system between schools for the gifted and the universities, and the expansion of the number of university which approves the AP system.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.