• Communications of the Korean Institute of Information Scientists and Engineers
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• v.30 no.10
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• pp.42-45
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• 2012

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.11a
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• pp.1162-1165
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• 2008

이 논문은 정보영재 교육 중에서 프로그래밍을 위한 사고력 신장에 적합한 교육 프로그램 모형을 개발하고 이의 구현을 위하여 실제적인 예를 보여 교육 프로그램의 타당성과 유효성을 검증하였다. 이 논문은 트리와 트리 탐색을 이용한 사고력 신장 교육 프로그램으로 4단계로 구성되는 교육 프로그램을 제안하였으며, 구성되는 트리의 유형과 탐색 방법에 따라 세 가지 모형으로 세분화된다. 이 모델을 통하여 학생들은 문제를 트리로 표현하는 방법을 학습하게 되며, 트리로 구성된 문제를 해결하기 위하여 각각의 트리 모형에 따른 적절한 트리 탐색 방법을 통하여 문제를 해결하는 방법을 배우게 된다. 이 교육 프로그램 모형을 실제 교육 현장에서 적용하여 각 모형별로 그 결과를 비교 분석한다.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.664-674
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• 2008

The purpose of this study was to analyze the effects of the teaching and learning programs for science teachers' scientific hypothesis testing-method invention. Subjects were 30 secondary school science teachers. The potato juice task was administered to the subjects before and after instructional treatments. The four-step strategy including the steps of identifying factors, identifying variables, selecting variables and inventing methods, was applied to the development of the teaching and learning programs for the science teachers. The programs were developed by 6 experts through the R&D method. The results of this study revealed that the number and elaborateness of science teachers' scientific hypothesis testing-methods increased after the instructional treatments. The testing ability of testing-methods invented by science teachers in the posttest was stronger than the one of the methods invented in the pretest. This study also discussed the implications of these findings for teaching and learning in science education.

• Journal of Science Education
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• v.36 no.1
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• pp.94-105
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• 2012

The purposes of this study is to identify the professional knowledge of the three elementary teachers for science-gifted students in teaching method. All teachers have received in-service program in gifted education, and have been recommended by their colleagues. Two teachers have instructed the gifted for more than five years, one teacher have instructed the gifted for one year and the general students for eleven years. For for this study, each teacher's lesson plans were collected, videotapes were recorded during lessons, and in-depth interview for each participant were conducted. All recoded data were transcribed and analyzed. Some unique characteristics of teaching method for the gifted were identified from the class instruction of participants. They had knowledge of teaching model for the gifted, especially Renzulli's three pod enrichment model. And they mainly used the materials developed by KEDI for the gifted. Also they had capability to be able to reconstruct them, but their lesson plans did not be realized well in their class. Some implications from findings of this study were suggested, such as teaching methods to improve the quality in the classes of the gifted in science.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.499-507
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• 2016

A flipped learning class was held in an attempt to overcome the limits of lecture-type classes in pre-service science teacher training and to provide a student-oriented education suitable for digital native generation. The principles of teaching-learning in flipped learning were applied to the general ADDIE model to design the class; learning materials were developed accordingly. The developed flipped learning materials and class design were verified for their validity using an expert panel's Delphi method and validity test, in which the validity was verified with 0.75 CVR. The developed flipped learning materials were applied to the theory of science education and the instructional effectiveness was analyzed. The results suggest that the students' motivation to study, interest, and confidence in learning increased; however, their satisfaction in class decreased by 30% as compared to the lecture-type class and their self-confidence in the improvement of their academic achievement was not sufficient. In order for a flipped learning class to be successful, the class should be small in size, which would ensure appropriate teacher-student communication and individualized learning; also, the students' burden of learning should be reduced and accessibility to video materials for pre-class learning should be reinforced.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1025-1035
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• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Journal of Internet Computing and Services
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• v.7 no.1
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• pp.101-110
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• 2006

Recently substantial learning model is strongly demanded through which ICT could be effectively used at PBL, teaching and learning method, based on constructivism putting an emphasis on learner centered education. This thesis is designed to introduce the way to make the most of ICT when teachers try to make teaching plan applying PBL to science class. PBL courseware is designed to make teacher and student use by applying traditional science class model to the model for problem solving of PBL. analysing class according to the degree of connecting ICT with contents of learning. This paper suggests 8 stages of PBL package development and 5 stages of teaching pattern to grasp whole procedure.