• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.439-448
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• 2022

The goal of this study is to develop a protocol that can be used for the purpose of developing inquiry class expertise in science teacher PLC, and to explore the possibility of field application of the developed protocol through test application with in-service teachers. PLC protocol for science inquiry class, consisting of five stages, was developed and applied sequentially to six participating teachers. In order to check the applicability of the protocol, the participating teachers wrote a reflection journal for each stage, and after the completion of the five-stage protocol, the participants' perceptions of the protocol were investigated through a group interview. The results are as follows: first, a protocol for enhancing science teachers' professionalism of inquiry classes was composed and developed in five stages such as (1) Revealing ideas about science inquiry classes, (2) Sharing science inquiry class experiences, (3) Looking together at students' scientific inquiry results, (4) Building literacy for science inquiry teaching, and (5) making science inquiry lesson plans. Second, the possibility of extensive application of the PLC protocol developed in this study was confirmed through the reflection journal and post-interview analysis results of the participants. According to the participating teachers, the protocol helped the systematic operation of PLC and teachers' participation. In addition, by experiencing the five-stage protocol, the teachers had an opportunity to reflect on their inquiry classes and ponder for improvement, and gained confidence in inquiry classes. Based on the research results, ways to develop and utilize the PLC protocol for science teachers were suggested.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.241-261
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• 2015

"SMART" is a word to condense a new kind of educational system recently proposed by the Korean government. It signifies an intelligent adaptive learning system to innovate the educational environment, the contents, methodology and assessment. Developing a digital textbook was one of the main strategic goals to drive forward "smart" education. The Korean government expected to finish the development of digital textbooks of science, mathematics, social studies and English by 2013 and to have a field experiment for them in 2014. However, the case of mathematics was postponed for an indefinite period because its draft version was no different from a traditional textbook in its functional aspect. This situation might come from the non-existence of a good authoring tool and an inexperienced sense by developers of the opportunities available with digital textbooks. This paper introduces the main features for developing a digital mathematics textbook for the 12th grade students, which was developed in the environment of Cabri LM as an authoring tool. This paper also looks upon the results of a whole lesson using the textbook in managing the classroom interaction with students.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1764-1782
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• 2015

The purpose of this study is to investigate the understanding on the acid-base, acid rain and soil acidification of the elementary students. The participants in the current study were 280 6th graders from a elementary school in Gyeongnam Province. A questionnaire consists of four categories: understanding of (a) acid-base basic knowledge, (b) acid rain and (c) soil acidification. (d) In addition, students were asked to comment about the introduction of the acid rain experiment in the science textbook. The results are as follows; First, the results regarding acid-base basic knowledge. They know the classification, characteristics, and properties of acid-based solutions well but they don't know the acid-base neutralization, examples using properties and application in real life. Second, the results regarding acid rain, students know the definition and damage of acid rain but they don't know the causing substances, emission source and way of solution of acid rain for lack of knowledge. Third, the results regarding soil acidification was the well-known part for the students because they had continued learning about the soil from the lesson of acid rain. Also, we looked into the difference in gender and region about the understanding of acid-base, acid rain and soil acidification. According to the gender of the data about the understanding of acid-base, acid rain and soil acidification, the percentage of correct answers of female was higher than male's. Also we expected that urban students were higher than rural students on the understanding of acid-base, acid rain and soil acidification, but the understanding of urban students were similar to rural students. Fourth, we got positive answers and negative answers to the introduction of acid rain experiment. Most of the positive opinion were I want to know a lot acid rain experiment", followed by "It is possible to prevent the risk of the damage and It seems to having fun and new order. Most of the negative opinion were Acid rain experiment may be difficult and complicated followed by Just a theory in the book is enough, Acid rain experiment were boring and not fun, Acid rain experiment is dangerous, There are many to study in this order.

• 대한공업교육학회지
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• v.32 no.1
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• pp.73-92
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• 2007

The purpose of this study was to develop ICT(Information and Communication Technology) teaching-learning materials for motorcycle safety education. Physical subjects which are relevant with motorcycle dynamics were introduced to increase the safety awareness through integrated learning such as the combination of technology and science. The results of this study were as follows : (1) Utilizing the physics basic theories which are relevant to motorcycle dynamics, the lesson plan of motorcycle ICT teaching-learning materials, which were included to plan and instruction action plan, was developed. (2) Flash animation or movie was developed to apply physics knowledge to technology in driving motorcycle. This is able to improve the attitude of driving motorcycle of students. (3) Through the contents of appendix of motorcycle safety driving section in this web-site developed here, junior and senior high school students would be able to strengthen their cognitive domain of motorcycle by themselves. (4) Using the web-site of this study, both teachers and students would be able to freely interact through an online bulletin board.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.11-20
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• 2018

This study is to propose a problem bank of problem solving programming using Online Judge System as one of the ways to motivate learners and increase for immersion to students who take Data Structure lecture that is the basis of problem solving ability using information science. In order to do this, we developed a question bank for each major topic in the Data Structure, by developing 70 problem solving programming problems suitable for the main topics of the Data Structure. By mounting it on an Online Judge System and applying to actual classes, and by analyzing the motivation for learning and the degree of immersion according to the result after the application of the lesson, we propose a teaching-learning contents and usage for problem solving programming and Data Structure classes at the teacher training university which give motivation for learning and immerse in problem solving programming.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.55-64
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• 2017

The purpose of this study is to identify the difficulties of learners who started programming after entering college and to search an effective software education method as university liber arts for non-science major students. In order to do this, we analyzed the difficulties of learners in Python programming classes composed of students from various majors at H University through questioning and taught them using flipped class model with pre-questions. The questions that students submit are collected online before class every time, the data on the degree of the difficulty of feeling and the understanding of feeling were obtained through the questionnaire. As a result, for learners who are new to programming, the learners should allocate the process of making the problem into a logical abstraction at the beginning of the curriculum before learning the basic concept of computer language, each lesson should be practiced through the bottom-up problems enough to provide a logical understanding before actual coding. In addition, detailed curriculum should be developed according to characteristics of learner's major, contents and conducting level.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.41-56
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• 2000

The purpose of this study was to investigate the change of elementary school students' conception on the movement of the moon, after teaching a lesson about the lunar phase which focused on concrete activities. The 396 subjects in this study consisted of intact groups of second, third, fourth, fifth, and sixth grade students. Pre-test and post-test instrument concerning on the conception in the movement of the moon were developed after reviewing the related literature and curriculum. Prevailing conceptions were identified by frequency of each conception. Then, the pattern of change and consistency of each conception were analyzed in comparison pre-test with post-test. To figure out the effect of teaching, the GEFT and the GALT instrument were administered to analyze it by gender, cognition mode and level. SPSS/WIN programs were used to process the data. The result showed that teaching 'movement of the moon' was the most effective in fourth grade. The effect of teaching 'changes in shape of the moon' was effective regardless of their sexes. Teaching 'changes in shapes of the moon' was more effective for the students whose cognitive modes were field-independent, than those filed-dependent. But the improvement by the teaching was not significantly different. The pre-score by cognitive level was significantly high in the order of the formal operational, transitional stage and the concrete operational stage. But the improvement of conception after teaching was high in the order of the concrete operational, transitional stage and the formal operational stage. That is to say, teaching was more effective as the cognitive level lowered.

• Journal of Science Education
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• v.34 no.1
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• pp.47-57
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• 2010

The purpose of this study was to investigate how the lesson using the newly developed Phase Change Model of Venus can change ninth graders' geocentrical concept related to the progression of the phase of Venus. In order to know students' concept change of the progression of the phases of Venus, test sheets and a questionnaire regarding solar systems were developed and used pre and post test. The results showed that many students have an astronomical preconception of geocentricism, and some students have an especially poor scientific understanding of the solar system. However, there were significant changes in students' conceptual levels (p<.05) after teaching with the Venus's Phase Change Model. Therefore, teaching with the Phase Change Model of Venus was effective on students' scientific conceptual change from geocentricism to heliocentricism.