• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.405-415
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• 2022

This study investigated the perceptions of high school students for 8 performance assessment methods in a chemistry teacher's class by using an explanatory sequential design. To this end, a survey was conducted with 439 students from 10 high schools, and after that, 28 students from 5 schools were interviewed to interpret the survey results. The findings were as follows: First, students were experiencing a biased assessment method rather than various performance methods. Second, intuitive confirmation, relevance to a career path, and internal growth were mentioned in the performance assessment method that felt fun, and readiness and unclear evaluation criteria were mentioned in the performance assessment method that felt difficult. Third, the students recognized that it was not an appropriate performance method if the assessment result was affected by individual abilities less relevant to the chemistry subject or the assessment criteria were unclear.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.720-727
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• 1999

The science teachers' perceptions and the status of formative assessment in science teaching were identified through a questionnaire. The majority of teachers thought that the most important goal of assessment in education was to identify to what extent pupils achieved learning objectives. They suggested that formative assessment was the most appropriate method regardless of the purposes of assessment. They thought that formative assessment was an assessment carried out at the end of lesson to identify to what extent pupils achieved learning objectives. The teachers stressed the need for formative assessment to identify what pupils achieved. But they carried out formative assessment about once a week and there were very few teachers carrying out formative assessment during the lesson. They responded that it was difficult to carry out formative assessment because of large class size, lack of time and difficulty in preparation. And they used the information from formative assessment to judge the level of attainment.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.667-680
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• 2014

The purpose of this study was to develop teaching stratege focused on Conservational reasoning, Proportional reasoning, Variable-controlling reasoning, Probabilitic reasoning, Correlational reasoning, Combinational reasoning and investigate its effects on enhancing students' logical thinking skills through the science teaching on common education. And the teaching materials was implemented to 110 students in middle school over about six months. The results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills (p<05). Especially, this teaching stratege was effective on Conservational reasoning, Variable-controlling reasoning, Combinational reasoning but was not effective on Proportional reasoning, Probabilitic reasoning, Correlational reasoning (p<.05). Logical thinking according to the teaching strategy skill was not affected by gender, cognitive level, academic achievement (p<.05).

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.675-684
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• 2008

This study investigated the effects of the prescribed instructional strategy for reducing students' connecting errors in learning chemistry concepts with multiple external representations by students' field independence-dependence. Seventh graders (N=126) at a coed middle school were assigned to control and treatment groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the students in the treatment group scored significantly higher than those in the control group in a conception test. The scores of the treatment group were significantly higher than those of the control group in a motivational learning test, especially in 'attention' of the test. However, there was no significant interaction between the instruction and students' field independence-dependence in the two tests. Most students in the treatment group perceived the instruction positively in cognitive and motivational aspects.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.4
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• pp.769-774
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• 2019

The development of information technology in a software-centered society as of today is a very important, and the training of software utilizing robots has become popular in recent years. This study proposes efficient SW convergence education by providing curriculum and contents for science + SW convergence education in conjunction with instruction block coding program. It also complements the limitations of existing unstructured chemistry experiment teaching aid, We have developed a 'chemical experiment paradigm' that integrates software education that can be linked with other classes.

• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.