• Journal of Engineering Education Research
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• v.25 no.3
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• pp.11-25
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• 2022

The purpose of this study is to propose a strategy model for engineering education for citizen through the connection between colleges of science and engineering and science museums as a way to achieve citizen science. For this model, the role of universities was redefined as social contributions through engineering education from the perspective of knowledge triangle and university entrepreneurship. In addition, the science museum was re-examined as an engineering education platform and selected as an institution that supports the contribution of colleges to society. For practical model development, the connection types of these two institutions were analyzed as case studies and interview to collect opinions from experts in the science museum. In this process, convergence education content development, reinforcement of college-science museum linkage, infrastructure construction, development of college resource utilization plans, and maintenance and expansion of educational programs diversification were derived as components for model development. Based on this, engineering education model for citizen was presented that matches educational programs according to the type of participation of colleges including key factors and considerations.

• Journal of the Korean Chemical Society
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• v.49 no.3
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• pp.300-310
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• 2005

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• Journal of the Korean earth science society
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• v.29 no.3
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• pp.290-304
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• 2008

The purpose of this study was to develop instructional programs for 10th graders to facilitate their creative thinking abilities and understanding concerning the scale of the Solar System. The programs were based on four major themes and composed of eight lessons which dealt with the relative scale of the Solar System. The programs were applied to 155 students at G high school in Gumi City. The results showed that the programs were helpful to students in that they facilitated easier understanding of the relative sizes of planets within the solar system as well as creative thinking abilities including divergent thinking and convergent thinking.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Journal of the Korean Chemical Society
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• v.49 no.5
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• pp.503-512
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• 2005

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.35 no.1
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• pp.193-219
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• 2024

This study aims to investigate and analyze the current status of user education and the school library staffs' perceptions in elementary school libraries in Gyeongnam, and then to propose a plan to improve user education in school libraries. Among the 168 school libraries in the Gyeongsangnam-do where librarians are deployed, 120 that responded to the survey were selected as research subjects. The contents of the study include the contents and methods of user education, the status of librarian education for user education, school library staffs understanding and interest in user education, school library staffs' perceptions of the necessity and effectiveness of user education, and school library staffs' efforts to strengthen capacity of user education. Based on the current status of user education and the results of the school library staffs' perceptions survey, the following are proposed as a way to improve user education of the school library: 1) expanding librarian education opportunities for user education, 2) development and distribution of educational materials that diversify the content and level of each grade, 3) organizing normal school hours for user education, 4) continuous efforts to strengthen capacity for user education.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.440-449
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• 2009

The purpose of this study is to make a preference and result analysis on the free inquiry method of pre-service elementary school teachers. Also, this study investigates how free inquiry activities effect the science-related attitudes and the self-directed learning characteristics of pre-service elementary school teachers. For this study 76, second year, science education pre-service elementary school teachers from Busan National University of education were selected. The inquiry examined the effectiveness of each of the following teaching methods: the IIM method, the PBL method, the PROJECT method, and the small group inquiry method. The students were divided into groups in which they incorporated the respective methods into their practice. In conclusion, the IIM free inquiry activities proved to be much more effective than the PBL method, the PROJECT method, and the small group inquire method in terms of developing self-directed learning characteristics and science related attitudes at the significant difference of p=0.05.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.803-810
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• 2007

The purpose of this study is to develop and apply assessment standards for the reflection of science museum exhibitions in science curriculum. Assesment standards were developed based on the national achievement standards for earth science in elementary school. The researchers measured the reflection level and evaluation scale by applying the developed assesment standards to exhibitions in the National Science Museum. The results of this study showed that the reflection level and evaluation scale of science curriculum far elementary school in the National Science Museum were measured as 52% and 3.53 respectively. Especially, the level of the reflection of science curriculum in the National Science Museum was found to be at the high level in Geologic field and Astronomic field. These results indicate that the National Science Museum as an informal education institute is comparatively well connected to science education of elementary school. Science museum should be connected with school education and it should start after a substantial reflection on the curriculum. For this, science museum need to develop standards that reflect science curriculum. From this point of view, the results of this study can be used as basic data that evaluate the level of connection between science museum and school education and that guide the direction of development of science curriculum.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.182-200
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• 2012

There is growing recognition that secondary students must be given the opportunity to write in their science classrooms as well as in scientific inquiry based learning situations, yet the development of writing education standards for secondary school science teachers still needs to be addressed. The primary objective of this research was to explore the writing education standard for secondary school science teachers. The research objective was attained through the use of literature analyses. Drawing upon those results of the related literature analyses, this study suggests a list of writing education standards for secondary school science teachers. The list consists of 17 education standards and includes 42 sub-standards in total across four education areas.