• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.89-101
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• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.155-166
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• 2024

This study investigated and compared orientations toward scientific inquiry learning among general and science-gifted elementary students. It also investigated and compared the relationship between their orientations toward scientific inquiry learning and their coping strategies for anomalous situations. To realize this, 61 general elementary students and 53 science-gifted elementary students in Seoul were selected, and questionnaires were administered to investigate their orientations toward scientific inquiry learning and coping strategies for anomalous situations. In addition, semi-structured in-depth interviews were conducted individually with some of the general and science-gifted students. The results showed that among orientations toward scientific inquiry learning, regardless of grade level, the general students were most likely to possess 'concept understanding' and second most likely to exhibit 'scientific practice'. On the other hand, the science-gifted students demonstrated the highest frequency of 'scientific practice', with 'concept understanding' and 'complexity' also being relatively common. 'Activity driven' was found only among some of the general students and 'engineering practice' was found only among some of the science-gifted students. 'Process skills' were not found. No clear relationships between orientations toward scientific inquiry learning and coping strategies for anomalous situations were found. However, some differences in the choice of coping strategies for anomalous situations between the general and science-gifted students were discovered, even when they had the same orientations toward scientific inquiry learning. The educational implications of these findings were discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.81-99
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• 2021

The purpose of this study is to develop scientist vignettes and to explore their effects to change students' perceptions of scientists, scientific attitudes, and the nature of science. The scientist vignettes developed in this study include research cases on seven scientists, including British zoologist Jane Goodall. Each vignette consists of 4 to 6 pages in consideration of the reading level of elementary school students, and contains illustrations describing the main contents of the text. In addition, scientist vignettes contain descriptions on terms and text boxes explaining the higher concepts, and each vignette contains questions that students can think deeply based on the story of the scientist. To verify the educational effectiveness of scientist vignettes, we investigated changes in their perceptions of scientists, scientific attitudes, and the nature of science in 564 elementary school students. We conducted group interviews with four elementary school teachers. As a result of conducting pre-test and post-test using a narrative questionnaire consisting of 6 questions, students became more sophisticated in the understanding of the science and the characteristics of scientists after experiencing scientist vignettes and their understanding the nature of science changed into a more modern epistemological perspective. Also, in a group interview with teachers, teachers assessed that scientist vignettes would positively affect the understanding of science process skills and the nature of science, and forming a scientific attitude, especially in increasing understanding of the nature of science. We discussed ways to effectively utilize scientist vignettes in elementary school science education based on these result.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1025-1035
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• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.51-60
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• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.300-308
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• 2021

The processes of informatization of the modern educational space are inextricably linked with the active introduction of innovative information technologies, which diversify the forms of education and upbringing. The use of these technologies in education due to their specific properties significantly enhances the clarity of learning, emotional impact on students, helps to deepen interdisciplinary links, intensifies students' work, and improves the organization of educational activities. Innovative information technologies offer new opportunities for the use of text, audio, graphic, and video information in lessons, enriching the methodological possibilities of the lesson. Today, the use of these technologies is becoming an integral part of the study of any subject. Using multimedia presentations, publications, and websites created by students in the learning process, they can develop learning skills. According to researchers, there are many multimedia programs for working with a computer in a music lesson, namely: a music player, a program for singing karaoke, a music constructor, music encyclopedias, and training programs. The introduction of innovative information technologies in the system of music education allows expanding learning opportunities.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.76-82
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• 2021

An anthological analysis of known literature and historical sources is carried out in the work. It was found that the development of foreign language training of future professionals was influenced by a number of factors: socio-economic (focus on the needs of the labor market, integration into the international space, scientific and technological progress); educational (updating legal documents in the field of education, standardization of educational content, development of methods of professional development of a specialist). The historical period is analyzed and the following stages are determined: ideological (realization of ideological imperative in language and professional training of future specialists; educational-methodical (preparation according to unified curricula, reading and translation as a leading type of speech activity); integration (integration of foreign language teaching and multicultural education)), methodological (use of traditional verbal methods, standardized textbooks). Thus, the research conducted in the article indicates the periods (stages) of formation, functioning and development of foreign language education.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.289-293
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• 2022

"Tolerance" is considered as an important professional quality of a modern specialist, which is manifested in an active moral position and readiness for constructive interaction with other participants in the pedagogical process; characterized by the manifestation of humanity, tolerance, friendliness, focus on resolving conflict situations in the professional sphere on a non-violent basis. The article considers scientific approaches to understanding the phenomenon of "tolerance". There are a number of factors that significantly affect the formation of tolerance in students. The way to the formation of tolerance is the rejection of social prejudices, negative social stereotypes, the development of an objective attitude to man regardless of his individual characteristics, the formation of skills of tolerant interpersonal interaction, the use of lectures, discussions, games and training in educational work. The purpose of this article is to highlight communicative tolerance as a necessary component of pedagogical practice of future professionals. It was emphasized that tolerance is the basis of religious tolerance and peace, prevention of all kinds of extremism, which are of particular importance for a multinational and multi-religious Ukraine.

• The Korean Journal of Physiology and Pharmacology
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• v.28 no.5
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• pp.393-401
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• 2024

Large language models (LLMs) are rapidly transforming medical writing and publishing. This review article focuses on experimental evidence to provide a comprehensive overview of the current applications, challenges, and future implications of LLMs in various stages of academic research and publishing process. Global surveys reveal a high prevalence of LLM usage in scientific writing, with both potential benefits and challenges associated with its adoption. LLMs have been successfully applied in literature search, research design, writing assistance, quality assessment, citation generation, and data analysis. LLMs have also been used in peer review and publication processes, including manuscript screening, generating review comments, and identifying potential biases. To ensure the integrity and quality of scholarly work in the era of LLM-assisted research, responsible artificial intelligence (AI) use is crucial. Researchers should prioritize verifying the accuracy and reliability of AI-generated content, maintain transparency in the use of LLMs, and develop collaborative human-AI workflows. Reviewers should focus on higher-order reviewing skills and be aware of the potential use of LLMs in manuscripts. Editorial offices should develop clear policies and guidelines on AI use and foster open dialogue within the academic community. Future directions include addressing the limitations and biases of current LLMs, exploring innovative applications, and continuously updating policies and practices in response to technological advancements. Collaborative efforts among stakeholders are necessary to harness the transformative potential of LLMs while maintaining the integrity of medical writing and publishing.