• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.539-552
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• 2017

The purpose of this study is to investigate the trends of model and modeling-related research in science education from 1989 to 2016 in Korea. Eighty-five (85) models and modeling-related journal articles were extracted from the KCI-listed journals and analyzed according to the criteria such as participants, research fields, research design, methods, data collection and elements of metamodeling knowledge. According to research participants, three out of four (3/4) were studied for students and the rest were for teachers. More than half of the studies for students were conducted with middle and high school students. The research fields of models and modeling-related researches in science education were comprised of earth science, chemistry, biology science, physics and science course. With regards to research design, the highest type is qualitative research and followed by hybrid research and quantitative research. According to research methods, the most numerous researches that were analyzed was the effectiveness of program, which was a developed model and modeling-related research. The analysis from the elements of the metamodeling knowledge showed most of model and modeling-related research utilized for the change of scientific concept or understanding.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.42-53
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• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.127-140
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• 2020

This study investigated the influence of an explicit and reflective modeling instruction on the metamodeling knowledge of fourth-graders. Two fourth-grade classes in an elementary school in Seoul were selected and each class was assigned to an experimental group and a control group, respectively. The experimental group was engaged in explicit and reflective modeling instruction, whereas the control group was engaged in implicit modeling instruction. The two groups were surveyed before and after instruction on the basis of five metamodeling knowledge categories: definition, purpose, design/construction, changeability, and multiplicity. The experimental group showed positive changes in model's meaning, examples, purpose, changeability as well as multiplicity. In contrast, fewer students in the control group understood the meaning of the model and modeling. They also showed limited changes in their understandings with regards to the modeling instruction, and could not expand their understanding of the nature of model and modeling. The findings indicate that an explicit and reflective modeling instruction has positive influence on elementary students' metamodeling knowledge.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.259-273
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• 2024

This study aimed to investigate changes in metamodeling recognition among chemistry teachers through a teacher educational program related to redox models and water electrolysis experiments. To this end, a science model education program was developed for 9 chemistry teachers and conducted over 10 lessons for a total of 40 hours. In addition, a pre- and post-survey was administered to determine teachers' metamodeling recognition in non-contextual and contextual situations. As a result of the study, through the science model education program, teachers showed educational effects in both non-contextual and contextual situations. In the case of non-contextual situations, the stages of scientific metamodeling knowledge development of chemistry teachers came out differently depending on the type of question. For example, the nature or purpose of the model, the modeling process, or the evaluation and improvement of the model improved from low to high, but there was no significant change because the perception of model change and diversity was already high in advance. In the case of contextual situations, the stage of scientific metamodeling knowledge development improved from objectivity to subjectivity in both the redox model theory class and the water electrolysis model experiment class. Therefore, through the 5E circular learning model-based education program, chemistry teachers' perception of metamodeling was clearly improved. However, the modeling activities of teachers in the water electrolysis model experiment class were different from the change in metamodeling perception. The types that teachers selected as additional experiments for modeling were analyzed in two ways. The first type is when they are interested in finding an ideal condition in which the ratio of hydrogen and oxygen gas is close to 2:1 through additional experiments. The second type is when additional experiments are designed with interest in why the experimental results are coming out like that. It was analyzed that the second type was the experiment necessary for modeling. In addition, modeling activities were analyzed into two types. The first was a type in which water molecules were directly decomposed in two electrodes to generate hydrogen and oxygen gas. This type was the case of regression to the textbook model regardless of the experimental results, and 6 chemistry teachers out of 8 were analyzed as this type. The second type was the type in which water reacted at the (+) electrode to generate other substances, and hydrogen ions reacted at the (-) electrode to generate hydrogen gas. Teachers who performed these modeling activities corresponded to the second type in additional experiments, and 2 chemistry teachers out of 8 corresponded to this. Therefore, it is necessary to provide an experience of activities corresponding to the second type of experiment and modeling through an educational program that provides an experience of directly modeling through experiments in order to develop modeling capabilities, unlike the development of metamodeling knowledge.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.457-464
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• 2019

This study aims to explore meta-modeling knowledge of gifted students through the modeling. To do this, five gifted students were asked to do modeling related to candle burning, and all the processes of modeling were observed and then individual interviews were conducted. As a result of the study, two students were classified as first level and three students were classified as second level. The students of the first level did not have any model generation or model-based prediction activities, and observation was the most meaningful activity. On the other hand, the students of the second level performed all four modeling processes. However, the generation of the model and the prediction using the model were relatively strong. The data they gained from the experiments was perceived as just confirming the absolute model. No student was found in Level 3 or Level 4. The results of this study show that gifted students remain at the progression level of recognizing the model as an objective reality, and in order to cultivate a true scientist, it is necessary to educate the gifted students to recognize the subjectivity of the model.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.111-118
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• 2020

The purpose of this study is to explore the progression of MMK and the relationship between MMK progression level and actual practice. First, the Rasch model was used to measure MMK progression level of 51 students twice during the interval of one year. Thereafter, chi-squared test was used to determine whether there was a significant change in MMK progression. As a result of chi-squared test, there was no statistically significant change in MMK progression (p>.05). Secondly, we analyzed the relationship between MMK progression level and practice for 7 gifted students. As a result of the analysis, it was confirmed that the student's response in practice can not exceed MMK progression level. There were also cases where students have high MMK progression level showed low response in practice. The results of these two studies show that gifted education programs are needed to increase MMK progression and to provide gifted education that can connect knowledge and practice.

• Journal of Information Management
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• v.32 no.2
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• pp.40-53
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• 2001

The purpose of this study is to explore the current situation and problems in standardizing knowledge information and information technology in the KISTI, and collect the basic data necessary for establishing the national information infrastructure. Through a survey and interviews with nine departments of the Information Services Sector of the KISTI, data were collected regarding the management and exchange of information and the operation of communication networks. According to the analysis of fifty KISTI databases and their operation, tasks to be first standardized include Classification of ST resources, Metadata, Date modeling, Data format, DBMS, ST terminology, and Retrieval protocol.