• Journal of the Korean Institute of Rural Architecture
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• v.13 no.2
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• pp.47-54
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• 2011

According to the master plan of the Ministry of Education, Science and Technology, departmentalized class system will be extended to all general middle & high schools by 2014 with the exception only of those having less than 6 classes located in small cities in rural areas. Under departmentalized class system, according to class timetable, students need to move from classroom to another classroom and areas where homebases, lounges, media spaces, rest places, and etc. This study has been undertaken to provide architectural data required in planning for student & learning support space for schools operating departmentalized class system, by investigating and analyzing cases in use at schools operating the system in Chungbuk area. As departmentalized class system is increasingly introduced, student & learning support space should be understood newly as spaces indispensable for students.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.42-48
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• 2023

We compare engineering students' learning performance in introductory Statistics classes of the two class types, traditional in-classroom classes with a few reports and real-time online classes with quizzes. Rates of missing classes and turning in homeworks are also included to explain learning attitude. Scores of quizzes, midterm test and final test are used to assess performance. Upto the midterm, the class type is not significant, but rates of missing classes and turning in homeworks are significant. Since the midterm, in-classroom class type reveals better final performance than real-time online class type, rate of turning in homeworks is significant, but rate of missing classes is not significant.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.309-319
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• 2004

The purpose of this study is to investigate middle school students' perceptions of private academy science education and of school science education in order to promote school science education. 180 middle school students who were taking a science class at a private academy were participated, and the short form of Classroom Environment Scale was implemented for the study. The results showed that the students went to an academy for supplementing school science or for getting a better grade in school. Some students, however, have different reason to go to an academy; they were kinds of silence-learners or received-learners rather than constructed-learners. That is, they didn't know how to and what to study. Students didn't have an opportunity to think scientifically and creatively from both academy and school science classes. They studied harder in science class at private academy than at school. Some students felt more favorable to and comfortable with academy teachers compare to school science teachers.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.659-667
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• 2004

The purposes of this study were to examine the middle school science textbooks published according to the 7th curriculum by analyzing overall structure of the books and STS contents, and to diagnose the current status of STS education in science classroom through interviews with teachers and students of the middle schools. It was found that STS approaches were of increasing importance in the science textbooks, however, they were not popular in the science classes. STS topics in the middle school textbooks were related mostly to 'applications of science' and 'social problems and issues', and few of the topics were related to 'cooperative work on real problems', 'multiple dimensions of science' and 'practice with decision making strategies'. Major barriers of STS education implementation in middle school science classroom were identified as follows; difficulties of assessment, teachers' insufficient cognitions and experiences regarding STS education, perceptions of students and parents that prefer didactic lecture methods and working on exercises. Desirable directions for the improvement of present status of STS education in middle school science classes were proposed.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.289-301
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• 2006

The purpose of this study is to investigate beginning secondary science teachers' teaching practices in terms of motivating and understanding students. Six first-year teachers participated in this study. Data were collected by classroom observations and structured interviews. Instructional materials used during the class were also collected to understand teaching practice. Lessons observed were video-tape recorded and the teachers were interviewed. Video- and audio-tape recording were transcribed. The framework, developed by Knowles Project Team of Michigan State University, was adopted and revised according to Korean classroom context and employed as an analytical tool for teaching practices. The beginning secondary science teachers intention ranged from 'Managing Work' to 'School Science.' No teachers revealed 'Reform Science Teaching' orientation. For the execution of science lessons, one teacher with 'Managing Work' orientation showed 'expert' level of execution, but the others executed at a 'novice' level. Beginning science teachers need to be guided and informed about 'Reform Science Teaching' for motivating and understanding students to develop professionally.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.119-130
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• 2019

The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1028-1038
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• 2004

This study investigated how the 7th national elementary school science curriculum was implemented at science classrooms. Data from surveys with 140 elementary schools, 18 science classroom observations, and in-depth interviews with teachers were used to examine the characteristics of elementary school science instruction. Based on the data, I explored (1)how science curriculum is operated in terms of objectives, contents, methods and evaluation of school science, and (2)how student-centeredness and localization themes are reflected on the reconstructed school science curriculum. It was found that the degree of the reorganization of the national curriculum at the teacher level was minimal. And most of the elementary teachers followed the directions and contents of the science textbook and teacher's guidebook regardless of their own local situations. For most teachers, restructuring science curriculum meant reordering the sequences of the contents, and adding or deleting some units or topics. I also examined why elementary teachers have difficulty in reconstructing science curriculum at the classroom level. The necessity of curriculum reconstruction at the teacher level is also discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.