• International Journal of Contents
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• 제10권3호
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.297-306
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• 2012

The purpose of this study was to examine the effects of science-based STEAM astronomical learning program on space perception ability and scientific attitudes. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. Space perception ability test and scientific attitudes test was used to find the effect of the science-based steam astronomical learning program. And the results were analyzed by spsswin 18.0. The results of this study were as follows. First, the science-based STEAM astronomical learning program was a positive effects on space perception ability of elementary students. Second, the science-based STEAM astronomical learning program was a positive effects on scientific attitudes of elementary students. According to this research, the science-based STEAM astronomical learning program was verified to improve space perception ability and scientific attitudes on the elementary students.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.252-261
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• 2010

The purpose of this study is to devise a teaching and learning strategies of leadership for the gifted in science, to develop a leadership reinforcement program using the strategies, and to verify the effectiveness of the program. We designed teaching and learning strategies of leadership for the gifted in science as follows; to give a chance to exercise the essential elements of leadership life skills through science activities. The activities based on students' interest should stimulate reflective thinking and cooperation with each other. We found out that the teaching and learning program for leadership improvement for the gifted in science was effective, especially group management skill, communication skill, decision-making skill, human relations skill, and self-understanding skill.

• 한국과학교육학회지
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• 제19권4호
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• pp.595-603
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• 1999

The purpose of this study was to develop the computer assisted instruction program in multimedia environment, to examine the relative effects of two types of multimedia learning on science achievement and attitude towards science learning and to investigate the effects of treatment and students' learning ability. The results of this study were summarized as follows: 1. On science achievement; The multimedia learnings were more effective than the traditional one. Difference between multimedia learning I (through individualistic learning) and multimedia learning II(through peer interaction) was not significant. There was not interaction effect of treatment and students' learning ability. 2. On attitude towards science learning; The multimedia learnings were more effective than the traditional one. The multimedia learning I (through individualistic learning) was more effective than the multimedia learning II (through peer interaction). There was no interaction of treatment and students' learning ability. 3. On students' perceptions on multimedia learning; The students in the multimedia classes showed the multimedia learning were good in causing interest. making students absorbed in studies, and giving many learning materials, but not good in a couple of points such as making students bored and not explaining in detail.

• 과학교육연구지
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• 제37권2호
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• pp.338-347
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• 2013

이 연구의 목적은 활동 중심 STEAM 교육 프로그램을 개발하고, 이 프로그램이 학생들의 과학 학습 흥미도에 미치는 효과를 알아보기 위한 것이다. 이 프로그램은 7학년 과학반을 대상으로 적용되었다. 이 연구는 단일집단 사전사후검사 설계로 이루어졌다. 검사도구로는 과학학습 흥미도 검사지를 활용했다. 대응표본 t 검정 결과 과학 학습 흥미에 대한 사전 검사와 사후 검사 사이에는 유의미한 차이가 나타났다. 또한 학습 흥미도의 하위 영역인 과학에 대한 태도, 과학학습 인식, 과학학습 전략면에서도 유의미한 차이가 나타났다. 이와 같은 결과는 STEAM 교육 프로그램이 학생들의 과학 학습 흥미도를 높이는데 효과적임을 나타낸 것이다. 따라서 앞으로 활동 중심 STEAM 교육 프로그램의 효과에 관한 연구들이 지속적으로 이루어져야 할 것이다.

• 수산해양교육연구
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• 제28권5호
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• pp.1183-1197
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• 2016

The purpose of this study is to develop a Puzzle-Based Computer Science Instruction Model and Learning Program and to confirm the effects. To do so, we selected 2 classes with a similar level of pre-computational thinking in elementary schools in the Jeju Province. After that, from 2 classes, we designated the 5th grade students in 'D' elementary school as group A and designated students of the same grade in 'J' elementary school as group B. In a total of 28 sessions during an 18 week period, a Puzzle-Based Computer Science Learning Program was used with 31 students in group A, and the traditional computer science course was used with 25 students in group B. The results showed that there were significant improvements in computational thinking, which is computational cognition and its creativity, of the students in group A compared to students in group B. Also, this study proved that the Puzzle-Based program correlated with positive changes group A students' Science-Related Affective Domain. In this paper, on the basis of proven effectiveness, we introduce the Puzzle-Based Computer Science Instruction Model and Learning Program as an alternative to traditional, computer science education.

• 한국지구과학회지
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• 제25권3호
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• pp.119-128
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• 2004

This project was carried out under the assumption that applying a science history program to a teaching-learning process would lead to students' increased interest in science and increase the development of their scientific process skills. The project aimed at designing an effective science history program which would help to improve students' scientific process skills, to enhance their interest in learning science, and to maintain their inquiry learning abilities. The survey for the activity objectives was produced by the authors. The test items used for testing students' scientific attitude and scientific process skills were created by Korea National University of Education. The survey about scientific perception indicated that there was a meaningful difference of p=0.005 before and after implementing this program. The survey about scientific interest shows that students became interested in science, science-learning and science-related activities after participating in the science history program. Students' scientific process sills increased by 9% after the program was implemented in the subjects' classes. This indicates that the science history program was effective in improving students' science scientific process skills. Since this project, which targeted 8th grade science education activities, has proven to be effective, developing other programs suitable for younger and older students seems promising, too.

• 영재교육연구
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• 제8권1호
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• pp.7-38
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• 1998

In order to explore the science enrichment learning program for the science gifted in general elemetary and secondary schoo1,the identification of the science gifted, gifted education methods and science education cumculums were investigated through literature survey. Admitting the Renzulli's enrichment triad model and three dmensional scienctific factors as context, process and content, the snow ball program was explored. Identification methods and science education cumculum of enrichment learning for the science gifted were presented. In the snow ball program, it was presented that each factor of three dimensional scienctific factors was focused in the different ways due to the levels or the ages of students. The examples of the snow ball program and science education cumculum of enrichment learning for the science gifted were illustrated.

• 성인간호학회지
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• 제19권4호
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• pp.593-602
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• 2007

Purpose: The purpose of this study was to develop an e-learning orientation program for nursing students(junior), to evaluate the program, and to find out its effects on adapting to clinical practicum. Methods: The e-learning orientation program was developed according to ADDIE model(analysis, design, develop, implement, evaluate) using an Active Tutor Program. Twelve nursing professionals and 31 nursing students(learners) evaluated the e-learning orientation program. Thirty one nursing students participated in the e-learning orientation program both on-line and off-line. Results: The e-learning orientation program consisted of 5 parts including 'Taking a lesson in gastrointestinal tract', 'Fundamental nursing skill and reading a medical chart', 'Taking a ward orientation by head nurse', 'Clinical practice with preceptors', and 'Writing for case report'. Adapting scores to clinical practicum were significantly different between pre-test and post-test(t=-5.76, p=.000). Conclusion: The e-learning orientation program of on-line and off-line has an effect on adapting to clinical practicum for nursing students.