• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Journal of Environmental Science International
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• v.6 no.2
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• pp.107-112
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• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• Research in Mathematical Education
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• v.7 no.3
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• pp.125-137
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• 2003

At a time when mathematics is becoming more important in our everyday lives and more relevant in applications in industry and the emerging technologies, there are signs of a decrease in numbers of students and their interest in the subject. Teachers must be encouraged to take a new approach to generating enthusiasm amongst students by showing them that mathematics is an integral part of the future. To achieve this, opportunities for renewal of teachers' knowledge and updating of skills should be made available. In this paper, emphasis is placed on mathematics in the real world and how it can be used to develop the more general skills such as self-teaching and communication which are an essential part of preparation for entry into higher education or the workplace.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.669-679
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• 2019

In this study, we investigated how 'Scientific Inquiry Experiment,' a newly introduced subject under the 2015 revised curriculum, was implemented to identify the difficulties that science teachers face in the process of teaching the subject and to explore how to support them through online survey and interview methods. A questionnaire of the survey, which consisted of environmental factors of class, preparation and execution of class, teacher self-evaluation of class, and direction for the subject, was developed, and the online survey was requested with a response from one teacher per school from 1674 high schools nationwide. We analyzed the results from 814 teachers who answered all required questions, and we also conducted interviews and online advisory discussions to ensure the validity of our analysis. In the results of the study, teachers complained of lack of time for preparation and execution of the subject, and they demanded laboratory assistants and quality teaching materials. In addition, in order to achieve the goal of the subject, they agreed the necessity of using the 'block scheduling' though they also agreed the difficulties of its implementation. Meanwhile, the alteration of guidelines for evaluation, which was changed from 9-grade system to 3-grade system, was positively recognized by teachers. As a result of this change, the percentage of performance assessment increased in 2019 compared to 2018, but there were no significant changes in the number of 'hands-on activity.' Finally, we proposed ways to support 'scientific inquiry experiment'.

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.74-81
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• 1984

중등 과학교사 양상에 있어서 기초 교양 과목과 교육 일반론 및 과학 과목은 중요한 부분이지만 가장 핵심적이고 특유해야할 과목은 과학교육 관계 과목이다. 많은 경우 $2{\sim}3$학점의 한 과목을 필수로 제시되는 "물리교육", "화학교재", "생물교수법" 등의 분야별 과목이 안이하고 무의미하게 제시되는 것이 아닌가 하는 직관적 판단으로부터 우선 한국의 실태를 조사하고 장기적이고 포괄적인 연구 개발의 기본적 모형을 구안하려는 것이 본 연구의 목적이다. 연구의 한 단계로 전국 사범대학 과학교육 관계과나 전공을 대상으로 설문지 방법과 면담을 통해 학사 학위 및 중등 과학교사 자격을 위한 취소 이수학점 그리고 일반 및 과학 교육 관계 과목에 대해 조사하였다. 특별히 과학교육관계 과목에 대해서는 상세하게 필수 및 선택 과목 수와 학점, 대상 학생과 교수, 과목의 목표, 내용, 교육 자료와 평가 방법 등을 조사 분석하였다. 또한 설문의 두 번째 범주인 과학교육 과목 담당 교수의 중등 과학 교사 양성 교육과정에 대한 일반적인 의견과 과학 교육 과목에 대한 구체적 의견을 종합 분석하였다. 이러한 실태 조사와 의견 분석을 바탕으로 과학 교육 과목의 총 이수 학점에 대한 비율, 과목수와 명칭 그리고 교육 내용의 기본적 사항을 제시함으로써 자료개발과 실제 지도를 위한 모형적 연구를 수행하였다.

• Journal of Environmental Science International
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• v.15 no.9
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• pp.907-912
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• 2006

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.609-620
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• 2010

The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.

• Korean Journal of Food Science and Technology
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• v.6 no.2
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• pp.91-97
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• 1974

This paper was developed for production of the humanized milk, comprising similarly to the composition and characteristic of human milk. Humanized milk of superior quality can be made directly from the fresh raw milk mixed vegetable oil, corn syrup, whey powder, ${\beta}-lactose$, sugar, vitamin, ${\beta}-carotene$ and minerals showing formulation of the humanized milk at table 2. The improving effects of adding vegetable oil and corn syrup are both more reformed the chemical and physical properties of humanized milk. The former enhanced the essential fatty acid and energy source in this product, the latter has the most solving function in water and induced amount of emulsion and stabilizer. The products contain about 13% protein, 23% fat, 58.3% carbohydrate, 2% ash and ensue reasonably balance of essential amino acid, poly-unsaturated fatty acid for the requirement of infants and controlled component of the humanized milk such as human milk.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.743-752
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• 2006

The purpose of this study is to gain an understanding of scientifically gifted students' views on the nature of science. A multiple-choice format questionnaire was administered to 237 Korean 10th, 11th and 12th graders at the Korea Science Academy. The differences and similarities by gender and experience of R&E program on the students' views of the nature of science were investigated. The questionnaire developed by Lim(2004) was implemented for this investigation. We found that the majority of scientifically gifted students had highly possessed the tentativeness of scientific knowledge. The students who experienced R&E program have relatively high apprehension of scientists' motivation for researches and activities in social context compared to the students who did not experience an R&E program. Scientifically gifted students had relatively high apprehension that government should not control researches of scientists and relatively low apprehension of social responsibilities of scientists comparing to general high school students. The experience on R&E program was identified as a factor to effect changes in the students' views on the nature of science. The study has implications for the development of gifted program and curriculum such as running and assessing R&E program, and also the pre-service preparation of science teacher, teacher education reformat in both the practical and the policy levels.