• Journal of Science Education
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• v.34 no.1
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• pp.12-22
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• 2010

The purpose of this study was to investigate the effect of concept sketches on the understanding and scientific attitude in high school student's learning of weather change. Among the various fields of meteorology, especially in weather change, we often deal with the change of the spatiotemporal change in an abstract way. So making use of 'Concept Sketches'- simplified sketches which represent the main features, principles, processes and interrelationships of the learning contents using some concise explanations, signs and terms - could help the students learn the phenomena of weather change efficiently. This study's aim was to check up the effect and analyze the results of the lesson including the concept sketches. As a result of this study, concept sketches group showed significant improvement compared to the other groups in understanding of weather change and in scientific attitude, too. In students' recognition research of concept sketches showed that students found the class more interesting with improved concentration and had a chance to review through concept sketching, which is helpful for their learning. Considering the above research results, the study which applies concept sketching required the students to actively process their knowledge, and had a positive effect on the understanding of weather changes. Most of all, drawing the pictures which is a familiar activity helped the students to take part in the class eagerly.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.54-67
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• 2009

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.267-276
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• 2014

The purpose of this study is to investigate the effects of problem-solving inquiry teaching using concept sketches on conceptual changes about plate tectonics and science-related attitudes. The subjects of this study were two classes of second-year students of K high school located at Anseong in Gyeonggi Province. Before instruction, a conceptual test was conducted to survey student's preconceptions about plate tectonics. The control group took a traditional lesson, while the experimental group was applied to problem-solving inquiry teaching using concept sketches. After the inquiry instruction, TOSRA (Test of Science-Related Attitudes) was administered to find out changes in science-related attitudes of the two groups. The results of this study are as follows. The experimental group understood concepts of plate tectonics better than the control group, which means that problem-solving inquiry teaching using concept sketches was more effective in students' conceptual understanding. Science-related attitudes of the experimental group showed a significant change in the categories of 'normality of scientists', 'pleasure of science lessons', and 'interests on science as a hobby'. In conclusion, the instruction of problem-solving inquiry using concept sketches produced students' positive changes in conceptual understanding about plate tectonics and science-related attitudes.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.1-12
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• 2005

Establishing problem-based leaning(PBL) that is one type of constitutional learning models is meaningful not only for finding the diversity of WBI types but also for being the specific example of constitutional usage of WBI. This paper shows the development of web-based and problem-based learning program for 6th grade students of elementary school and finds its effect on their studies achievement. There were two classes of traditional lessons and one class of web-based and problem-based lessons. It performed a test with the classes for science lesson. It was found that web-based and problem-based learning is more effective on the improvement of studies achievement. There was meaningful difference in studies achievement according to ICT utilization ability. Web-based and problem-based learning statistically had a meaningful effect on the improvement of ICT utilization ability.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.1-16
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• 2014

The purpose of this study is to analyze whether analogy distance and mathematical knowledge affect on transfer problems solving with different analogy distance. To conduct the study, transfer problems were classified into multiple categories: mathematical word problem based on rates, science word problem based on rates, and real-life problem based on rates with different analogy distance. Then analysed there are differences in participants' transfer ability and which mathematical knowledge contributes to the solution on over the three transfer problem. The study demonstrated a statistical significant difference(.05) in participants' three transfer problem solving and a gradual decrease of the participants' success rates of on transfer problems solving. Moreover, conceptual knowledge influenced transfer problem solving more than factual knowledge about rates. The study has an important implications in that it provided new direction for study about transfer of learning, and also show a good mathematics instruction on where teachers will put the focus in mathematical lesson to foster elementary students' transfer ability.

• Journal of Science Education
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• v.34 no.2
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• pp.193-202
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• 2010

This study investigated the impact of student-centered instructions on students' academic achievement in science and on their attitudes toward science. Participants included 208 middle school students. The pre- and post-test control group design was employed. The control group was designed to have traditional instructions while experimental group 1 was applied both student-centered instructions and traditional instructions, and experimental group 2 was applied student-centered instructions only. The chaper of "Stimulus and Response" was selected for this study, and students were treated for 15 hours. Data were analysed using ANOVA. Results indicated that student-centered instruction had a significant effect on students' academic achievement(p<.01). The improvement of achievement through student-centered lesson is neither depending on genders nor previous academic achievement levels. Student-centered instruction also had a significant effect on students' attitudes toward science(p< .01). Only half of the class if a student-centered lessons and improve attitudes toward science could be. The improvement of the attitudes toward science through student-centered instruction is not depending on genders. But, student-centered instruction was more effective on the average student and the lower level students than the upper level students.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.284-309
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• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

• Journal of Science Education
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• v.35 no.1
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• pp.68-79
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• 2011

The purpose of this study was to investigate the recognition of middle school students on 'Thinking Science' activities and the influence on the understanding of the gas particles behavior concepts. For this study 125 students of four classes first grade in middle school were divided into two groups, the experimental and the control group. The SRT II test was carried out to identify the cognitive level of the students. The logical factors, needed to understand of the gas particles behavior concepts, were extracted. And the 9 'Thinking Science' activities designed to develop these factors were chosen and then implemented to the students of the experimental group. After the lesson for the gas particles behaviors, the achievement test of understanding of the gas particles behavior concepts and the survey of the students' recognition on 'Thinking Science' activities were administered. According to the results of the achievement test, there was not significant difference between the two groups on the whole. But only mature concrete operational students in the experimental group got high scores than those in the control group in analyzing the effect size. According to the results of the ANCOVA analysis, there was significant difference between the two girls' group. When students in the experimental group had a positive perceptions about 'Thinking Science' activities, they got higher achievement scores. This implied that there was a correlation between perception about 'Thinking Science' activities and their achievement in the gas particles behavior concepts. Especially, students with positive perception in mature concrete operational period got higher scores in science achievement. After the 'Thinking Science' activities, there was a high perceptions about improving in scientific thinking.