• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.11-20
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• 2015

The researches on the concept of justice and utilization for Computational Thinking with SW education are being actively discussed. However, a program has developed in conjunction with the actual elementary curriculum is not much. In this study, we have developed an educational program in applied mathematics based on CT. First, a separated view for a CT Application of mathematical concepts and objectives are set in three different application models. In order to achieve the CT-based math lessons, we also have developed a teaching and learning materials. We applied the developed materials in class, and to evaluate the satisfaction of learners. In addition to the validation of school application, we conducted a survey of professionals and teachers. The results of the analysis, the data showed that are helpful in the development of the student' CT ability as well as the ability to be helpful teaching and learning in school.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.331-359
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• 2018

The purpose of this study is to analyse the Big6 model and the Big6 modification model to find out the characteristics of the Big6 model and to derive implications for applying the Big6 model in the field. For this purpose, the information literacy standards of the AASL and the ACRL were compared with the Big6 model. The Big6 model, influenced by Bloom's taxonomy was analyzed alongside the Big6+3 model, the Big8 model and the modified Big6 model, provided by LG Science Land. As a result, the Big6 model could be used as an information problem-solving model, metacognitive activation strategy, and scaffolding to improve students' information literacy. In addition, it could be used as a model for constructivism, inquiry-based learning, the integration of curriculum, collaborative education, and ICT technology. How teacher-librarians or librarians apply the Big6 model is related to the improvement of critical thinking skills. Teacher-librarians and librarians need to plan situations, subjects, topics, and methods in a systematic and specific way when applying the Big6 model to the information literacy curriculum.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.114-120
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• 2011

This paper proposed a model of Creative Problem Solving education, using CREAX software based on TRIZ. Learners can get the motivation about development of creative thinking through the theory of TRIZ. Furthermore, they can have good command of creative problem-solving process from the software practice course. As a result of the study, the learners could realize the importance of the creativity and adaptability which are demanded from the knowledge-based society. We planned a three major course for development about adaptability of creative problem solving process and we proposed a guideline about each step of the software utilized CREAX. So, we established the courses about leaners can get the creative problem-solving skill more efficiently.

• School Mathematics
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• v.16 no.4
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• pp.727-743
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• 2014

The concepts of sample and sampling are central to the statistical thinking and foundations of the statistical literacy, so we need to be emphasized their importance in the statistics education. However, many researches which dealt with samples only analyze textbooks or students' responses. In this study, the concept of sample is addressed by a historical consideration which is one aspect of the didactical analysis. Moreover, developing concept of sample is analyzed from the preceding studies about the statistical literacy, considering the sample representativeness and the sampling variability. The results say that the historical process of developing the concept of sample can be divided into three step: understanding the sample representativeness; appearing the sample variance; recognizing the sampling variability. Above all, it is important to aware and control the sampling variability, but many related researches might not consider sample variability. Therefore, it implies that the awareness and control of sampling variability are needed to reflect to the teaching-learing of sample for developing the students' statistical literacy.

• (The)Study of the Eastern Classic
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• no.48
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• pp.311-340
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• 2012

This research is the case study on the course of 'Masterpiece Reading & Fine Composition Writing' in Ewha Waman's University which opens this class as a intensified writing course. In this course, part in the book of "Zhuangzi" is selected as the reading text. This research targets at highlighting the characteristics and effectiveness which appears in when the class choose the classics of Orient as writing text. This research divides the student's performance into two steps. Understanding stage and Evaluation stage. In Understanding stage, the student read part in the book of "Zhuangzi", write a discussion paper and discuss on, and in Evaluation stage, the student write the essay, depending on their previous performance in Understanding stage. This research discusses on each stage's characteristics, and analyzes the effectiveness of each ones. Especially, in the stage of Evaluation this research focuses on the relative view in perception of outside, finding self-introspection factor, and accommodating communication message. By connecting "Zhuangzi" and writing, this research tries to rediscover the era of the variety and its value, suggest the meaning of self-consciousness, and finally draw out the significance of open thought and creative writing. This research suggests on the meaningness of a modern reinterpretation on the classics and also provides the example of instructive usage of the classical text.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.238-252
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• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Sijohaknonchong
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• v.25
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• pp.75-100
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• 2006

This treatise puts with ecology that important topic is becoming in Multimedia age today. Is appearing to some meaning that symbol that. Is nature friendship and nature assimilation in korean verse and modern novel. And is the purpose to draw diachronic and synthetic thought between age and genre is forming by ecological imagination how. Our korean verse thinks of nature as residing space, and is singing life that is nature friendship and nature assimilation in relation of indivisibility sto of human and nature. And nature space of metaphor or symbol is forming by ecological imagination in the modern novel. Therefore, these two genres see that traffic is available in diachronic synthetic relation. First, must escape resolutely in ideas that literature is basing in actuality and search the literature-ecological imagination. Therefore, forward literature may have to look for the literature-ecological imagination with many interests to green literature ecology and show image that move constantly. And must approach appearing common view of nature and the literature-ecological imagination in principle of integration of expropriation and production now all round to our literary productions. Therefore, must do so that can be nature friendship and become practical education model that expropriation of ecological literary productions and production activity foster literary sensibility and imagination. Also, lively research and groping about each genre of a Korean literature are to premised in diachronic and synthetic veins I will. Method groping that adapt on New Age as defending peculiar special quality that founder is keeping korean verse with opened thinking may have to be spread more hard. Therefore, genre of novel can may ready the one clue to grope confrontation method naturally to secure new identity in new literature environment of digital age.