• Journal of the Korean Chemical Society
• /
• v.56 no.3
• /
• pp.363-370
• /
• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.84-92
• /
• 2010

We analyzed learning materials from web sites of the Ministry of Environments, the Ministry of Land, Transport and Maritime Affairs and Korea Energy Management Corporation to help people to develop and utilize web-based multimedia teaching materials. The contents of web-based multimedia teaching materials for environmental educations were generally concentrated in 304 cases of natural environments (22.1%), 250 cases of environmental contaminations (16.5%) and 187 cases of environmental preservation plans (12.4%). It did not significantly deviate from traditional teaching-learning contents being conducted focusing on environmental pollutions of the past. The types of web-based multimedia teaching materials for environmental educations were 934 cases of teaching plans (61.8%), 156 cases of documentaries (10.3%) and 128 cases of e-text information (8.5%). The web-based multimedia teaching materials by school-levels showed that there were 796 for primary schools (35.3%), 588 for middle schools (26.1%) and 320 for high schools (14.2%). It also showed that environmental education with similar contents were provided even in advanced schools. Therefore, it is believed that there needs development of various types of teaching materials while the fields of environmental education contents are covered with connectivity according to school-levels.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.1
• /
• pp.483-497
• /
• 2022

Recently, due to COVID-19, non-face-to-face online lectures are being held all over the world. In higher education in the post-corona era, distance learning has become the main teaching and learning method. At this time, Metaverse is being proposed as a new alternative. Metaverse has basic elements such as avatars, 3D space, and activities accompanied by interaction, which can be seen as a difference compared to existing VR (Virtual Reality) contents. This study designed and built an educational metaverse platform that can be applied to actual lectures by reflecting the three elements of the metaverse.In addition, we implemented a cross-device-platform that supports various devices such as HMDs, smartphones, tablets, and PCs by reflecting user requirements through usability tests such as middle school, high school, college students, and parents, so that anyone can easily participate in Metaverse lectures. Currently, the metaverse platform is being developed and serviced in various ways, but there are hardly any services designed for education. Just as services such as Zoom, the existing video conferencing solution, were used for non-face-to-face education, some functions of the currently serviced metaverse are utilized for education and used in the form of a one-time event. The educational metaverse platform developed through this study is expected to be a reference in constructing the metaverse for education in the future.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.1
• /
• pp.109-135
• /
• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.

• Journal of the Korean earth science society
• /
• v.34 no.7
• /
• pp.727-737
• /
• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• 대한공업교육학회지
• /
• v.42 no.1
• /
• pp.125-139
• /
• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.901-919
• /
• 2010

We have examined the perception and the knowledge of science-gifted students and general students in middle school level about high technology related to the science. The subjects of the investigation were 113 gifted students belonging to the universities' science-gifted education center in Busan or Ulsan, and 159 general students belonging to 2 middle schools in Busan. The survey was conducted with questionnaires on the perceptions concerning the high technology related to the science and the knowledge of a cellular phone without an antenna, and an LED(Light Emission Diode). The results of this survey concluded that the gifted students were more interested and aware of the high technology than the general students, these results are statistically significant. It has been found that there are significant differences between the gifted students and the general students in terms of the areas they want to learn, the source of information and the preferred learning method in advanced science and technology. Also, the gifted students were recognized to be better than general students in understanding an electromagnetic wave related to a cellular phone without an antenna, and a semiconductor connection with an LED.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.346-353
• /
• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

• Journal of The Korean Association For Science Education
• /
• v.27 no.9
• /
• pp.818-831
• /
• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.1
• /
• pp.159-176
• /
• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.