• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.126-129
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• 2014

Concerning the difficulty of learning science and reduced interest in science, the authors of this study searched for potential threshold concepts which are portals or gateways in the field of science (particularly chemistry). The nature of these concepts and how to overcome their troublesomeness were further questioned. For this study, 239 high school students completed chemistry II provided information about what difficult concepts and potential threshold concepts in high school chemistry are and how they affect learning chemistry. In particular, the mastery experience of the threshold concepts was explored in detail. Two, "mole and atomic structure" were selected as threshold concepts in chemistry. Not only as important but also as threshold, this study emphasized the importance of the two concepts in terms of features characterizing them as threshold concepts. In particular, the features objectify subjective experiences of students and provide information describing the scientific meaning and distinctive nature of threshold concepts in science. Along with the data from teachers, this study shows the integrative feature as key criteria for students to make meaningful understanding of the two threshold concepts.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.131-143
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• 2003

This study addresses the plan and methods of teaching/learning ethical aspects of science in the secondary schools, which were developed by the authors based on their 3 year research on ethical aspects of science and its teaching/learning. The general teaching/learning plan is composed of the instructional objectives of teaching/learning ethical aspect of science, its teaching/learning method and strategies, curricular content, and assessment. The article also attempted to describe a few words of care to keep in mind when apply the model and methods in the science classrooms.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.73.3-73.3
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• 2021

이 연구의 목적은 PEST 방법론을 적용한 STEAM 프로그램 개발 및 적용에 대한 효과성을 알아보는 창의교육을 위한 연구이다. 특히, 이 연구는 과학문화 소외지역에 대한 이동천문대 활용 STEAM 프로그램을 개발하여 이에 대한 학생들의 수업효과 및 만족도를 알아보는 연구로, 과학 문화에 소외된 지역의 학생들에게 천문에 대한 흥미를 주어 향후 천문과학의 올바른 과학적 개념을 이해하고 미래 직업으로서 천문관련 분야에 관심을 갖도록 하는 데 있다. 이 연구에서 개발한 STEAM 프로그램은 관련분야 전문가 5명이 한국천문연구원을 통해 이동천문대 교육 프로그램에 대한 지속적인 연구와 PEST 방법론 적용 및 소외지역에 대한 현장 적합성 연구를 5회의 워크숍과 전문가 타당화회의와 Pilot test를 통해 최종 STEAM 프로그램을 개발하였다. 이 연구에서 개발된 STEAM 프로그램의 적용 결과는 다음과 같다. 첫째, 이 연구에서 개발된 이동천문대는 모든 학생들에게 천문에 대한 호기심을 자극하는 긍정적인 효과를 나타내었다. 둘째, 이 프로그램은 총 11시간의 PEST 방법을 적용한 프로그램으로, '상황제시 1차시, 감성적 체험 5차시, 창의적 설계 5차시로 구성되어 과학문화 소외지역 학생들에게 높은 수업 만족도를 나타내었다. 따라서 PEST 방법을 적용한 이동천문대 STEAM 프로그램은 학습자의 천문과학에 대한 과학적 소양과 과학적 본성을 불러일으키는데 매우 긍정적인 효과를 나타낼 것으로 사료되며, 추후 연구에서 다양한 학년과 지역 및 위계에 따른 프로그램의 개발과 적용될 필요가 있다.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.325-343
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• 2021

This study aims to develop two science education programs using Angbuilgu and ancient astronomical data, are Korean astronomical heritage, and explore its educational possibility through the pilot application. Considering the TSK compositional characteristics of Angbuilgu and ancient astronomical data, linkage with science curriculum, and linkage with NOS, Angbuilgu was developed as a hands-on activity for elementary school students and ancient astronomical data as a science inquiry activity for middle and high school students. The educational availability of the developed program was confirmed by pilot application to elementary and high school groups. Through the Angbuilgu activity, the students refined their conceptual knowledge by correcting misconceptions about the solar motion by season and then confirmed the possibility of connection with the concept of the celestial coordinate system. Students recognized the scientific value of Angbuilgu and understood the nature of interactions STS. In the ancient astronomical data activity, students experienced inductive and deductive inquiry methods and utilized various information and strategies. Through the activities, students improved their scientific understanding and attitude towards TSK.

• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.434-444
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• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.399-413
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• 2020

In this study, we analyzed science teachers' NOS-PCK in Science Inquiry Experiment lessons. Four science teachers in charge of Science Inquiry Experiment in high schools located in the Seoul metropolitan area participated in the study. NOS Lessons were observed, all of the teaching-learning materials were collected, and semi-structured interviews were conducted. All the collected data were analyzed according to five factors of NOS-PCK. As a result of the study, their understanding and consideration of the curriculum related to NOS were insufficient in some cases. They thought that given inquiry activities or textbook composition was not effective for NOS teaching so that they actively reconstructed the curriculum. In terms of teaching strategies, their lessons were close to explicit approaches. However reflective approaches were generally lacking. They were neglected in evaluating NOS for reasons that views of NOS are individually subjective or that NOS is not an area of cognitive learning. They guessed the state of students by relying on their own experiences rather than based on evaluation results. They recognized a specific aspect of values of NOS learning. And intention to teach NOS played an important role throughout their classes. Based on the above results, we discuss some ways to improve the professionalism of science teachers for NOS teaching.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.98-110
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• 2005

This study aims to explore the usefulness and the way of practical use of dilemma episodes in science teacher education by the responses of teachers on the given dilemma episodes and connected discussions. The research based on the idea of constructivist teacher education, the assumption that dilemmas can provide teachers with an open investigation context, an understanding of nature of science education. The dilemmas episodes in Wallace and Louden(2002) were introduced and discussed in order during graduate course to 11 elementary teachers. Perception on the reality and importance of given dilemmas differed by topics, but many of them were very similar to their experiences, brought active discussion on the issues. Some could not arouse sympathy because of cultural differences. The teachers recognized the dilemma episodes provided thoughtful reflection on their own teaching, opportunity of sharing experience and knowledge with peers, overall view for science education. Most of them gave positive opinion on the use of dilemma episodes in teacher education. Upon these teachers' responses and exploratory research experiences, some practical suggestion were made for science teacher educators.