• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.303-312
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• 2014

In order to foster 'creative convergence talents' teachers and pre-service teachers who possess a certain degree of creativity must learn about this new approach as part of their teacher training. In this study, we attempted to identify the implications on the curriculum of the teacher education-training college in question by analysing secondary school teachers' and pre-service teachers' creativity and by collecting sufficient data to develop a positive feedback model for selecting, cultivating, and appointing pre-service teachers who fulfil the requirements of said college of education. Such teachers will display the commitment and professionalism to fulfil their teaching duties in the best possible manner and will consistently produce valuable contributions to their chosen subject matter and integrate these into their daily teaching. These teachers will complete all their tasks in a creative way, including student guidance, administrative duties, and academic lessons. The factors that distinguished creative teachers from others included originality and fluency. Our test group comprised 216 pre-service teachers as well as 137 fully qualified teachers. Teachers' understanding of the factors required in order to qualify as a 'creative and committed teacher' was very low. We provided data to the college of education to increase creativity when selecting teachers and curricula based on an analysis of perceptions of creativity provided by teachers and pre-service teachers.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.141-149
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• 2003

This study investigated the effect of gender grouping on cooperative learning on the basis of student achievement and science-teaming attitude. Homogeneous and heterogeneous gender groupings were used in the treatment groups for the learning strategies of earth science. Traditional instruction was performed for the control group. Three classes at a middle school were assigned to the groups. Before the treatment instruction, a questionnaire about science-learning attitude was administered to 144 students, and their scores were utilized as covariate. Then, the same questionnaire was given with a test of science achievement designed in this study. The changes in both achievement and attitude among the three groups were analyzed statistically. Significant differences were not shown in science achievement or in the difference of gender with respect to perceptions about science. There were significant changes between the homogeneous and heterogeneous gender grouping in their attitudes toward science instruction. Here the cooperative learning group, regardless of the gender grouping, tends to exhibit more positive perceptions towards their learning environment than the control group, particularly in female students.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.399-411
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• 2020

This study aims to explore how elementary students perceive and approach the issue of plastic debris in marine habitats by examining students' perspectives on the ecosystem and environmental solutions. The study was conducted to 143 Grade Four elementary school students in Seoul. After implementing two class-units on plastic waste, students' constructed responses on the problem of and solutions to plastic debris in marine habitats were collected. Data were analyzed through semantic network analysis and the keywords were visualized to reflect their relationships. Furthermore, students' responses on how they perceive environmental problems were further analyzed based on the following analysis criteria: students' perspectives on the ecosystem, the level of complexity of food chain(s), and the scope of their perspective. Also, student responses on environmental solutions were classified to be either at a personal or social level. Through semantic network analysis, keywords identified for students' perceptions on the problem were the sea, plastic, debris, animals, living things, humans, extinction, while keywords extracted for the solutions were plastic, debris, recycling, disposable, and I. Based on the analysis criteria, it was found that students were well aware of the food chain concept, could perceive the ecosystem as having comprised of both biotic and abiotic factors, and could approach the problem beyond the scope of the marine environment. Also, most students mentioned the solutions only at a personal level. Based on the findings, implications on how to move forward in educating environmental issues related to the ecosystem in science education is further discussed.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.527-535
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• 2021

The STEAM education was applied to science high school students, and changes in perceptions of students and teachers were investigated after class treatment. By the results of the student's perception survey, very positive results were found in increasing problem-solving capabilities, educational satisfaction, etc. More than 98% of students said they would continue to participate in STEAM education classes. Meanwhile, the lack of time for class activities put a burden on students to complete the problems during class. Especially nanoscience content and activities were properly organized in consideration of the level of cognitive development of the students. In addition, as a result of a survey of teachers' perceptions for students, more than 80.0% of teachers responded very positively in 'self-directed learning ability' and 'problem-solving capability', etc.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.210-216
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• 1996

Assessment of science laboratory environment was conducted with 539 students at middle and high school. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Boys and high school students perceived their laboratory environment with more open-endedness and less rule clarity than girls and middle school students respectively. 4. Girls preferred student cohesiveness at their laboratory more than boys. Highschool students wanted open-ended environment more than middleschool students. 5. Each scale of SLEI showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.