• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.29-40
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• 1999

The purpose of the present study was to test hypothesis that, because it uses tri-dimensional sensory pathway which have been showed a higher rate of neural activities than uni- or bi-dimensional's, lab-activity-based instruction is more effective teaching strategy in learning science than verbal-based instruction. In the present study, manipulative teaching strategy that uses visual, somatosensory and auditory information pathway was regarded as a mode of tri-dimensional sensory inputs. In addition, verbal teaching strategy that uses mainly auditory and a little visual information pathway was used as a mode of bi-dimensional sensory inputs. Fifty-six students who failed to successfully solve two proportional reasoning tasks (i.e., pouring water tasks) were sampled for this research from a junior high school. The subjects were randomly divided into a manipulative or a verbal teaching group, and given manipulative or verbal tutoring on the use of proportional reasoning strategies and a test of proportional reasoning during instruction. The results showed that manipulative group's performance on the test of proportional reasoning during instruction showed significantly higher performance than verbal group's (t=2.45, p<0.02). The present study also discussed some educational implications of the results.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.287-296
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• 2004

The purposes of this study were to analyze the problems of elementary science instruction, especially in experiment and observation, and suggest the directions to improve current elementary science instruction in terms of teaching methods and strategies. Data from instructions implemented by 7 elementary teachers were used to extract the problem of elementary science instruction. According to the results of instruction observation, such problems as follows are identified: 1) shortage of discussion regarding results of students' activities, 2) insufficiency of interactions among teacher-student/student-student, 3) shortage of guidance for students on observation, 4) absence of explanation on apparatus, 5) teachers' insufficient knowledge on science, 6) inappropriate use of teacher-made worksheets. Desirable directions for the improvement of present elementary science instruction were proposed.

• Journal of Science Education
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• v.37 no.1
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• pp.79-86
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• 2013

The purpose of this study was to investigate the middle science teachers' perceptions on science lessons with experiments. The study conducted a survey for 110 science teachers participating in inservice program. The middle school science teachers taught classes with lectures rather than with experimental activities. They had an experiment one to three times a semester in their lessons. They did an experiment to follow to what the textbook said, or to confirm it, like a cookbook style. The most teachers answered that they had over average ability to teach both lecture and experiment. Through the experiment, they expected students had interests and curiosity on science. Despite the advantages of experiments, there were many constraints to conduct experiments, such as teachers' excessive work, laboratory conditions, education environment, and others. It was demanded on continuous interest and investment in the variation of educational environment so that teachers can experiment more often.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.201-208
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• 1998

Although cooperative learning strategies in many subject areas have been found to be effective, the effect of cooperative learning on academic achievement in science laboratory setting is not clear. Reported results on the effects of the strategies for higher achieving students are not also consistent. In this study, the cooperative learning strategies emphasizing student-centered learning which included higher order thinking activities were used in a elementary school science course. The cooperative and traditional learning groups were selected from fifth-grade classes, and taught about dissolution and solution for 16 class periods. The effects of the cooperative learning strategies upon students' academic achievement, science process skill, the attitude toward science instruction, and the perceptions of classroom environment were investigated. Two-way ANCOVA results revealed that the test scores of academic achievement and science process skill for the cooperative learning group were significantly higher than those of the traditional learning group. No interaction between the instruction and the level of previous achievement was found. The perceptions of confliction were higher in cooperative learning group. In the attitude toward science instruction and the perceptions of participation, however, no significant difference between the two groups was found. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.199-206
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• 2005

지구과학은 실생활과 직접적으로 관련되거나 학생들이 친숙하게 생각하는 많은 개념들을 포함하고 있으며 이런 특성은 과학캠프나 자연탐사 활동에서 지구과학과 관련한 탐구주제가 학생들의 큰 호응을 얻는 사실을 설명할 수 있다. 하지만 정규 수업에서 이루어지는 지구과학 실험 수업은 교과서에 제시된 자료해석 위주의 실험이 많아 학생들의 흥미를 반감시키는 경우가 많으며 자료 측정과정에서 과학자가 느낄 수 있는 중요하고 귀중한 경험을 놓칠수 있다. 그런데 인터넷에서는 해양과 대기, 천문, 지질 각 분야에서 지속적으로 갱신되는 실시간 관측 자료를 제공해 주는 곳이 많으며 이 실시간 자료들을 고등학교의 지구과학 실험에 이용할 수 있도록 학습 프로그램을 개발하면 기존의 자료해석 실험이 가지는 한계를 극복하고 학생들의 지구과학에 대한 호응도를 높일 수 있으며 보다 다양한 탐구 능력을 향상 시킬 수 있다. 이러한 학습 프로그램의 특징은 탐구 중심 혹은 문제 해결 학습을 강조하는 현재의 교육 목표를 잘 반영할 수 있다. 본 연구의 목적은 인터넷에서 제공되는 지구과학 관련 실시간 자료들을 활용할 수 있는 고등학교 지구과학 학습 프로그램을 개발하고 이를 지원할 수 있는 홈페이지를 구축한 후 실제로 수업에 적용하여 교육적 효과를 확인하는 것이다. 연구 결과 실시간 자료를 이용하는 고등학교 학생들을 위한 지구과학 학습 프로그램을 12개의 주제에 대해서 완성했다. 먼저 지구과학실험 시간에 적용할 수 있는 2차시 분량의 학습 프로그램 6주제를 개발했는데 개발 주제는 '지진이 일어나고 있는 곳은 어디인가?', '진앙으로 판의 경계를 결정하기', '진앙의 위치를 찾아라', '암영대를 찾아라', '태양의 자전 주기를 측정하기', '태양활동' 이다. 각 주제별로 수업소개, 학습목표, 과정, 학습자료(학생 활동지, 기타 자료, 수업 내용과 관련한 실시간 자료 제공 사이트 목록), 평가 자료를 만들었다. 학생들의 활동 내용은 <지진이 일어나고 있는 곳은 어디인가?>의 주제를 예로 들면 학생들이 실시간으로 전 세계의 지진활동을 모니터하는 사이트에 접속하여 최근에 지진이 어디에서 일어났는지 알아보고 지난 30일 동안에 일어났던 규모 4 이상의 지진 자료를 다운 받아 세계 지도에 점으로 표시한다. 이 때 학생들은 손으로 진앙의 위치를 지도에 그리는 대신 엑셀의 그래프 기능을 이용하여 지도에 진앙의 위치를 나타내게 한다. 또 개인 과제 연구에 적용할 수 있는 학습 프로그램을 5가지 개발하여 학생들이 특정한 주제에 대하여 탐구 과제를 수행할 수 있게 했는데 개발된 주제는 '태양 활동으로 오로라 예측하기', '국제 우주 정거장을 찾아내자', '한반도 부근의 해양 기상과 해수의 물리적 상호 관계', '일기도 분석을 통한 태풍의 진로 예측', '우리 나라 조석 예측' 이다. 마지막으로 사이버 학습을 통해서 수업 시간의 제약 없이 과제 형태로 처치 가능한 학습 프로그램 개발 했는데 그 주제는 '태풍이 저위도에서 북상하는 이유?'이다. 개발된 프로그램 중 2차시 학습 프로그램은 과학고 중학생 영재반에게, 개인 탐구 과제는 과학고 1학년 학생들에게, 사이버 수업 형태는 과학고 2학년 학생에게 적용시켰다. 실시간 자료 활용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.

• Journal of Science Education
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• v.42 no.2
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• pp.106-119
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• 2018

The purposes of this study were to develop a learner activity-centered science class program, apply it to the fourth-grade elementary students, and analyze its effects on their attitude towards science, academic achievement, and concept sustainability. To this end, the content of the fourth-grade elementary subject related to 'volcanoes and earthquakes' was reorganized through 12 periods, and the class was divided into two groups. Then, general science class was applied to the comparative group, and the learner activity-centered science class program including writing, making, and expressing was applied to the experimental group. In order to compare the two groups regarding attitude towards science, academic achievement, and concept sustainability before and after the application, mind map data was collected and analyzed based on mind map grading criteria. As a result of the post-test, the two groups showed statistically significant differences in all the sub-factors of attitude towards science, that is, recognition, ability, value, and interest sustainability, especially in interest sustainability. As for academic achievement, as a result of the post-achievement test, the experimental group had higher average scores than the comparative group, and it also showed improved scores compared to the pre-achievement test results. In addition, as a result of the post-achievement test, both the two groups showed statistically significant results. In the concept sustainability test after the post-achievement test, the experimental group had higher average scores than the comparative group in the areas of center circle, branches, and expression, which were the evaluation criteria for the mind map analysis, and the two groups showed statistically significant differences in the areas of center circle and expression, except for branches. In conclusion, learner activity-centered science class turned out to be effective on students' attitude towards science, academic achievement, and concept sustainability. If the learner activity-centered science class program is actively introduced and used in actual educational sites, it is expected to contribute to improving related classes.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.