• Journal of the Korean earth science society
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• v.40 no.5
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• pp.518-537
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• 2019

This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size through earth science experiments as part of the middle school curriculum. In order to minimize errors that may occur during the earth's size measurement experiments using Eratosthenes's shadows length method of the ancient Greek era, the actual data were collected after triangulation ratios were conducted in the locations of two middle schools: one in remote metropolitan and the other in rural area. The two schools' students shared the final estimate result. Through this process, they learned the mathematical method to express the actual data effectively. Participants, experienced the importance and difficulty of the repetitive and accurate data acquisition process, and also discussed the causes of errors included in the final results. It implies that a Place-Based Earth Science Program activity can contribute to students' increased-understanding of the characteristics of earth science inquiry and to developing their problem solving skills, thinking ability, and communication skills as well, which are commonly emphasized in science and mathematics in the 2015 reunion curriculum. It is expected that a place-based science program can provide a foundation for developing an integrated curriculum of mathematics and science.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.25-37
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• 2006

영재를 위한 수학교육은 우리의 당면과제 중 하나이다. 능력 있는 학생들의 학습이 속진에 한정되는 것 보다는 심화자료 및 수학적 소프트웨어와 함께 하는 것이 더 의미 있을 것으로 기대된다. 본 연구는 스프레트쉬트를 사용한 수학적 아이디어의 탐구에 관한 것이다. 다음에 대해 논의하기로 하겠다. i) 스프레드쉬트는 비전통적이면서도 이용이 용이하며, 수학적 통찰을 위한 매개물이다. ii) 풍부하고, 흥미릅고, 가치있는 수학적 주제에 대해 스프레드쉬트를 이용할 수 있다. iii) 스프레드쉬트를 사용하여 학생들이 수학적 아이디어에 대한 흥미를 고취시킬 수 있다. iv) 스프레드쉬트는 학생들에게 그들의 창의적인 시각화 기술을 공개할 기회를 줌으로써 수학에 대한 폭넓은 도식적 이해를 제공한다. v) animation을 포함한 스프레드쉬트 도식들의 적절한 사용은 유익하면서도 흥미롭다. vi) 학생들은 일상생활에 나타나는 수학의 흥미로움을 발견할 것이다. vii) 교사는 지금의 지도방식에 스프레드쉬트를 통합할 수 있다. 특히 스프레드쉬트는 다음과 같은 면모도 가지고 있다. i) 창의적인 수학적 스프레드쉬트 모델들의 실제 과정들이 그 자체로써 수학적 개념발달에 이용될수 있다. ii) 스프레드쉬트 모델은 심화된 주제의 탐색을 위한 의미 있는 탐구과제를 제공한다. iii) 스프레드쉬트는 현장에서 사용되는 실제적 수학 도구이다. - 과학자나 공학도들의 사용도 증가되고 있다. 이것의 사용은 학생들이 현장에서 사용할 기술을 취득하게 할 수 있고, 같은 컴퓨터의 소프트웨어를 사용하는 가족의 대화 수단이 되기도 한다. 본 연구에서 우리는 스프레드쉬트의 4가지 실증적 예를 들어 보겠다. 또한 다른 영역에서 발전된 스프레드쉬트 모델의 몇 가지 도식적 산출물도 포함 할 것이다. 우리는 가장 대중적인 스프레드 쉬트인 Microsoft Excel 프로그램을 사용하였다. Excel의 수행과 Excel 연산의 설명을 담은 CD와 함께 다양한 사례들에 대한 논의는 (8)을 참고하기 바란다. 본고에서는 graphic animation 기술, 스크롤바의 사용을 간단하게 개괄하겠다. '동적형상들(movies)'를 만들 수 있는 간단한 매크로의 사용 등의 내용들은 각 자료를 사용할 수 있는 Excel 파일의 예와 함께 [1]과 [8]에 설명하였었다. 많은 인쇄물과 on-line 참고문헌, 매체자료들도 함께 제공하였다.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.403-417
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• 2015

The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.

• Journal of Science Education
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• v.43 no.3
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• pp.363-381
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• 2019

This study aims to suggest an inclusive conceptual framework for the Nature of Technology (NOT) by examining literature and researches regarding NOT and then to analyze the conceptions of the students in Science and Engineering Department of a college based on the NOT framework. Findings are as follows: First, the conceptual framework of the NOT developed from the study has the five domains of NOT, which are Technology as Artifacts, Technology as Knowledge, Technology as Practice, Technology as History, and Technology as a part of Society. Second, the participants' conceptions of the NOT emphasize on three domains of the Technology as Practice (26.4%), Technology as a part of Society (25.8%), and Technology as Knowledge (24.3%) among the five domains of the NOT. Third, according to the microanalysis of the students' conceptions regarding NOT, students in Science and Engineering Department of a college possess concrete and various views of the NOT even though NOT is abstract and complex ideas. Specifically, they seem to recognize the NOT as a product of process and ability to utilize the technology for convenience of life.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.312-320
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• 1994

The purpose of this study is to analyze the relationship of logical thinking skills and integrated process skills, and to investigate the differences in general tendency of subskills by grade level and gender between Korean middle school students and Japanese one. The performance level of skills was measured using GALT and TIPS II. The results are compared with those of Japan (Mattheis et al., 1992). Summary of the results are as follow. 1. Percentages of formal and transitional stage of males are more than females in developmental level. It has been found out that the males attained significantly higher scores of logical thinking skills than the females in middle school stage. The significant differences in scores by gender show a good correlation with those for Japanese middle school students. Developmental level of Korean middle school students shows a remarkable improvement as they move up from 8th grade to 9 one. The significant differences in developmental level by grade also show a good correlation with those for Japanese middle school students. Total scores of GALT for Japanese middle school students are higher than Korean one, but it has been found nearly same scores for 9th grade in both countries. Scores of subskills of logical thinking skills, except correlational reasoning, for Korean students show lower than those for Japanese students. It could be noted that the combinatorial reasoning is considered to be easiest and the correlational reasoning to be most difficult in both countries. 2. It also has been found out similar pattern for integrated process skills in both countries because the males and females did not examplify significant differences, although males gain somewhat higher scores than females in Korea. Scores of subskills of integrated process skills for Japanese middle school students show higher them Korean one. It could be noted that the identifying variables is considered to be easiest and stating hypothesis to be most difficult in both countries. 3. There was a significant relationship (r= .65) between logical thinking skills and integrated process skills, and there were statistically significant differences of the integrated process skills for developmental level. In integrated process skills, the students who belong to the higher grade levels acquired better score than who belong to the lower grade level. It has been also found remarkable improvement between 8th and 9th grade, and there are significant differences for grade level in both countries.

• Advanced Industrial SCIence
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• v.3 no.1
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• pp.23-29
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• 2024

In this scholarly investigation, the focus is placed on the transformative potential of edge computing in enhancing Intelligent Transportation Systems (ITS) for the facilitation of autonomous driving. The intrinsic capability of edge computing to process voluminous datasets locally and in a real-time manner is identified as paramount in meeting the exigent requirements of autonomous vehicles, encompassing expedited decision-making processes and the bolstering of safety protocols. This inquiry delves into the synergy between edge computing and extant ITS infrastructures, elucidating the manner in which localized data processing can substantially diminish latency, thereby augmenting the responsiveness of autonomous vehicles. Further, the study scrutinizes the deployment of edge servers, an array of sensors, and Vehicle-to-Everything (V2X) communication technologies, positing these elements as constituents of a robust framework designed to support instantaneous traffic management, collision avoidance mechanisms, and the dynamic optimization of vehicular routes. Moreover, this research addresses the principal challenges encountered in the incorporation of edge computing within ITS, including issues related to security, the integration of data, and the scalability of systems. It proffers insights into viable solutions and delineates directions for future scholarly inquiry.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.