• Journal of the Korean Society of Earth Science Education
• /
• v.8 no.2
• /
• pp.218-226
• /
• 2015

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.

• Journal of The Korean Association For Science Education
• /
• v.24 no.1
• /
• pp.157-170
• /
• 2004

Students experience science not only through school science lessons but also through various other channels. Science-related facilities, including science museums and centers, are important channels for informal science education. Korea has a number of governmental and private facilities in which young people can experience various aspects of scientific activities, and many of them also provide the programs supporting out-of-school science activities. However, there has been no systematic survey study on those facilities providing out-of-school activities, thus they have not been used effectively as well as their social utility is not fully realized. To this end, in 2002 researchers of this study carried out surveys (1) of the facilities supporting out-of-school science activities and (2) of science programs provided by these facilities. The surveys show that there are approximately 180 facilities supporting science activities in Korea. More than 40% of them are located in Seoul and Gyeonggi areas. Among them, the proportion of special theme science museums was the greatest (37.9%). The facilities supporting out-of-school science activities usually do not target the specific age groups but are intended for all people. The proportion of governmental facilities exceeds that of private ones. 41.8% of the facilities examined in this study run their own science activity programs. Among the 10 categories of the programs, 'science class' type programs were the most common. There were more programs for elementary and middle school students than preschoolers, high school students and adults. The contents of the programs were more related to astronomy and meteorology, the observation of living things and field trips. Despite their high practical potential, the special theme science museums were found to be lacking in relevant programs, which could fulfill their values for informal science education.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.1
• /
• pp.65-87
• /
• 2016

The purpose of this study is to examine Korean journals related to science education in order to analyze research trends into Nature of science in Korea. The subject of the study is the level of Korean Citation Index (KCI-listed, KCI listing candidates), that can be searched by the key phrase, "Nature of science" in Korean language through the RISS service. In this study, the Descriptive Statistical Analysis Method is utilized to discover the number of research articles, classifying them by year and by journal. Also, the Sementic Network Analysis was conducted to Word Cloud Analysis the frequency of key words, Centrality Analysis, co-occurrence and Cluster Dendrogram Analysis throughout a variety of research articles. The results show that 91 research papers were published in 25 journals from 1991 to 2015. Specifically, the 2 major journals published more than 50% of the total papers. In relation to research fields., In addition, key phrases, such as 'Analysis', 'recognition', 'lessons', 'science textbook', 'History of Science' and 'influence' are the most frequently used among the research studies. Finally, there are small language networks that appear concurrently as below: [Nature of science - high school student - recognize], [Explicit - lesson - effect], [elementary school - science textbook - analysis]. Research topic have been gradually diversified. However, many studies still put their focus on analysis and research aspects, and there have been little research on the Teaching and learning methods.

• Journal of Korean Elementary Science Education
• /
• v.36 no.4
• /
• pp.367-378
• /
• 2017

Because the lessons of 'our body' are based on indirect experiences and simple experiments, various methods are needed to improve the learning effect. In this study, seventeen AR contents were created to be used in five subjects in the 5th grade elementary school. The learning contents implementation were made using QCAR (QualComm's Augmented Reality) and Unity 3D (Unity 3D) program, which are augmented reality software development kits (SDKs). In order to find out the applicability, we applied the developed contents to one grade 5 classroom equipped with internet environment. Participants were asked about their perception of the program and interviewed. As a result, the developed AR learning contents appeared to be available. It was expected to help improve learning and was pointed out that improvement of internet condition and development, also, was needed expansion of various contents should be complemented.

• Journal of The Korean Association For Science Education
• /
• v.36 no.6
• /
• pp.895-910
• /
• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.996-1007
• /
• 2004

In this study, we investigated the effects of small group discussion using episodes from the history of science on students' understanding about the nature of science (NOS), achievement, enjoyment of science lessons, and science learning motivation. Participants were 138 ninth graders from a middle school in Seoul and they were assigned to a control group and a treatment group. Students in the treatment group were provided with two contrasting perspectives concerning the NOS and were encouraged to discuss them in small groups. The intervention lasted for 5 class periods. The results revealed that students of both the control group and the treatment group were found to possess similar views about NOS in a NOS pretest, whereas students of the treatment group exhibited more sophisticated understanding in a NOS posttest. The scores of the treatment group were also significantly higher than those of the control group in an enjoyment of science lessons test and a learning motivation test. However, there was no significant difference between two groups in the achievement test scores.

• Journal of the Korean earth science society
• /
• v.30 no.2
• /
• pp.257-264
• /
• 2009

The purpose of this study was to examine the effects of the game application learning 8th graders' scientific attitude, which was utilized as a strategy to improve the teaching skills and methods in the lesson of 'the history of the earth and diastrophism'. The subjects of this study were 120 students of 8th grade at a middle school located in a metropolitan city in Korea. To start off with homogeneity of a group, this study recruited participants by the results of a diagnostic test taken early in the year and a mid-term examination taken at the end of April. As a result, a total of 4 male classes that showed similar results on the two tests were selected and divided into two groups: one in experimental and the other in control. In addition, the top 20% students and the low 20% students were chosen for comparison of their scientific attitudes based on the results of the mid-term examination. The traditional teachings were offered to the control groups while the experimental lessons with the game activities performed at the stages of application and summary in teaching were offered to the experimental groups over 10 periods. Results of the pre- and post-test on the students' scientific attitude demonstrated that there was a statistical significance between the two groups, which suggested that the experimental group showed a meaningful improvement in the scientific attitude after experimental intervention lesson activities with game applications. Also, the more meaningful improvement in the scientific attitude was found in the lower group than in the higher group. It implies that lessons with the game activities motivated the students to voluntarily participate in school science learning by enhancing their interests. Therefore, it is suggested that game application learning be a new teaching-learning material that helps to encourage learners to actively participate in middle school science learning.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.155-169
• /
• 2021

This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.

• Journal of the Korean Society of Earth Science Education
• /
• v.1 no.1
• /
• pp.99-110
• /
• 2008

The purpose of this study was to develop an instructional module for creativity(lMC) which was mainly based on a unit ('Sun's family' in the 2nd semester of the 5th grade in the textbook), to verify the effect of this module on Elementary student's creativity and attitudes related to science. The subject in this study was two 5th grade classes from J elementary school located in Busan. One of the group took the lessons which were designed for the IMC, and the other group took the normal classes. The effect of this subject for the experimental group and controlled group was verified by post-test: creativity and attitude related to science. The results of this study are as follows. First, the experimental group showed more creativity than controlled group on the post-test. The IMC was more effective to enhance student's creativity than general class. Second, the IMC was effective to enhance student's creativity without the difference in academic ability level. Third, the IMC was effective to enhance student's creativity without the difference in the gender. Fourth, the IMC was more effective to change student's attitude related to science than general class in the module application.

• Journal of The Korean Association For Science Education
• /
• v.35 no.2
• /
• pp.325-331
• /
• 2015

In this study, we investigated the effects of individualized learning adapted to students' conceptions using smart devices in science instruction upon students' conceptual understanding, the retention of conception, achievement, learning motivation, enjoyment of science lessons, and perception about individualized learning using smart devices. Four seventh-grade classes at a coed middle school in Seoul were assigned to a control group and a treatment group. Students were taught about molecular motions for seven class periods. Two-way ANCOVA results revealed that the scores of a conception test, the retention of the conception test, a learning motivation test, and an enjoyment of science lessons test for the treatment group were significantly higher than those for the control group. Although the score of the treatment group was higher than that of the control group in the achievement test, the difference was not statistically significant. Students' perceptions about individualized learning using smart devices were also found to be positive.