• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.433-451
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• 2024

Modern society has become a "digital risk society" with the rapid advancement of digital technologies. The growing use of digital tools in education has led to discussions on managing digital risks that arise in teaching and learning contexts. Among all subjects, science education has experienced significant digital transformation, emphasizing the need for strategies to address digital risks within the subject. This study explores digital literacy education as a possible approach to addressing digital risks in science education. To achieve this, the study analyzes the types of digital risks prevalent in modern society and examines the trends of research on digital risks within the context of digital literacy education. This was done by collecting 415 SSCI articles published over the past decade (2014-2023) with the keyword "Digital Risk" and conducting topic modeling and hierarchical clustering to identify types of digital risks. Additionally, 110 KCI articles published with the keyword "Digital Literacy Education" were collected and classified according to the identified digital risk types. These articles were then compared and analyzed based on publication year, school level, and subject to understand the characteristics of digital risks within science education. The findings are as follows: First, the identified digital risk types include intellectual property infringement, spreading fake news, privacy infringement, cyber financial crimes, gaps in digital literacy, digital technology overdependence, and social structural risks. Second, an analysis of publication trends over the years revealed that discussions on digital risks increased significantly during the COVID-19 pandemic, with research on the digital literacy gap being the most prominent. Third, in terms of school level, digital literacy education addressing digital risks was more actively researched in primary education than in secondary education. Finally, subject-area analysis indicated that science education had the lowest proportion of research on digital risks relative to overall digital literacy studies. In science education, discussions primarily focused on intellectual property infringement, spreading fake news, and gaps in digital literacy. This study emphasizes the importance of addressing digital risks in science education and provides foundational data for further discussions on this topic.

• Journal of dental hygiene science
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• v.11 no.4
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• pp.367-373
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• 2011

The purpose of this study is to analyze factors impacting on the middle & high school students' dental treatment fear and distrust of dentists with dental caries experience to provide empirical data for the development of students oral health. The subjects of this study consists of 720 middle & high school students in Daegu area. The data were collected from July 1, 2009 to September 30, 2009 by self-administrative questionnaires. Among sub-scales of Dental Fear Survey(DFS), stimulate-response factor was the highest ($3.42{\pm}0.98$), and patient distrust toward dintist factor was the highest score($3.07{\pm}0.912$) among sub-scales of Dentist Distrust Survey(DDS). Mean score of DFS were DDS were higher in female than male student. The students who have higher DFS and DDS score, the also have high DMFT index. The higher DDS, the higher DFS, and it was statistically significant(p<0.001). The results suggest that oral health status of adolescent can improve diminishing dental fear and dentist distrust if patient-specific medical service may be provided.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.161-171
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• 2014

The Computer Education in Korea since 2000 mainly were 'how to use computer tools', Computer education from 2005 to emphasize problem-solving and programming, but did not perform well, and In 2010 it was not compulsory computer training. Thus, our country have training elementary and middle school students for computer education without creating a curriculum content of computer. U.S. and UK educate students computer training to foster future generations the essential core competencies to be recognized as a new educational curriculum. In this study, the basic course in computer studies of Korean is proposed as Information Science. Information science subject from middle school to first grade curriculum is consistently able to study was composed. The subarea of information science curriculum computer systems, software production, the fusion activity. The computer system is composed of 18 subdivisions, software production is composed of 11 subdivisions, and fusion activity was composed of 15 subdivisions. The results of the students' school life and social life in the future core competencies necessary to be available to train.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.115-126
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• 2017

This study provided digital literacy concept, core area and class achievement connected computational thinking in order to reestablish digital literacy keeping pace with trend change. Main study's contents analyzed digital literacy concept and changing trend of digital technologies, provided characters of information subject matter education. Implications from these analyses is that necessary digital literacy is to support software education, contents being connected computational thinking and contents being necessary. And we committed Delphi investigation to 16 information education expert on total 67 achievements based on these previous studies. Survey results totally surpassed CVR criterion of digital literacy called information life and then readjusting parts of achievements through panel discussions because of partially being lower than Validity criterion. Finally achievements of Information Life came into existence 5 items for 1st, 2nd of elementary school level(ESL), 13 items for 3rd, 4th of ESL, 23 items for 5th, 6th of ESL, 16 items for middle school Level.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.162-169
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• 2012

The purpose of this research is to investigate ways to improve science teacher education in order to subsequently develop students' key competencies. Since the OECD redefined key competencies as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, many countries have emphasized competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals we explored ways to improve science teacher education to develop students' key competencies. According to the results, the competency-based curriculum necessitates a shift in teachers' roles including teachers as role models for their students, multifaceted roles of teachers, and teachers as researchers. In light of the teacher's community, teachers need to form a professional learning community, increase practice-based professional development opportunities, build the teacher's knowledge base, put various experts into the classroom, and build a partnership with the local community and other experts. In the conclusion section, we also discussed institutional and political supports necessary for the competency based education.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.254-264
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• 2003

Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p<.05). According to the achievement level, it was founded that 'middle' level students replied 'to remember' more frequently than high and low levels in relation to school science laboratory work. Finally, students who had ideas that scientists do laboratory work for verifying a theory had the similar ideas about school science laboratory work. In conclusion, students are lack of diverse and proper views about laboratory work. It is recommended that teacher need to make clear the purpose of laboratory work and help students to understand of it.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.79-93
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• 2013

This study examined value-judgement and decision-making process of middle school students on three biotechnology related socioscientific issues (SSI) (i.e. designer baby, amniotic fluid test, and embryonic stem cell research). In particular, it focused on the level of consistency in their value application to the decisions. Twenty 8th grade students participated in the SSI program. The participants were asked to mark their positions on each issue before and after the debates. All classroom and sub-group debates were audio-recorded. The researcher conducted individual interviews with 10 students after the program. The results show three patterns emerging. First, five students applied their personal values in a consistent manner when making decisions on the three consecutive issues. Second, three students demonstrated incremental resoluteness in their value application as the sessions proceeded and had tendency to be oriented towards a specific value, more so towards the end of the program than the beginning. And third, four students gradually showed ambivalence in their decisions as they participate in the program. The results suggest that science teachers addressing SSI need to encourage students to be aware of their own values and to engage in internalized decision-making in light of those values. They also need to be aware of the possible challenges that students might feel in their decision-making process caused by the complexity of SSI.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.441-449
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• 2018

The knowledge and information processing competence is one of the essential competencies in an information-oriented society which is highly related to science education. The purpose of this study is to investigate middle school students' difficulties in science inquiry activity in view of the knowledge and information processing competence. Collection, processing, and application of information are extracted as common elements of the knowledge and information processing competence through literature search. Data were obtained from eight students of a middle school in Seoul for five months and were analyzed based on constant comparative method to extract students' difficulties. As a result, the element of information collection is observed through science inquiry and the element of information processing is observed in hypothesis setting step, inquiry result analysis step, and inquiry result sharing step. The element of information application is observed in the creation of posters for sharing and inquiry reports. Difficulties in information collection were found in lack of confidence in information gathering, systematic search strategy, and information reliability. Difficulties in information processing appeared in the inexperience of analysis program use, information transformation, and interpretation of linkage information. Difficulties in information application were caused by the lack of effective organization and effective expression of information. In this study, it is meaningful to provide a clue as to how the knowledge and information processing competence can be established in science education.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.65-79
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• 2007

The purpose of this study was to test the effects of practical reasoning home economics instruction on middle school students' views of home economics. Thomas(1986) categorized six alternative views of home economics as education for women, manual training, application of science, household management, family development, and an intervention. This study carried a quasi-experiment research with an independent variable of types of instruction and a dependent variable of views of home economics. The experiment was carried with the sample of 137 8th grade students in Gwangju area for ten class hours. Paired t-test was performed to examine the pretest-posttest differences of each experiment group and comparison group. The results showed that practical reasoning instruction improved level of the view of home economics as an intervention, and decreased level of the view of home economics as manual training. From the results of this study, conclusion can be made that practical reasoning home economics instruction is effective in changing to the appropriate views of home economics. Also it is expected that current Korean home economics textbook can lead to the views of home economics as household management and as family development.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.971-987
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• 2010

The purpose of this study is to investigate the formation and development of science teachers' practical knowledge by life history. In the sociocultural perspective, a science teacher is a producer and consumer of knowledge. There were two secondary science teachers who participated in this study. Each of them had three to six years experience in teaching. They were familiar with the researchers because they had been to the same university or were colleagues with them in graduate school for several years. The two science teachers had formed their practical knowledge for their professional development based on their biographical backgrounds. Model of Life history and structure of personal practical knowledge were used as analytical tools. As a result, the science teachers' practical knowledge has shown a significant difference in the main concern and weight according to their life contexts. The science teachers' formation of their practical knowledge played a role as an important motive to improve their professionalism based on the teacher's life path. In addition to that, the science teachers' practical knowledge showed a tendency to be solidified with continuous reflection.