• 한국과학교육학회지
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• 제13권1호
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• pp.12-30
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• 1993

The role establishment and the activation plan were proposed for 11 Science Institute of Education and 4 Education and Science Institutes located in 15 cities/provinces and Science Resource Centers of 179 municipal/provincial Educational Departments. We had conducted a survey of present status of those institutes and also the fact finding survey was conducted toward office workers asking what activities they must conduct, those they are processing well at present and those they don't like to conduct by quesionaire. It was found that since Science Institute of Education and Education and Science Institutes are under the direct control of Board of Education of cities/provinces, there were the Acts. However, many restrictions were in Science Resource Center because they have not the Acts under controled by municipal/provincial Educational Departments. As a result of a study, the standard of equipments and facilities and the activation plan of those institutes were suggested.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• 한국과학교육학회지
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• 제14권2호
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• 정보교육학회논문지
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• 제11권4호
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• pp.497-504
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• 2007

본 연구는 컴퓨터 과학의 내용을 보다 쉽게 초등학생에게 이해하여 논리적 사고력을 신장시킬 수 있는 언플러그드 수업의 전략을 제시하였다. 컴퓨터 과학의 내용 중 자료구조의 수업 내용을 재구성하여 실제 수업을 실시하였으며, 사고력 검사지로 수업의 가능성을 확인하였다. 그리고 언플러그드 학습을 적용하여 컴퓨터실이 아니라 일반 교실에서 아동의 구체적 경험과 실생활의 예를 토대로 학습을 하였으며 학습지를 해결하도록 하였다. 적용한 결과 초등학생의 발달 단계에 알맞게 조직화된 컴퓨터과학의 학습방법을 제시했을 때 초등학생이 컴퓨터 과학을 이해하는데 많은 도움이 되었다. 본 연구를 통하여 초등학교 정보교육의 내용에 컴퓨터 과학을 적용할 수 있으며 초등학생들이 논리적 사고력을 신장시키는데 많은 기여를 할 수 있을 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.193-207
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• 2017

The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

• 한국지구과학회지
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• 제42권4호
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• 한국과학교육학회지
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• 제9권2호
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• pp.55-79
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• 1989

The first doctoral program for science education was opened on March 1984 at Seoul National University in Korea. As a faculty member of the University, this researcher investigated the status of doctoral program of foreign countries through interview with instractors and students by visitation of some institutes, participation of seminars, observation of tutoring, reading of theses and the related papers, in order to compare them and to design a new one for our purpose. The number of science education doctoral degree holders is estimated about 4000, among them 3000 doctoral degree holders are from USA since Columbia University Teachers College started in 1930s at first, and about 1000 doctors from other mainly European countries including Germany and England since 1970s. This study concentrated to the doctoral program for science education of Columbia University(USA), King's College London(UK), and Monash University (Australia),so that proposed a few aspects of development on doctoral program for science education in Korea.

• 아동학회지
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• 제33권2호
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• pp.13-35
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• 2012

This study investigated the contents and methods of science education classes based on the largely constructivist approach of pre-service early childhood teachers. The subjects of this study consisted of 8 junior students from the Early Childhood department and for reference data, reflective journals, interviews, activity planning sheets, recordings of trial lessons, and lesson analysis were used. The results of this study were as follows. First, changes in key points and contents for children science education were found, and reflective journals, interviews, activity planning sheets, recording of trial lessons, and lesson analysis clearly supported these results. Second, the actual changes in the constructivist approach to children's science education had a great impact upon the individual characters of the pre-service early childhood teachers. However, with the study period being limited to only one semester, it was found that the potential of this study to lead to any practical changes was simlilarly limited.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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• pp.380-400
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• 2014

This study investigated the influence of the application of the career education programs related to the science of the elementary school on the career choice. For this study, a total of 32 lessons (4 units) utilizing the career education programs related the science curriculum were developed. The study subjects were 128 students from Y elementary school located in Incheon. A test with regard to the science related career choice and the science related career choice factors was performed before and after the lessons. For more detailed analysis, the experimental group was divided into two groups of female and male students; students who hope and do not hope career in science-related fields. As a result of the performance of career education programs, it showed a significant improvement in the 'science related career choice'. And, it also showed all significant improvements in 'science related major/department, education lecture selection'. It was possible to know that the students who do not wish science related jobs in the future also changed their mind on to the science. In addition, all the subcategories of the 'preference for science learning' area such as 'preference for science subject', 'preference for experiment', 'recognition of science subject availability', 'recognition of the impact of teacher' showed a significant improvement. The 'perception about career related to science' showed a significant improvement on the whole. There was no significant improvement on the whole in 'participation in science related activities'.

• 한국과학교육학회지
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• 제37권1호
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• pp.17-24
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• 2017

본 연구에서는 과학교육 연구자와 과학교사를 비롯한 과학교육자들의 발명교육에 대한 인식을 조사하였다. 과학교육자들의 발명교육에 대한 인식 조사 도구는 과학교육에서 발명교육의 필요성, 과학교육과 발명교육의 관련성, 과학교사들을 위한 발명교육 연수 요구도 등으로 구성하였다. 연구 대상은 과학교육 연구자 52명과 과학교사 67명으로 총 119명이었다. 설문 조사 결과 과학교육자들은 과학교육에서 발명교육을 포함하는 것에 대해서 상당히 긍정적으로 인식하고 있었으며, 과학교육과 발명교육은 매우 관련성이 높게 인식하는 것으로 나타났다. 발명교육에 대한 현재 이해 수준이 평균을 약간 상회하여 그리 높지 않았으며, 과학교육에서 발명기법의 활용을 위해 과학교사들을 위한 발명교육 연수가 필요하다는 인식을 갖는 것으로 나타났다. 대부분 과학교육자들은 발명교육이 과학과 교육과정에 직접적으로 포함되기 보다는 비교과 활동에서 우선 시행하는 것을 선행할 필요가 있다는 의견을 제시하였다. 또한 실생활 연계, 공학적 설계 및 창의적 사고 등의 측면에서 발명기법이나 발명 교육전략을을 활용한다면 과학교육에도 도움이 되리라 생각된다.