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.
Jae-Jin Park;Kyung-Ae Park;Tae-Sung Kim;Moonjin Lee
Journal of the Korean Society of Marine Environment & Safety
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v.28
no.spc
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pp.1-10
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2022
As the volume of marine hazardous and noxious substances (HNSs) transported in domestic and overseas seas increases, the risk of HNS spill accidents is gradually increasing. HNS leaked into the sea causes destruction of marine ecosystems, pollution of the marine environment, and human casualties. Secondary accidents accompanied by fire and explosion are possible. Therefore, various types of HNSs must be rapidly detected, and a control strategy suitable for the characteristics of each substance must be established. In this study, the ground HNS spill experiment process and application result of detection algorithms were presented based on hyperspectral remote sensing. For this, styrene was spilled in an outdoor pool in Brest, France, and simultaneous observation was performed through a hyperspectral sensor. Pure styrene and seawater spectra were extracted by applying principal component analysis (PCA) and the N-Findr method. In addition, pixels in hyperspectral image were classified with styrene and seawater by applying spectral matching techniques such as spectral distance similarity (SDS), spectral correlation similarity (SCS), spectral similarity value (SSV), and spectral angle mapper (SAM). As a result, the SDS and SSV techniques showed good styrene detection results, and the total extent of styrene was estimated to be approximately 1.03 m2. The study is expected to play a major role in marine HNS monitoring.
Mountains have significant influences on the atmospheric environment. The Korean Peninsula consists of approximately 70% mountainous area with numerous mountain ranges and peaks. The initial classification of mountains in Korea was made by a Japanese scientist from 1900 to 1902. In fact, the Japanese study created too many names of mountains to maintain, which led to confusions. The purpose of this study aims to simplify the previous names and classification of mountains in the Korean Peninsula so that they can be utilized for educational and general purpose of the society and educational institutions. Through this study, we name various mountains as one name "Korea Mountains" which is classified as the secondary world-mountain class stretching from the Korean Peninsula to northeast China (southern Manchuria). The Korea Mountains connect the third class regional medium-scale mountains of Jirin, Hamkyoung, Taebaek, and the fourth mountain class, 8 small-scale ranges including the Liaoning, Yaenbaen, Hambeuk, Pyoungbeuk, Whanghae, Charyoung, Kyoungsang and Namhae Mountains. The major mountains in the Korean Peninsula are normally influenced by the general circulation of the atmosphere of the world. The atmospheric conditions are modified on the up-stream and down-stream sides; there is a need for continuous monitoring of the atmospheric environment which impacts the ecosystem and human society.
In most classrooms, teachers talk more than students. Teachers have been thought to be knowledge-donors and students have been thought to be knowledge-acceptors, so teacher-talks were thought to be more important than student-talks. But student-talks are very important to the students: not only to the students who speak out their opinions or answer to the questions given to them, but also to the others who say nothing in the class. Many students in Korea are not so fond of speaking out something to all the class, so some teachers are using a strategy: to say something as if he for she) is a student in the classroom. What teachers talk are not the words of the teacher-talks. They are only talked by the teachers, but they function like student-talks. To study this type of talks are needed to help both teachers and students but there are not much research about this. So in this paper we a) name it Pseudo Student Talk (PST), b) define it as 'a kind of talks that are not talked by students of the class but its functions are very similar to the student-talks', c) classify PST in 'EBS 2005 science class for 7th grade' according to types of student talks (categorized by Lemke, 1990), and d) show the usage of each kind of PST.
In this study, temporal trend of researches in earthquake with groundwater level, water quality, radon, remote sensing, electrical resistivity, gravity, and geomagnetism was searched from 2001 to 2020, using the journals indexed in Web of Science, and the number of articles published in international journals was counted in relation to the occurrences of earthquakes (≥Mw 5.0, ≥Mw 6.0, ≥Mw 7.0, ≥Mw 8.0, and ≥Mw 9.0). The number of articles shows an increasing trend over the studied period. This is explained by that studies on earthquake precursor and seismic monitoring becomes active in various fields with integrated data analysis through the development of remote sensing technology, progress of measurement equipment, and big data. According to Mann-Kendall and Sen's tests, gravity-related articles exhibit an increasing trend of 1.30 articles/yr, radon-related articles (0.60 articles/yr), groundwater-related articles (0.70 articles/yr), electrical resistivity-related articles (0.25 articles/yr), and remote-sensing-related articles (0.67 articles/yr). By cross-correlation analysis of the number of articles in each field with removing trend effect and the number of earthquakes of ≥Mw 5.0, ≥Mw 6.0, ≥Mw 7.0, ≥Mw 8.0, and ≥Mw 9.0, radon and remote sensing fields exhibit a high cross-correlation with a delay time of one year. In addition, large-scale earthquakes such as the 2004 and 2005 Sumatra earthquake, the 2008 Sichuan earthquake, the 2010 Haiti earthquake, and the 2010 Chile earthquake are estimated to be related with the increase in the number of articles in the corresponding periods.
Journal of The Korean Association For Science Education
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v.27
no.9
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pp.854-869
/
2007
In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.
Park, Kyung-Ae;Lee, Jae Yon;Lee, Eun-Young;Kim, Young Ho;Byun, Do-Seong
Journal of the Korean earth science society
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v.41
no.5
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pp.490-503
/
2020
Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.
Sea surface wind is one of the most fundamental variables for understanding diverse marine phenomena. Although scatterometers have produced global wind field data since the early 1990's, the data has been used limitedly in oceanic applications due to it slow spatial resolution, especially at coastal regions. Synthetic Aperture Radar (SAR) is capable to produce high resolution wind field data. KOMPSAT-5 is the first Korean satellite equipped with X-band SAR instrument and is able to retrieve the sea surface wind. This study presents the validation results of sea surface wind derived from the KOMPSAT-5 backscattering coefficient data for the first time. We collected 18 KOMPSAT-5 ES mode data to produce a matchup database collocated with buoy stations. In order to calculate the accurate wind speed, we preprocessed the SAR data, including land masking, speckle noise reduction, and ship detection, and converted the in-situ wind to 10-m neutral wind as reference wind data using Liu-Katsaros-Businger (LKB) model. The sea surface winds based on XMOD2 show root-mean-square errors of about $2.41-2.74m\;s^{-1}$ depending on backscattering coefficient conversion equations. In-depth analyses on the wind speed errors derived from KOMPSAT-5 backscattering coefficient data reveal the existence of diverse potential error factors such as image quality related to range ambiguity, discrete and discontinuous distribution of incidence angle, change in marine atmospheric environment, impacts on atmospheric gravity waves, ocean wave spectrum, and internal wave.
Journal of the Korean Society of Earth Science Education
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v.10
no.3
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pp.308-322
/
2017
It is the purpose of the study to investigate how high school students understand the concept of carbon cycle according to their spatial perception ability. For this, a total of 30 male students and 33 female students, who belong to the science course of the 2nd grade at a general co-education high school located in a megalopolis of Korea and have finished the class of Earth Science I in the first semester, took part in the spatial perception ability test, and four male students and four female students were selected as members of two groups : one group of higher spatial perception ability and the other group of lower spatial perception ability, and they agreed to participate in the study and have got the test of the carbon cycle concept. The results are as followings. It was found that the students who had higher spatial perception ability recorded more scores in the carbon cycle concept, state change concept, and process concept at the factor of word association and the carbon cycle concept, state change and process concept at the factor of drawing than those who had lower spatial perception ability. Connecting link used in the systemic viewpoint was disclosed like this in the factor of causal map of those who had higher spatial perception ability : one student 2 and another one student 1 and the other two students 0 : and in the factor of drawing three students 1 and the other 0 ; But nothing was found in the factors of causal map and drawing of those who had lower spatial perception ability. In addition, it was also found that those students who had higher spatial perception ability, when compared with those students who had lower spatial perception ability, have understood the fact that carbon moves through the interaction of the earth system's lower parts; Three students, who showed higher spatial perception ability, had a low level of systemic thinking concept, and one student who had higher spatial perception ability and four students who had lower spatial perception ability did not have a systemic thinking concept.
Kim, Youngmin;Kang, Nam-Hwa;Kang, Hunsik;Maeng, Seungho;Lee, Jun-Ki
Journal of The Korean Association For Science Education
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v.36
no.6
/
pp.815-833
/
2016
This study investigated children's (grade 3 to 9) responses to assessment items on energy as a cross-cutting concept in order to get basic information for a learning progression. The assessment consisted of 8 ordered multiple-choice items at the contexts of electric circuit, mechanical energy of falling objects, phase change of matter, dissolution, biological phenomena of a lizard, food chain, radiative equilibrium between Sun and Earth, and the system of water cycling. Children's responses to each item were analyzed with using cross-tabulations in terms of grades and item option levels and Wright map and Differential item functioning based on Rasch modeled item response analysis. The results offered empirical evidence of children's development of understanding energy from relation between energy and its phenomena, types of energy, transfer and conversion of energy, towards conservation and equilibrium of energy for all of eight contexts. Children of each grade did not fully understand energy conservation. As grade goes up, their understandings of energy transfer and conversion were differentiated across the contexts and topics of energy. According to Rasch analysis, children had easier understanding of energy on dissolution and poorer understanding of energy on water cycling than that on other contexts. It was discussed and suggested that the results of this study help us organize science topics with regard to energy when developing new national science curriculum.
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