• The Korean Journal of Archival Studies
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• no.61
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• pp.31-69
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• 2019

This study seeks to find an organizational method suitable for literary records through a review of the application of records management and an archival exploration of the literary materials of the authors, which are housed in a decentralized collection of domestic literary museums. First, through literature research and case analysis, I explored the "principles of original order" for organizing by characteristics and values of literary records. Next, the organization model was applied to the literature materials of author Jo Jung-rae(1943~) that existed in the form of a 'split-collection' in the local literature museum after drawing a model suitable for organizing literary records as an example. In order to gain an integrated approach to the 'split-collection' by Cho Jung-rae, the research result suggests a model provided through a single gateway by linking descriptive information related to ICA AtoM-based 'Records-Writers-Literature Museum'. The organizational model for the collection of individual literature museum was designed to provide richer collective and contextual information compared to the existing simple list by developing a hierarchical classification system in accordance with the principle of record organizing.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1021-1040
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• 2013

In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers' planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers' PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.757-768
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• 2016

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.

• Science of Emotion and Sensibility
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• v.8 no.3
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• pp.241-251
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• 2005

With its history of two thousand years of studying the human mind, Confucianism may be applied to contemporary emotional science for its unique perspectives and methodologies in understanding the origin of the human mind. By examining the Confucian understanding of human mind according to general Confucian ideas as well as the scholar, LEE Whang's, an idea similar to contemporary 'emotion' in Confucianism was discovered. Importance of the sentiment was not in the resulting goodness originating from one's fundamental nature, but rather its goodness was only achieved when human nature manifested itself without any distortion. This good emotion, namely 'sensibility', presents the essential difference Confucian understanding bears in comparison to the contemporary concept. And the system for grasping the human mind was considered to be the viewpoint of examining the contents and subject of function than a formal system of functioning human mind. It assumes the stance of looking into thehuman mind from the general and synthetic view of contemporary cognitive, emotional, biological and philosophical perspectives. Overall, the researchconcludes that there existed a long history of high-level research into the human mind in Confucianism that may satisfactorily provide partial reference and understanding as well as consequent perspectives and knowledge for discovering the common denominator with the emotional science.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.1-12
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• 2010

The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.198-209
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• 2011

In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.657-666
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• 2014

To identify the gifted, it is essential to perform overall evaluation on cognitive and affective aspects considering all the characteristics of the science gifted. Nowadays, not only cognitive factors but also affective factors are being emphasized. Among the affective factors of the gifted, the task commitment is an important factor to describe the gifted and their outstanding achievements. From this research, by measuring the characteristics of task commitment shown in the science gifted, this can offer good implications regarding the selection of the gifted and the education. We developed the rubric of the gifted students by analyzing the students' experience of showing task commitment. By applying the rubric, we measured the levels by areas of the characteristics of task commitment shown in the experiences which the science gifted had by deeply exploring the cause or the principle. To better understand the characteristics of the science gifted students' task commitment, each and every students' characteristics were specifically described. The students' task commitment can be measured objectively and effectively by using the measuring tool in the form of rubric based on the characteristics of the task commitment. Specifically describing the students' characteristics on the basis of their performance criteria is the grounds for the level judgment and enhances the understanding of the characteristics of students' task commitment.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.124-139
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• 2010

The purpose of this study was to understand the influence of the inclusive leader on group interactions in scientific inquiry experiments emphasizing group interactions. For this purpose, the students' verbal interaction patterns in groups with inclusive leaders were compared with those of groups with normal leaders and the inclusive leaders' influence on the progress of group interactions was analyzed extensively. This study focused on interactions of four small groups of seventh graders, with two having inclusive leaders and two having normal leaders. Students were involved in seven science classes for three weeks and students' interactions in each class were observed and recorded using video/audio. The data recorded was transcribed. Analysis of verbal interaction patterns showed that the small group with the inclusive leader had a more positive atmosphere and highly structured interactions. Results of the study showed that interactions of small groups with inclusive leaders were sustained for longer times, since the inclusive leaders initiated and expanded interactions. The inclusive leaders behaved with consideration of the feelings of other members in sharing their roles or facing critical situations. In addition, although they sometimes gave pressured other members to get them to participate, the pressure did not discourage their interaction as opposed to the emotional pressure that normal leaders would exert. The inclusive leaders were pleased with small-group interactions and activities. They considered the feelings of the other members and respected others' opinions. Such characteristics of inclusive leaders preserved a positive atmosphere and produced more high-level interactions. Thus, the groups that inclusive leaders had influenced had a pleasant and significant learning experience. Educational implications of characteristics of the inclusive leader and the organization of groupings were drawn.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.