• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.675-692
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• 2023

This study used a Chatbot, a generative artificial intelligence (AI), to analyze the interaction between the Chatbot and students when exploring critical minerals from an epistemological aspect. The results, issues to be kept in mind in the teaching and learning process using AI were discussed in terms of the role of the teacher, the goals of education, and the characteristics of knowledge. For this study, we conducted a three-session science education program using a Chatbot for 19 high school students and analyzed the reports written by the students. As a result, in terms of form, the students' questions included search-type questions and non-search-type questions, and in terms of content, in addition to various questions asking about the characteristics of the target, there were also questions requiring a judgment by combining various data. In general, students had a questioning strategy that distinguished what they should aim for and what they should avoid. The Chatbot's answer had a certain form and consisted of three parts: an introduction, a body, and a conclusion. In particular, the conclusion included commentary or opinions with opinions on the content, and in this, value judgments and the nature of science were revealed. The interaction between the Chatbot and the student was clearly evident in the process in which the student organized questions in response to the Chatbot's answers. Depending on whether they were based on the answer, independent or derived questions appeared, and depending on the direction of comprehensiveness and specificity, superordinate, subordinate, or parallel questions appeared. Students also responded to the chatbot's answers with questions that included critical thinking skills. Based on these results, we discovered that there are inherent limitations between Chatbots and students, unlike general classes where teachers and students interact. In other words, there is 'limited interaction' and the teacher's role to complement this was discussed, and the goals of learning using AI and the characteristics of the knowledge they provide were also discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.375-382
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• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.15-27
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• 1978

First: The common points from "syllabus" period to that of "Course of study" are as follows: 1) with no introduction explained. the "Syllabus" or "Course of study" was made to be completed in accordance with the allotment of time (unit). 2) To teach how to rear animals and grow plants, and to make specimens with collected samples formed a great significant field of learning, which meant giving more emphasis on learning classification, life-centered education and basic field of learning than discipline-centered education. 3) The reason why the field of applied biology was emphasized on was that both periods had ideals in Common to educate persons more necessary and useful to the society than to major the pure academic field. 4) Both periods mainly dealt with problems of diseases, and physical health discussed all over the world in 1950's which accounts for necessity of the society to free from ignorance. Second; "The first curriculum period" and "the second one" are observed as follows: 1) The former took the unit (credit) system for the first time. It tried to lay down the conceptual hierarchy with "Biology I" and "II" divided, while "Biolgy I" is better systematized than "Biology II". 2) Discipline-centered education and structure fo knowledge are put more emphasis on especially in "the 2nd curriculum period". 3) And also in this period are included serious problems such as urgency of pollution, importance of nature conservation, population due to the development of industry. 'Third; With the recent curriculum laid down, experiments and teaching contents of subjects are put in harmony with each other and accordingly the process of Inquiry is laid emphasis on. Fourth; It is necessary to set up conceptual sequence and scope effectively in the curriculum.

• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.325-341
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• 2024

This study examined how specific aspects of epistemic cognition are developed in elementary students during modeling activities, using the Apt-AIR framework. The study focused on a class unit titled 'Shall We Find Out What the Landscape of a Riverside Looks Like?' which is part of the land chapter in the third-grade Korean elementary science curriculum. Ambitious Science Teaching (AST) was applied as a teaching strategy to enhance students' model construction. Seven science classes were conducted in line with the core practices of AST, with 29 elementary school students participating in the study. The classes were organized into four stages: initial model composition, inquiry activity, group model composition-sharing, and final model construction. The class activities at each stage were analyzed using both the AIR model, i.e., epistemic aim and value (A), epistemic ideals (I), and reliable epistemic processes (R), and the multi-faceted framework for epistemic thinking from the Apt-AIR framework. The results of the study revealed that in science classes emphasizing modeling activities based on the core practices of AST, the elementary students progressively developed more sophisticated explanatory models that included causal relationships explaining the topographic differences between the upstream and downstream sections of a river. This result was due to their engagement in constructing initial models to describe phenomena, supplementing the initial models using data collected in the model experiment, and participating in discussions to share and evaluate group models. Additionally, from the perspective of the Apt-AIR framework, the aspects of epistemic cognition demonstrated by the elementary students in their modeling activities were appropriate for engaging with cognitive processes related to epistemic aims and values, epistemic ideals, and reliable processes. The other four aspects of the Apt-AIR framework, however, were not performed as effectively. In particular, the application of reliable epistemic processes for knowledge construction required more improvement.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.451-458
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• 1998

The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

• Journal of Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.291-299
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• 2004

The purpose of this study is to investigate views of high school students' learning of chemistry as one aspect of conceptual ecology. The results of this study will help us expand our understanding of conceptual change as it is used to evaluate learners. I made use of an interpretative research design based on principles of naturalistic inquiry. The participants in this study were six sophomore students. The picture of a chemistry class we draw from analyzing data is a play on stage with little interaction. Students accept passive and difficult-to-modify views of the learner roles that they should play in the chemistry classroom. Students identified chemistry classes as conservative places. 'Transmission' seems to remain the persistent and dominant classroom cultural dynamic for both the teaching and learning of chemistry. Students should understand about learning processes, and how to play, monitor, evaluate and regulate them. Students should experience the plausibility and fruitfulness of learning chemistry, and it will help students to feel a "love of learning chemistry." As students change their views of learning chemistry, it will help to improve their learning and to experience conceptual change in chemistry learning.