• Journal of Korean Elementary Science Education
• /
• v.27 no.3
• /
• pp.261-272
• /
• 2008

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

• Journal of the Korean earth science society
• /
• v.25 no.3
• /
• pp.129-141
• /
• 2004

A peer assessment method was implemented as part of an action research project where the primary goal was to create constructivist science classrooms. Student reflective writings, which had been created in the process of action research, were analyzed to examine the perceptions of the students concerning the peer assessment method employed in their earth science classrooms. Five perception categories and thirteen statements were developed from the student writings. These indicated that the students appreciated the positive nature of peer assessment and the effects of it as an alternative method for promoting learning. It was also revealed, however, that some students displayed inappropriate behaviors toward peer assessment which led to negative perceptions of the new assessment method. Implications for future use of peer assessment in science classrooms are discussed. Limitations founded in the present study as well as possible solutions are provided.

• Journal of the Korean earth science society
• /
• v.45 no.4
• /
• pp.377-391
• /
• 2024

This study aimed to explore the characteristics and dimensions of of systematic functional gestures employed by pre-service Earth science teachers during instructional sessions. Data were collected from eight students enrolled in a university's Department of Earth Science Education. The data included lesson plans, activity sheets, and recordings of one class session from participants. The analysis, conducted using the systemic functional multimodal discourse analysis framework, categorized gestures into scientific and social functional dimensions. Further subdivision identified meta gestures, analytical gestures, and interrelated gestures. Additionally, pre-service teachers used gestures to explain scientific concepts, concretely represent ideas and facilitate communication during instruction. This study emphasizes the nonverbal strategies used by pre-service Earth science teachers, highlighting the importance of noverbal communication in teachers' professional development and the need for its integration into education. It also establishes a systematic conceptual framework for understanding gestures in the instructional context.

• Communications for Statistical Applications and Methods
• /
• v.6 no.1
• /
• pp.251-259
• /
• 1999

The purpose of this study is to develope a program for statistics education. This program deals with simulation which is helpful in understanding some elementary statistical concepts. This program under multimedia environment which includes sound video animation etc. doesn't show only the result but make it possible for students to execute the program by stages. This type of dynamic learning is efficient to overcome the limits of teaching materials or classroom work. Also it can interest students greatly. By executing it the students can understand the method and meaning of simulation and acquire concepts of probability and statistical inference naturally.

• Proceedings of the Korean Information Science Society Conference
• /
• 1998.10c
• /
• pp.679-681
• /
• 1998

인터넷이 급속히 확산되면서 인터넷을 이용한 원격학습 시스템의 개발이 활발히 이루어지고 있다. 본 논문에서는 멀티미디어 원격학습 서비스를 인터넷을 통해 받을 수 있도록 원격 CAI(Computer Assistant Instruction) 기술과 자바(Java) 기술을 이용하여 웹 브라우저상에서 코스웨어(Courseware) 및 문자강의 그리고 원격 OHP를 설계 및 구현하였다. 코스웨어는 오소웨어(Authorware)로 구축하였으며, 문자강의 및 원격 OHP의 서버/클라이언트 프로그램은 자바로 설계 및 구현하였다.

• Journal of The Korean Association For Science Education
• /
• v.12 no.3
• /
• pp.91-107
• /
• 1992

The Purpose of this study was to present the procedures and methods of ordering theory,and to search for a learning hierarchy among science process skills in each Piagetian cognitive reasoning level. One of the purpose of this is not to determine the clear and exact hierarchy but rather to demonstrate how ordering theoretic methods and procedures can be used to determine the hierarchy of logical relationships among a set of test items or the testing of a hypothesized hierarchy. Ordering theory was used to analyze five science process skills collected from 509 high school students. Ordering Theory has as its primary intent either the testing of hypothesized hierarchies among items at the determination of hierchies among items. Hierarchical relationships were identified within five science process skills. The results will be helpful in giving useful inform at ions to classroom teachers and science curriculum developer.

• Journal of The Korean Association For Science Education
• /
• v.22 no.5
• /
• pp.991-1009
• /
• 2002

This qualitative study investigated two preservice teachers' conceptual ecologies in professional development during the science teacher preparation program. The notion of a conceptual ecology contains nature of knowledge, science and science teaching, learning, and content knowledge and comfort level. The data were collected during the participants' preservice year and their practicum experience. Both data collections and analyzing were from the various sources of interviews, teaching observations, journals, and information and profiles by the participants' supervisor. Two preservice teachers serve as cases representative of this study. Results show that problems preventing the preservice teachers from moving closer to conceptual change teaching were their understandings of the nature of science and the nature of knowledge. The preservice teachers' views about knowledge come from, and what knowledge is, are largely shaped by the nature of science and learning drive pedagogy and classroom practice. Knowledge of and comfort with the subject matter are also important.

• International Journal of Human Ecology
• /
• v.15 no.1
• /
• pp.23-37
• /
• 2014

This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.

• Journal of Korean Elementary Science Education
• /
• v.34 no.1
• /
• pp.123-130
• /
• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.711-720
• /
• 2005

The purpose of this study was to understand mechanisms of scientific discovery and how this can help students, as young scientists, to understand scientific ideas in the science classroom. To unravel this mechanism, this study employed the notion of chaos. This phenomena was rediscovered by Edward Lorenz. In this paper, the general concept of chaos was briefly discussed in relation with previous scientific theories such as Newtonian physics and quantum mechanics. Following this, discovery constraints in terms of available technology at the time was described. In addition, Lorenz's psychological processes during the discovery was also discussed. Based on analysis, major implications for the field of science education were the provision of relevant schemata, the use of cognitive tools, the presentation of problems with various representational forms, and the sharing of ideas with others.