• Research in Mathematical Education
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• v.25 no.1
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• pp.91-97
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• 2022

Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

• International Journal of Computer Science & Network Security
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• v.23 no.4
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• pp.134-138
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• 2023

The field of digital forensics requires good theoretical and practical knowledge, so practitioners should have an in-depth understanding and knowledge of both theory and practical as they need to take decisions which impacts human lives. With the demand and advancements in the realm of digital forensics, many universities around the globe are offering digital forensics programs, but there is a huge gap between the skills acquired by the student's and the market needs. This research work explores the problems faced by digital forensics programs, and provides solution to overcome the gap between the skills acquired by the student's and the market needs using Activity led learning pedagogy for digital forensics programs.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.71-91
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• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• (The)Study of the Eastern Classic
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• no.48
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• pp.311-340
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• 2012

This research is the case study on the course of 'Masterpiece Reading & Fine Composition Writing' in Ewha Waman's University which opens this class as a intensified writing course. In this course, part in the book of "Zhuangzi" is selected as the reading text. This research targets at highlighting the characteristics and effectiveness which appears in when the class choose the classics of Orient as writing text. This research divides the student's performance into two steps. Understanding stage and Evaluation stage. In Understanding stage, the student read part in the book of "Zhuangzi", write a discussion paper and discuss on, and in Evaluation stage, the student write the essay, depending on their previous performance in Understanding stage. This research discusses on each stage's characteristics, and analyzes the effectiveness of each ones. Especially, in the stage of Evaluation this research focuses on the relative view in perception of outside, finding self-introspection factor, and accommodating communication message. By connecting "Zhuangzi" and writing, this research tries to rediscover the era of the variety and its value, suggest the meaning of self-consciousness, and finally draw out the significance of open thought and creative writing. This research suggests on the meaningness of a modern reinterpretation on the classics and also provides the example of instructive usage of the classical text.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Journal of Science Education
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• v.34 no.1
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• pp.12-22
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• 2010

The purpose of this study was to investigate the effect of concept sketches on the understanding and scientific attitude in high school student's learning of weather change. Among the various fields of meteorology, especially in weather change, we often deal with the change of the spatiotemporal change in an abstract way. So making use of 'Concept Sketches'- simplified sketches which represent the main features, principles, processes and interrelationships of the learning contents using some concise explanations, signs and terms - could help the students learn the phenomena of weather change efficiently. This study's aim was to check up the effect and analyze the results of the lesson including the concept sketches. As a result of this study, concept sketches group showed significant improvement compared to the other groups in understanding of weather change and in scientific attitude, too. In students' recognition research of concept sketches showed that students found the class more interesting with improved concentration and had a chance to review through concept sketching, which is helpful for their learning. Considering the above research results, the study which applies concept sketching required the students to actively process their knowledge, and had a positive effect on the understanding of weather changes. Most of all, drawing the pictures which is a familiar activity helped the students to take part in the class eagerly.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.729-737
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• 2016

Natural selection is the core idea of evolution that pre-service biology teachers need to understand to solve diverse biological problem. This study aims to investigate the level of Korean pre-service biology teachers' understanding of natural selection by comparing their knowledge with their Chinese, American, and German biology major undergraduate counterparts. In particular, this study focuses on two conceptual components of natural selection (i.e., ecology and genetics). This study used a total 1226 pre-service biology teachers and biology majors' data. The instrument measuring the understanding of natural selection concepts was Conceptual Inventory of Natural Selection, which consists of ten ecology concept items and ten genetics concept items. The Rasch model analysis, multivariate analysis of variance, and univariate analysis of variance were used for the statistical tests. The result reveals that the level of Korean pre-service biology teachers' understanding of natural selection were similar with Chinese undergraduates' understanding and significantly lower than American and German undergraduates.' In the first year student data, the level of genetics concept of Korean pre-service biology teachers were significantly lower than Chinese and German students. In the fourth year student data, the level of ecology concept of Korean pre-service biology teachers were significantly lower than American and German students. Based on these results, the ecology concept education and balanced natural selection concept education are discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.231-251
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• 2016

The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.