This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.
Journal of the Korean Society of Earth Science Education
/
v.16
no.2
/
pp.247-260
/
2023
In this study, when applying the 'geological structure' content element of high school earth science I developed according to the 2015 curriculum to the STEAM program using a web-based expert system using 3D data of Google Earth and drones, the creative problem-solving ability of high school students, attitudes toward STEAM, and the results of this study are as follows. First, after applying the STEAM program, high school students' creative problem-solving ability showed meaningful results at the p<.001 level. Second, STEAM attitudes showed a significant value at the p<.001 level, confirming that they had a positive impact on high school students' attitudes towards STEAM. It was judged that web-based class activities using Google Earth and drones were useful for integrated thinking such as learners' sense of efficacy and value recognition for usefulness of knowledge. High school students' satisfaction with the STEAM program was 3.251, showing a slightly high average. It was confirmed that web-based class activities such as drones and Google Earth had a positive impact on learners' class satisfaction. However, it was interpreted that the lack of time for class activities limited the ability of the learners to increase their interest in class. The proposal of this research is as follows. First of all, in consideration of the production of presentation materials and practical training in the STEAM program, activities such as block time and advance instruction for class understanding before class are necessary. Secondly, in order to revitalize STEAM education in the high school curriculum, we judge that research on the development of various integrated education programs that can be applied to the high school grade system is necessary.
Journal of Korean Home Economics Education Association
/
v.22
no.2
/
pp.61-79
/
2010
The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.
Journal of The Korean Association For Science Education
/
v.21
no.3
/
pp.487-496
/
2001
In a 7th graders' cooperative science class, verbal behaviors were categorized and their relationships with the improvement of learning strategies used. motivation, and attitudes were investigated. Students' perceptions of cooperative learning were also studied by the achievement level. Verbal behaviors in cooperative learning were positively related with the improvement of monitoring and organization strategies used, self-efficacy, and attitude toward science class. In the analyses of students' perceptions of cooperative learning, medium- and low-achieving students had positive perceptions but some high-achieving students had negative ones. In the aspect of effectiveness of cooperative learning, especially, medium- and low-achieving students perceived that they could learn more and better due to verbal interactions with peers. To be contrary, high-achieving students perceived that they learned less and superficially.
Journal of The Korean Association For Science Education
/
v.34
no.6
/
pp.535-547
/
2014
This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.
Journal of the Korean Society of Earth Science Education
/
v.12
no.2
/
pp.131-140
/
2019
In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.
The purpose of this study was to investigate the effect of specialized thematic science club activities on the students' scientific attitudes. The subjects of this study were ninety students from two high schools in Korea. The study group consisted of forty experimental groups and forty six science clubs with no special topics. The mean, standard deviation, t-value, and significance were compared with the corresponding sample t-test. First, specialized thematic science club activities showed positive effects on students' scientific attitude. Although the average scores of the scientific attitudes of the experiment group and the control group were improved before the operation of the club, the increase of the experimental group which operated the specialized topic was larger than that of the control group and there was a statistically significant difference. In the analysis of sub-elements of scientific attitude, the increase of the experimental group was larger than that of the control group. There were no statistically significant results in the control group, but the experimental group showed significant differences in openness, creativity, and cooperativeness among the subordinate factors of scientific attitude. Second, to investigate the effects of the specialized thematic science club activities on the scientific attitude in school, family, and social situations solving the problems of daily life as well as solving the science problems, there was no significant difference within the group, but there was a statistically significant difference between the experimental group with the specialized topic and the home and school situation. This result indicated that the scientific attitudes required to solve problems in the home and school have improved positively.
The purpose of the study is to develop a questionnaire that examines unskeptical attitudes in scientific inquiry context. The questionnaire items were developed through literature research, expert review, and statistical analyses for validity and the differences in scores were identified by gender and tracks. A total of 363 high school students participated in the study. To explore the validity evidence of items, the Rasch analysis and the reliability of internal consistency were performed, and the two-way ANOVA was performed to compare the scores of the unskeptical attitudes between gender and academic track. Self-reporting and Likert-scaling 23 items were developed to measure unskeptical attitudes in scientific inquiry context. The items were developed in the sub-domain of scientific inquiry: 'questioning and hypothesis generating,' 'experiment designing,' and 'explaining and interpreting.' Second, the validity and reliability of the unskeptical were identified in a rigorous method. The validity of items were identified by multi-dimensional partial score model analysis through the Rasch model, and all 23 items were found to be fit to model. Various reliability evidences were also found to be appropriate. It was found that there were no significant differences of unskeptical attitude score between the gender and academic track except one comparison. The developed questionnaire could be used to check an unskeptical attitude in the course of scientific inquiry and to compare the effects of scientific inquiry classes.
purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-of-class CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real life-centered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-of-class CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science.
Deeper understandings of school library-assisted instruction from teachers are required to develop students' self-directed learning skills which can improve their learning capabilities, problem solving techniques and learning attitudes. The objective of this study was to examine whether there is difference in subject teachers' perception of the necessity and effectiveness of the group type, class model, and collaborative class of class utilizing the school library and to apply and activate class utilizing the school library constructively in the field of education. For this purpose, this study inquired into the concept, necessity, type and process of class utilizing the school library, etc. and conducted a questionnaire survey of 278 subject teachers sampled from 30 high schools in 10 areas of Gyeonggido.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.