• Journal of Korean Home Economics Education Association
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• 제27권3호
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• pp.79-97
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• 2015

Curriculum may be defined as everything students learn at school or the specific plan of a subject that students are supposed to learn. The purpose and goals of the curriculum or who is in charge of developing the curriculum may differ by country. This study aimed at comparing the mechanisms in which the Home Economics curriculum is implemented in Korea and the Unite States at different levels. Considering that Korean government now supports increased autonomy of schools, allowing them to execute curricula according to their educational environments, it is meaningful that the advantages and disadvantages of the implementation mechanisms of two countries are explored. Specifically, middle schools in a City of Kyung-gi Province in South Korea and three states(Wisconsin, Ohio, and Washington states) in the United States are examined. The curriculum documents at different levels as well as study plans used by actual teachers are compared for this purpose. In case of South Korea, the nation state is in charge of curriculum development and the curriculum document defines the educational contents to detail in order to provide standardized learning experience to students. This type of closely controlled system warrants standardized educational contents and thus allows nation-wide assessment using standardized measures. On the other hand, it is difficult to accommodate diversities among students in terms of aptitudes and learning styles, and also limits creativity enhancement or integrative approach to teaching and learning. In comparison, curriculum in the United States is rather loosely defined, and more autonomy is granted to schools and teachers. Each of these two different systems may have advantages and disadvantages of their own. The findings of this study is expected to provide implications to curriculum development as well as to the development of framework and guidelines to the curriculum implementation.

• Journal of the Korean Society of Earth Science Education
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• 제10권2호
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of the Korean School Mathematics Society
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• 제11권1호
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• pp.97-115
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• 2008

In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제21권6호
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• pp.275-285
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• 2020

This study aimed to track changes in students' perception about schools over time, to analyze how participation in the Education Welfare Priority Support Project(hereafter "the Project") explains the changes, and to determine how the results of changes affect students' learning engagement, self-confidence, and peer relationship. Data were collected from 103 schools nation-wide(51 elementary and 52 middle schools) from 2015, 2016 and 2017 from 820, 911, and 837 students, respectively. The data were analyzed by applying a latent growth model with two stages: unconditional and conditional. The findings are that first, the perception about schools by the students who participated in the Project increased over time; and second, that the improvement of students' perception of schools has a positive influence on their learning engagement, self-confidence, and peer relationship. In the future, it was suggested that programs aimed at improving positive perception about schools should be provided to all students led by teachers, and a customized integrated support program should be arranged to students in need of intensive support by the educational welfare specialists.

• Journal of The Korean Association For Science Education
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• 제31권4호
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• pp.641-662
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• 2011

In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.

• Journal of Science Education
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• 제38권3호
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• pp.691-702
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• 2014

The purposes of this study were to develop the Interactive art STEAM program integrated science and art and to investigate the interest and perception of the elementary school students about the STEAM program. The Interactive art STEAM program was developed by the STEAM program team consisting of science education specialists, an art education specialist, and classroom teachers. The program included the science concepts which were relevant to the indicator reaction of acids and bases. The STEAM program had 3 steps: seeing the many interactive arts related to the program, and imitating the interactive arts, then creating new projects with the interactive art. The program was administered to a small class consisting of 11 $6^{th}$ grade students of an elementary school in S city. The results showed that Interactive art STEAM program improved students' interest about science and art classes. Also the students convinced that science and art could be integrated through the experiences of the Interactive art STEAM program. They were satisfied with the program and wanted to participate in another STEAM program.

• 대한공업교육학회지
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• 제33권1호
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• pp.44-66
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• 2008

As the way to intensify vocational education, the places to learn and work merge into one educational system and teaching-learning methods that were pointed at lecturer level are adjusted to learners level. However, the current education environment of vocational highschool doesn't keep up with a new teaching and learning paradigm due to the lack of government-level support and the lecturer level education as well. In this paper, we present a novel learner-leading e-Learning teaching & learning contents framework that intensifying self leading education. In this framework, we concern the ability of self leading, space perception and lesson preparation, preferences of multimedia, scholastic aptitude level and achievement level of students in vocational highschool. Moreover, with following the protocol of the suggested model, we generate a new e-learning contents applying to the subject "Introduction to industry". Especially, to perform better quality of contents, we have survey the whole content of the subject and assorted part of it that would work best with learner-leading e-Learning teaching and learning contents. As we tentatively apply e-learning contents to students in vocational highschool, 79% of them replied that contents brought advantages to get school accomplishment, whereas 19% of students answered in negative that contents wasn't helpful than we've expected. Therefore, the statistical results probe that the e-learning contents we proposed show positive effect, and we analyzed the reasons that deteriorate the effects of contents as shortage of budget and copyright limitation.

• Journal of the Korean Society of Earth Science Education
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• 제11권3호
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• pp.182-192
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• 2018

The purpose of this study was to examine the effects of school forest activities program on elementary students' science process skill and attitude toward science to make suggestions to help develop and extend the program. The subjects of the study were 49 students of two classes. One class of 24 students, experimental class, took developed 10 periods of school forest activities program. While the other class of 25 students, comparative class, took ordinary teacher driven periods using photo materials and study papers. Before and after the program, pre and post test were done. The results of this study can be summarized as follows: First, the school forest activities program didn't have a meaningful effect on students' science process skill. Second, the school forest activities program had a meaningful effect on the improvement of students' attitude toward science. From the interview with experimental class, we could know that students had a favorable impression and high satisfaction level about the activities program.

• Journal of Korean Elementary Science Education
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• 제41권1호
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• Journal of Korean Elementary Science Education
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• 제42권4호
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.