• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.267-282
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• 2022

This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.90-103
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• 2023

The purpose of this study is to examine the anxiety arising from the budgetary and mental problems of graduate school students. Three graduate students majoring in Earth science examined conflict situations by using a narrative inquiry technique. First, participants become psychologically unstable due to a lack of knowledge in the field of Earth science, lack of mentors, lack of information related to academic schedules, late start compared to others, financial difficulties, and discrimination in the scholarship system. Second, participants felt hope from the perception that their lives are valuable, that they can change students for the better, and that they are developing themselves. Third, with their hope, the study participants bore the previously mentioned inferior situation mentioned above. They are, however, torn between becoming secondary school teachers and attempting to reroute their career path due to certain circumstances. Based on the results of the examination, the following conclusions were drawn. First, there should be improvements from graduate school management based on collecting and scrutinizing the demands of students in the to fulfill their needs. Second, providing psychological counseling for students who have problems overcoming their anxieties. This study expects graduate schools to not only emphasize training of incumbent teachers, but also suggest ways that can satisfy students to make better learning environment for all its members.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.955-963
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• 2008

This study was conducted to assess any change in students' views on the nature of science (NOS) after lessons through the activities of model construction and pattern identification. The instrument used to examine NOS views was the Views of Nature of Science questionnaire (VNOS). Four students' responses on VNOS before and after instruction were analyzed. The two levels of their views, novice and expert, were judged by the authors based on criteria set by several science educators. The instruction consisted of six hours of the so-called black box and cube activities developed for model construction and pattern identification, respectively. Students' views were at the novice level in definition of scientific theory, tentativeness of scientific knowledge, difference of hypotheses, theories and laws, model construction, and creativity and imagination in experiments and investigations. Students' views on NOS knowledge such as model and theory have improved for two students after instruction. The improvement seemed to be due to an explicit approach using the activities of model construction and pattern identification. The factors of changes and no-changes of views on NOS were identified and discussed in terms of improvement of the views.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.8
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• pp.3748-3759
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• 2013

The purpose of this study was to examine the classification accuracies of ML, MAP, and EAP methods under DINA model. For this purpose, this study examined the classification accuracies of the classification methods under the various conditions: the number of attributes, the ability distribution of examinees, and test length. To accomplish this purpose, this study used a simulation method. For the simulation study, data was simulated under the various simulation conditions including the number of attributes (K= 5, 7), the ability distribution of examinees (high, middle, low), and test length (J= 15, 30, 45). Additionally, the percent of agreements between true skill patterns(true ${\alpha}$) and skill patterns estimated by the ML, MAP, and EAP methods were calculated. The summary of the main results of this study is as follows: First, When the number of attributes was 5 and 7, the EAP method showed relatively higher average in the percent of exact agreement than the ML and MAP methods. Second, under the same conditions, as the number of attributes increased, the average percent of exact agreement decreased in ML, MAP, and EAP methods. Third, when the prior distribution of examinees ability was different from low to high under the conditions of the same test length, the EAP method showed relatively higher average in the percent of exact agreement than those of the ML and MAP methods. Fourth, the average percent of exact agreement increased in all methods, ML, MAP, and EAP when the test length increased from 15 to 30 and 45 under the conditions of the same the ability distribution of examinees.

• Journal of Science Education
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• v.38 no.3
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• pp.599-611
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• 2014

The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.151-166
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• 2022

Museum is the carrier and symbol of history and cultural accumulation, and the museum cultural relics are clues with the spirit of history. Moreover, the museum cultural and creative products are portable history. Museum has changed form the traditional "object-basic" model to the modern "people-basic" model, which pays more attention to its living inheritance. Therefor, the museum cultural and creative products is also the way of expression of its living inheritance. This paper analyzes the opportunities and difficulties of cultural and creative products of Chinese museums by means of network survey, field survey and expert interview. In order to improve the design method of cultural and creative products. By exploring the cultural connotation, broadening the functional factors, innovating the design factors and creating the empathy factor between products and people to explore and the verify. Trying to make up the imperfect design methods of cultural and creative products in small and medium-sized museums which leads to the lack of function, innovation and communication of cultural and creative products. We try to attract more people's attention, spread traditional culture and realize the resonance between people and objects.

• Journal of Korea Game Society
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• v.8 no.3
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• pp.43-50
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• 2008

UI design is growing in meaning and form itself through the development of hardware and contents. And it makes users accept its interface as a extension of the body and mind because of the substantial rapport of the user and contents with developing of device and graphic. In this study, we analyzed user interface in a view of digital storytelling by observing of its role within user and contents. Not only this, classifying and investigating story elements in the games for forming the theoretical basis of storytelling UI are enforced. For the case study of UI, we choose the game, Diablo, Half-Life, and Homeworld because the game is suitable for the application of node-type storytelling and effectively uses graphic and input unit. This analysis explains the interface has the contents data that divided or shared and it means the interface performs its part of story nodes, which are extracted from the story, and choice. And we analogized that the story elemental can be substituted and used practically for interface because the stories made through the thing that users and developers are in the space of coexistence by the interface. Storytelling UI will be a good way to make a most intriguing piece as a joyful spontaneous complex that use story node. It is worth by reason of making by user and discovering live inner story so that it can approach to the substance of the story.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.155-169
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• 2021

This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.585-592
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• 2024

Recent Chinese animations emphasize the harmony between content and form, as well as the fusion of reality, emotion, and aesthetic ideals, through character designs that blend traditional cultural elements with modern aesthetic sensibilities. We have observed that this fusion has significantly contributed to the development of the Chinese animation industry. In particular, "Nezha: Birth of the Demon Child" stands out as an important example, where traditional character images are reinterpreted in a modern way, showcasing a unique artistic direction. In this study, we have conducted an in-depth analysis of the major characters in "Nezha: Birth of the Demon Child", focusing on their form, acting, and movement elements based on the theoretical foundation of traditional Chinese aesthetics.We explored how traditional Chinese costumes, totems, and painting styles were utilized in the design of the characters' forms, and discovered that these elements imparted a distinctive artistic quality. Furthermore, we found that the acting and movement elements were influenced by Chinese cultural practices, traditional theater, and martial arts, enriching the characters' motions and expressions. Through this research, we aim to highlight how Chinese animation integrates tradition and modernity, creating new artistic value, and establishing a unique competitive edge in the global animation market.