• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.65-75
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• 2010

The purpose of this study is to present a Freedom Inquiry Method by Revised Science Curriculum in 2007. This study introduced IIM(Independent Inquiry Method), PBL(Problem Based Learning), Small Inquiry Method, Science Notebooks, Project Learning Method about Freedom Inquiry Method. The results of this study are as follows: First, IIM(Independent Inquiry Method) is studying method in the inquiry process center. The inquiry process is composed of total 9 phases, inquiry subject really it is, detailed aim deciding, information searching, it searches, quest result it arranges, aim evaluation, the report making, it announces, it evaluates, it is become accomplished. Second, It is a studying method which it starts with the problem which is Problem Based Learning, study atmosphere creation phase, problematic presentation phase and sleep static problem solving the phase which it attempts, it is become accomplished with autonomous studying phase, coordinated studying and discussion studying phase, discussion resultant announcement studying phase, arrangement and evaluation. Third, Small Inquiry Method, Call it accomplishes the call grade of the students among ourselves 4~8 people degree where only the quest learning capability is similar within class. Also interaction and coordinated function of the members between it leads and the subject which is given in the group it cooperates and it solves with it is a quest method which arrives to aim of commonness. This method divides on a large scale in three parts, it becomes accomplished in programming phase, quest accomplishment and resultant announcement. Fourth, Science Notebooks learns a scientific contents and a scientific quest function and the possibility of decreasing in order to be, from the fact that the help which it understands. This planing, data searching, it searches, becomes accomplished with resultant arrangement, announcement and evaluation. Fifth, The Project Learning Method the studying person oneself studying contents, it establishes a plan and it collects it accomplishes process of etc. it evaluates it leads and a subject and information and with real life it is a method which it studies naturally from the learning environment inside which is similar. This is preliminary phase, project start, project activity and project arrangement.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.62-75
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• 2017

The purpose of this study is to examine the effects of Environmental literacy and STEAM Attitude through the use of the Eco-STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using Eco-STEAM Programs was developed and applied. Through the questionnaires and the analysis of students' outcomes, the effects on Environmental literacy and STEAM Attitude in both quality and quantity were verified. The results of this study are as follows: First, the improvement in the Environmental Literary score has statistically meaningful difference(p<.05). Second, the change in students' STEAM attitude by applying the Eco-STEAM program has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, Eco-STEAM Program applied in this study might be useful to improve Environmental Literacy, and can be expected to improve STEAM literacy and should be widely applied to Science education.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.571-587
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• 2021

This study aims to investigate the problem recognition and clue capture processes of the observation stage in a geological field trip using abductive inquiry. To this end, eight outdoor geological programs were developed in the order of diagnostic evaluation, outdoor geological fieldwork, and review. Six middle-school students participated in these programs The geological field trip was conducted twice, followed by data provision, observation, rule generation, hypothesis generation, and final hypothesis presentation. Outdoor geological fieldwork recordings and student activity sheets were collected and analyzed qualitatively. From these data, three aspects of student observations emerged during the geological fieldwork: The characteristics of each pattern were subdivided into the geological importance of the clues, attention, type of clues, observation characteristics (attention factor), clue utilization, and clue deletion. Here, by combining these results, we propose educational applications that correspond to each aspect.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Journal of Science Education
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• v.41 no.2
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• pp.226-247
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• 2017

The purpose of this study is to develop the exhibition model of children's science museum for children and to present the guideline for the exhibition of children's science museum. To this end, we proposed an exhibition of 'body', 'surrounding things', and 'natural phenomenon' as exhibition topics based on the exhibit evaluation framework and kindergarten curriculum. The direction and color elements are important for the exhibition of 'the body', and the presentation of the 'natural phenomenon' is suitable for the use of contextual media applying color and lighting. And it can be said that it is important to provide clues and fixtures for exploring objects based on the theme of 'surrounding objects'. In addition, in order to secure the validity of the developed exhibition model, we developed an exhibition link program for the 'mirror' exhibition of the exhibition model and applied it to visitors to the Gwangju Museum of Science. Therefore, it is meaningful that it provides the basic guidelines for exhibition planning, and it is necessary to plan exhibition to maximize the exhibition effect by directing exhibition contents, exhibition media and exhibition space suitable for the audience.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.353-363
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• 2018

According to the Digi Capital forecast, the global augmented reality market is expected to grow rapidly by 2020 to reach 150 billion dollars. In particular, high value added effects are expected in education. As ICT advances, digital textbooks are also leading innovative education by adding interactive functions. Advanced countries, including the U.S., are already using digital textbooks that use augmented reality technology in their classes. In line with this technological outlook, the ministry proposed a design plan that applies augmented reality technology to middle school science 1 digital textbooks. A study on middle school science 1 digital textbooks showed that each unit provided short videos. In addition, an investigation into the augmented reality class case showed that it was difficult to establish experimental equipment, lack of equipment (devices), and 3D design contents that did not continue despite the excellence of learning effects. Based on this demand, we designed an augmented reality scenario and system configuration to be applied to the instrument-specific experiments of middle school science 1 digital textbooks to explore and explore the contents of augmented reality by students. This research will replace the dangerous experiments and time consuming experiments for teachers and students by applying augmented reality to science subjects that are essential for the development of digital textbooks.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.22-22
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• 2010

우리들은 초 중등교육을 통해 암석의 종류와 특징, 지질형태와 퇴적구조, 그리고 화석에 대해 지속적으로 교육 받아왔다. 그러나 암석이나 노두를 보고 학교에서 배운 지식을 바르게 적용할 수 있는 학생은 매우 드물다. 또한 아름다운 경관을 보며 지질학적으로 형성과정을 해석할 수 있는 사람도 매우 드물 것이다. 여기서는 지질경관에 대한 정보를 어떻게 제공하고 있는가에 대한 연구 성과를 정리해보고 문제점을 도출하고자 한다. 현재까지 지질경관을 알려주는 연구 성과를 크게 나누면 3종류가 있다. 첫째, 지질학습장의 개발 및 활용에 관한 연구이다. 이 부류의 수집된 자료는 학위논문(29편)과 전문학술지(27편)로 현재 56편이나 검색에 따라 더 늘어날 것이다. 이들은 야외 노두에 대한 효과적인 지질학습을 위한 자료개발을 위주로 하고 있다. 이러한 내용들은 전문가 양성에는 대단히 좋은 프로그램이지만 청소년이나 일반대중들에게 너무 어려운 내용으로 구성되어 있다. 또한 교육청에서 주관하는 탐방계획으로 "경기도 지구과학교사 연구회"가 있는데, 주로 경기도 한탄강유역을 대상으로 하고 있다. 이 연구회 자료에서는 지역의 특성을 살린 야외지질학습장을 개발하고 현장에 적용하기 위한 노력을 볼 수가 있다. 두 번째로 과학전람회 자료로서 현장교사와 학생들의 야외학습에 대한 인식이 잘 나타나 있다. 수집된 자료는 총 55편으로 야외지질조사를 통해 관찰 자체에 중점을 두었는데, 최근에는 노두관찰에 덧붙여 탐구학습 태도와 창의성을 함양하는 쪽으로 옮겨가고 있다. 세 번째 자료는 일반대중을 위한 서적이다. 이 서적들은 저자들의 전공에 따라 그 내용이 다소 다르다. 즉 일반여행안내 책자는 노두나 암석은 소개하고 있으나 지질학적 설명이 전혀없으며(예, 남도해안 2000리), 지리학자들의 저술에는 지형의 형성을 지질학적으로 설명하려 애쓴 흔적이 보인다(예, 한국지리이야기). 다음으로 지구과학들의 저술은 전형적인 지질답사 안내서에 가까워 내용 자체는 좋으나 흥미가 다소 떨어진다(예, 가족이 함께 떠나는 지질여행, 제주도 지질여행). 지질학과 흥미를 적절히 혼합한 책으로 '우리 땅 과학 답사기'정도가 있다. 최근 한국암석학회에서는 "우리의 명산"을 지질과 경관의 관점에서 해석하려는 심포지엄을 2차례 가졌다. 그러나 그 내용면에서는 경관지질이라는 개념을 정립했다고 보기에는 다소 미흡 하나, 황상구 교수의 주왕산에 관한 내용은 앞으로 경관지질 연구에 대한 발전의 여지를 보여주었다. 앞으로 지질경관에 대하여 지질학적 야외답사나 과학지식 습득에 국한시키지 말고, 그 지역의 특성을 살린 관광 또는 민속과 연계하여 지구과학적 학습효과와 더불어 인성교육에 도움이 되는 학습 콘텐츠를 개발하도록 노력해야 할 것이다. 일반 대중이 우리나라의 빼어난 지질 경관을 손쉽게 이해하고 즐기게 되면, 세계자연유산이나 세계지질공원을 지정 받는 과정도 더 쉬워질 것이다.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.253-264
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• 2022

The purpose of this study is to examine the practice of scientists from the perspective of Ian Hacking's 'creation of phenomena'. Scientific phenomena, according to Hacking, are regular and do not exist in nature without the intervention of scientists or experimental tools. This study tries to derive scientific educational meaning by analyzing the thoughts and episodes of the 'Sontanda (inter-individual variability)' phenomenon experienced by four life scientists. The Sontanda phenomenon is a common term used by scientists to describe phenomena in which findings do not appear consistently even when studies are carried out using the same experimental procedure and materials. The following four educational implications were discovered as a result of the research. First, we confirmed the importance of embodied knowledge, or non-verbal knowledge, which solves issues by making appropriate judgments and reactions at all times, rather than simply becoming accustomed to the experimental method. This argues that propositional knowledge and non-verbal knowledge should be handled equally in order to provide students with a practical scientific inquiry. Second, we tried to reconsider the picture of the experiment. The phenomenon revealed in the interviews of scientists is rare, and it takes a long time to stabilize the phenomenon. On the other hand, the image of school experiments is always positive and consistent, necessitating a shift in perspective. Third, the precise meaning of scientific practice could be confirmed. This study confirms that scientists use their knowledge effectively in line with the circumstances, and we examined strategies to apply scientific practice to school instruction based on this. Finally, by provoking uncertainty, the Sontanda phenomena may give students with an opportunity to engage in meaningful scientific involvement. By breaking away from the cookbook experiment, this study expects school experimental education to help in efforts to experience scientific practice.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.881-901
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• 2011

The science museum in the past satisfied visitors only by interacting them with simple objects and exhibition, while one in modern times was requested to meet the need of visitors in their engagement in educational programs. To meet the visitors' need, the science museum made efforts to train, educate, and assign docents so that they can interact with visitors and serve the educational purpose of visitation. In this study, we analyzed the strengths and weakness of docent training programs from science museums/science centers nationally and internationally, to make implication on how to design a docent training and professional program. Programs from four national and four international science centers/museums were selected as a sample for analysis. Their docent training programs were compared with the data of surveys and interviews and emails from docents and docent managers/evaluators. Artifacts and documents of the docent training programs were also collected and used to construct the validity in analyzing the data, resulting in the well-developed docent training program as the critical one for enriching science museum education. The results included; First, we need to recruit and train docents who interact visitors directly but they need to be differentiated from regular volunteers for promoting science museum education for the purpose of popularization of science. Additionally, Second, we need to develop and run docent training program where docents can experience 'informal learning' exhibition interpreting strategies through the real field from mentoring from the experienced/senior docents beyond 'formal learning' exhibition content. Third, we need to equip docents with skills to make scientific literacy possible at science museum-such as experiencing scientific ethics through scientific inquiry-which happens limited at school education.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.