• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.799-812
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• 2017

Energy as a powerful and unifying concept to understand natural world has been regarded as one of the key concepts of the science curricula in many countries. However, concerning learning and teaching of energy, various difficulties have been reported widely. This study aimed at analyzing and comparing science curricula of Korea, the U.S., England, and Singapore regarding energy to identify the potential issues for energy curriculum in the future. 2015 revised Korean science curriculum, Next Generation Science Standards of the U.S., Science programmes of study of England, and the Science syllabus of Singapore were compared based on six basic elements of the concept of energy: energy form, energy resource, energy transfer, energy transformation, energy conservation, and energy dissipation. Achievement criteria that include energy were extracted from all curricula and categorized into the six elements. The frequency and distribution of the six elements in the four curricula were compared in terms of school levels and disciplinary areas. Contents of six energy elements were also compared. Though all curricula emphasized energy as a key science concept, we found many differences in the degree of emphasis of basic ideas and specific contents and approaches. Korean curriculum is characterized by 1) high frequency concerning energy form among the elements of the concept of energy, 2) introducing energy forms of unclear meaning, which are not linked with other physical quantities, 3) emphasis on energy conversion in comparison of energy transfer, 4) focusing on mechanical energy conservation instead of more general energy conservation, and 5) absence of the concept of 'system' concerning energy. Issues for energy curriculum development were discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1051-1061
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• 2017

An image is a comprehensive result that you have experienced about an object and means the image that you have on the surface of your consciousness. The image of the subject has an important influence on learning the subject. The image analysis of the subjects that the learners have will be good data to decide the direction of teaching and learning. The purpose of this study is to develop and apply measurement tools for physics image and discuss its educational implications. The research method is to develop the measurement tools for the physics image by semantic analysis method and apply it to the secondary pre-service physics teacher. The subjects of the study were 39 first graders, 31 second graders, 37 third graders, and 38 fourth graders at the University of Education, a total of 145 students, 82 of whom were male and 63 were female. The study results show that the image measurement tools for physics consisted of 25 items from five elements: 'interest,' 'feeling,' 'scope,' 'evaluation,' and 'viewpoint.' There were statistically significant differences between the male and female students in applying the measurement tools developed for the physics image of secondary pre-service physics teachers. Male students showed significantly higher statistical significance than female students in the 'interest' and 'feeling' elements of measurement tools for the physics image. In the 'scope' element of measurement tools for the physics image the second grade was statistically higher than the fourth grade. Finally, we discussed educational implications for image analysis of physics and the usefulness of using measurement tools in physics image.

• 대한공업교육학회지
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• v.44 no.2
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• pp.164-183
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• 2019

The purpose of this study is to develop a STEAM program based on reverse engineering. To achieve the purpose of this study, STEAM program was developed on the subject of autonomous vehicle. The results of this study are summarized as follows. The program was developed based on STEAM program development model based on reverse engineering. Developed in a five step procedure (analysis, design, development, implementation, evaluation) with the subject of autonomous vehicle. First, in the analysis step, we explored the definition, goal, content area, and teaching and learning methods of STEAM based on reverse engineering. We extracted the goals and content areas to be included in the educational program. Second, in the design step, topics were selected through consultation with experts. At this time, based on the linkage between the 2015 revised curriculum and the STEAM curriculum, we selected and organized educational goals and learning contents. Third, in the development step, we developed a teacher 's guidebook and student' s textbook, and applied the program to 71 students in the second grade of OO middle school in Seoul. Fifth, at the evaluation stage, the evaluation was made by experts and students based on the program that was implemented, and revised and supplemented based on the results.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.119-129
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• 2020

For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students' individual differences in perceiving and processing information in the natural world, depending on the students' various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson's coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.141-153
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• 2024

The 2022 revised science curriculum aims to develop the ability to solve scientific problems arising in daily life and society based on convergent thinking stimulated through participation in research activities using artificial intelligence (AI). Therefore, we developed a science-AI convergence education program that combines the science curriculum with artificial intelligence and employed it in convergence classes for high school students. The aim of the science-AI convergence class was for students to qualitatively understand the movement of a damped pendulum and build an AI model to predict the position of the pendulum using the block coding platform KNIME. Individual in-depth interviews were conducted to understand and interpret the learners' experiences. Based on Giorgi's phenomenological research methodology, we described the learners' learning processes and changes, challenges and limitations of the class. The students collected data and built the AI model. They expected to be able to predict the surrounding phenomena based on their experimental results and perceived the convergence class positively. On the other hand, they still perceived an with the unfamiliarity of platform, difficulty in understanding the principle of AI, and limitations of the teaching method that they had to follow, as well as limitations of the course content. Based on this, we discussed the strengths and limitations of the science-AI convergence class and made suggestions for science-AI convergence education. This study is expected to provide implications for developing science-AI convergence curricula and implementing them in the field.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.258-266
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• 2004

An increasing number of educators emphasize the affective domain in learning. Affective and cognitive objectives interact and can not be separated from each other. Good emotions and feelings assist students achieving optimally in the cognitive domain. Emotional intelligence harmonizes well with an affective science curriculum. The purpose of this study was to explore the effectiveness of EQ(Emotional quotient) improvement program on students' EQ, science achievement, the science related attitudes, and science anxiety. A pretest-posttest control group design was employed. Subjects were 168 male and female first grade students in a middle school. A control group was instructed with a traditional teaching method, and an experimental group was instructed using EQ improvement program. Two groups were treated for 42 hours during 14 weeks. Two way ANCOVA and correlation analysis was performed using the SPSS. The results indicated that students who received EQ program got higher EQ and their science anxiety was lowered than students who were in a control group(p<.05). EQ program was not significantly effective on science attitude than the traditional instruction but, in the domain 'the enjoyment of science class' it was effective(p<.05). EQ program was significantly effective on students' achievement than the traditional instruction(p<.05).