• Korea Science and Art Forum
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• v.32
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• pp.319-334
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• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.265-276
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• 2023

The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students' attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers' professionalism in developing students' basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.261-271
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• 1997

This study evaluates on students' understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students' misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students' conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher's misconceptions were investigated the way in which teachers marked students' work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows : 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students' understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students' understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3% of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students' understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis (38.1%), classification of animals and plants (34.1%), food production in plants (40.4%). The male teachers had. more misconceptions than female teachers(P<0.05). However, they didn't show any significant differences according to schools and teaching experience(P<0.05). 5. According to the investigation of teachers' perception, 29.8% of the teachers acknowledged that they might be a cause for students' misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students' misconceptions. And teachers themselves acknowledged that students' misconceptions could be caused by them. Therefore. teachers' right understanding of fundamental biological concepts should precede to students' biology education. New training programs for biology teachers seem to be urgent.

• The Journal of Art Theory & Practice
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• no.14
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• pp.7-32
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• 2012

The exhibition was started in 2010 in the New Acropolis Museum of Athens and embarked a journey since 2011 as a travelling exhibition inside Greece and abroad. The main purpose of the exhibition was to draw attention of the general public to the value of the 'rescue excavation' and of cultural heritage of Greece, by presenting the reconstruction bust of a girl whose skull was found in Kerameikos cemetery of ancient Athens. The new Kerameikos excavation was initiated by the construction of Metropolitan Railway lines in the center of Athens between 1992 to 1998. It revealed a pit of a mass burial where about 150 people were inhumed in a very hasty way without proper funeral rites or offerings. These bodies are identified as the victims of the infamous plague of Athens in the first years of the Peloponnesian War(430-426 BC). The epidemic disease killed almost one third of the city population including Pericles, and brought extreme fear and panic to the Athens society. The traditional funerary rites were totally disrupted, and the social decorum and the morality among the citizens became enfeebled. The plague and the civil war were the decisive factors to end the Golden Age of Democratic Athens. However, the exhibition organizers did not focus on the tragic aspect of this disaster and its casualties. Their main concern was to simplify the scholarly works of archaeological excavation and microchemistry analysis so that the exhibition viewers will easily understand and empathize the living value of the scholarly works of ancient Greek civilization. The centripetal element of the exhibition was the vivid face of an 11 years old ancient girl 'Myrtis', which was carefully reconstructed based on both the scientific data and artistic imagination. Also the set up of the exhibition was structured in order to stimuli cognitive and emotional experience of the visitors who witnessed the rebirth of a vibrant human being from an ancient debris. The museologists' continuous efforts to promote projects of contemporary artists, publications, and school programs related to the exhibition indicate that the ulterior motive of this exhibition is the cultural education of the present and future generation through the intimate experiences of ancient Greek life. Also this is the reason why the various museums that held the travelling exhibition try to make the presentation as a gesture of memorial service for an anonymous Athenian girl who deceased circa 2400 years ago. The pragmatic efforts of Greek scholars and museologists through exhibition show us a way to find a solution to the continuous threat of cultural resources by massive construction projects and land development, and to overcome public indifference to the history and cultural heritage.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.657-668
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• 2016

The purpose of the study is to explore the types and coping methods of dilemmas that pre-service science teachers experience during student teaching. For this, we collected 131 dilemma journals that 34 pre-service science teachers wrote during a four-week period of student teaching. Results show that first, there are five categories of dilemmas, they are, 'Which science teacher should I be?', 'What is good science teaching?', 'How should I build relationships with the people around me at school?', and 'Who am I as a student teacher?'. Second, pre-service science teachers' status as a students-teachers made them cope with dilemmas passively. Third, when they cope with the dilemmas, student-teachers considered the dilemmas as conflicts of irreconcilable alternatives rather than opportunities of conciliation and compromise, therefore, most pre-service science teachers choose just one alternative and only 20% of dilemmas are resolved by compromise choice. Finally, dilemmas which showed the features of science teaching are the dilemmas related to scientific inquiry teaching and science teaching-learning model. Based on the results, we discussed the implications for teacher education.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.607-619
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• 2019

This study used Natural Monument water spiders and their habitats as educational contents, so those students could have a scientific literacy and the beautiful memories of Eundaeri's marshes through developing a virtual fieldwork courses (VFC) and observing the ecology of water spiders. In order to develop the program, the 2015 revised national curriculum and its textbooks were analyzed. In accordance with the STEAM model, we developed teaching-learning materials for 7 classes. Students produced 3D panorama virtual fieldwork courses (PVFC) about water spider by team-based cooperative learning, enabling them to emotionally experience the meaning and value of water spiders. A panel of six education experts verified the validity of the program and found it to be fairly valid at 4.24 (CVI = .88) on the 5-point Likert scale. In order to confirm the suitability of the program, students in the middle school science clubs participated in pilot testing camp. Their average classes satisfaction was 4.24 and students were very satisfied with the usefulness of the program, the fresh learning contents, and the suitability of the convergence education class. This study could contribute to convergence education related to ecology and virtual reality for adolescents.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.181-193
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• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.53-64
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• 2015

This research was performed of high school science classes. These science classes progressed by using Scratch, and surveyed students' perception after finishing each class. This research was conducted of male students who want to choose department of natural science in the next grade. Those classes are consisted of four classes. This study produced a journal, and contained expressions of their thinking and feeling based on experiences during attending classes and projects. Consequently, that journal was analyzed in view of understanding and perception of Scratch using science classes, and it was also included of utilizing Scratch program. Research shows following three conclusions. First, students preferred Scratch using class to general one. They attend more active with high interest, and they felt senses of accomplishment while they make output by themselves. Second, their studies passed through three stages. These are problem perception, problem solving, and producing. Problem solving stage is especially complicated and difficult stage to students. This stage is consisted of Scratch side and Science side. Scratch side has Design and applying process, and Science side has data gathering and analyzing. Students' comprehension of scientific knowledge is increased and is preserved long time through this stage. Last, students had a hard time using Scratch. Because, it is the first time to them to use that program. Therefore, we deemed that they needed to start this kind of experience at lower grade than they are now, such as middle school stage. It is expected that this type of classes are getting more expanded and more populated as a part of students' core ability.