• Journal of Science Education
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• v.39 no.3
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• pp.434-445
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• 2015

In this study, science recommended books for elementary school students were analyzed. For the study, the screening tool with a number of criteria was produced. In order to develope a screening tool, we examined several previous studies and references. After that, through discussion and exchange of opinions, the preliminary screening tool was made. In order to ensure the reliability and validity, the pilot test was conducted. Then, detailing questions and modifications have been made by exchange of ideas. And nine science recommended books were analyzed. The results are as follows. First, as a result of examining recommended books, exploration and the nature of science were received a low rating. Second, description of the scientific knowledge was not sufficient. This discussion can be obtained through the following. First, when selecting recommended books, care should be taken in exploration and the nature of science. Second, a wide range of science trade books needs to study more.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.985-995
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• 2015

This study examines the effects of the introduction of artistic and technological factors on science problems for the activation of creative and integrated thinking. We developed problems consisting of STA(problems that introduced technological and artistic factors on the College Scholastic Ability Test) and TA(problems that introduced artistic factors in a technological context). Subjects of the study included 60 high school senior students in Daegu. Their problem solving processes for STA were examined. Four students were interviewed using the retrospective interview method. Also, after finishing TA, the problem solving processes of four students were examined. The results of the study are as follows. First, students selected scientific context more than artistic and technological contexts. It was found that students preferred short length problem in order to solve problems in a short time. Second, students were more interested in artistic and technological contexts of STA than scientific context, but felt that they were more difficult. Moreover, students were more interested about the context of TA than scientific context. Third, irrespective of the given contexts in STA, students have a tendency to solve problems through relatively brief ways by using core scientific knowledge. This can seem to mean that there is a possibility to stereotype the problem solving process through repeated learning. Logical thinking and elaboration were observed, but creativity was not conspicuous. In addition, integrated thinking was not observed in all contexts of STA. Fourth, science related problems of TA showed similar results. However, in problems related to everyday life, students made original descriptions that they based on their daily lives. Particularly, in creative design, original ideas and integrated thinking were observed.

• Spatial Information Research
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• v.23 no.3
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• pp.123-132
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• 2015

Recently both the importance and the interests of field-experience learning have kept increasing since the Education of Ministry encourages students to take a field-experience learning with the self-driven and creative education as the main issue in the 7th revised education curriculum in 2009. As the importance of field-experience learning goes up continuously, not only the release of its related mobile applications is increasing, but also a variety of researches for supporting the field-experience learning are ongoing. In this research we perform two things. First, we define the basic concept of authoring tool for which support the field-experience learning based on its characteristics and user requirements analysis. We confirmed that the authoring tool for the field-experience learning has to 1) support all activities that happen in pre-field, field-experience and post-field phases, 2) be possible to write the location-based field work, 3) have the authoring function which reflects the characteristics of curriculum such as history, science and geography, etc. that the field learning can be realized, 4) be designed as the structure that the results of inquiring activity after the field experience activity can be reused. Second, we create a conceptual design after confirming the authoring tool.

• Journal of the Korea Society of Computer and Information
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• v.20 no.5
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• pp.151-159
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• 2015

The algorithm in computer science includes skills to design a problem solving process for solving problems efficiently and effectively. Therefore all learners who learn computer science have to learn algorithm. Education for algorithm is effective when learners acquire skills to design algorithm as well as ability to use appropriate design skills solving problems. Especially since it is heightened people awareness to cultivating informatics gifted students who have potential of significant impact on society, many studies on how to teach them have been in progress. Therefore in this study we adopted puzzles to help informatics gifted students learn skills to design algorithm and how to use them to solve problems. The results of pre and post test compared to traditional algorithm learning, we identified that puzzled based algorithm learning gave a positive impact to students. Students had various problem solving experience applying algorithm design skills in puzzle based learning. As a result, students of learning and learning transfer has been improved.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.791-804
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• 2015

This study aims to investigate the definition of and factors in decision on socio-scientific issues and to analyze the standards for the quality of decision-making, based on the review of studies in socio-scientific issues. This study analyzed 147 articles published in journals of the social science citation index, and the research method was followed by taxonomy analysis and analytic induction. The results showed that many of the studies did not explicitly articulate the decision-making and only dealt with a specific element of the process, not as a whole. Decision-making was categorized into the steps of identification, option, criteria, information, survey, choice, and review. In terms of the factors, the literature tackled diverse things: science knowledge, nature of science, type of issue, discussion type, belief & values, and culture. This study examined the relationship between the factors and each element of decision-making. Among the relationships, only six kinds were shown as relevant and most of factors were connected to survey. With regard to the standards, the literature relied upon balance, justification and multiplicity since many of the studies made use of Toulmin-based argumentation. This study gives some implications for standards for decision-making regarding the nature of risk and uncertainty.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.717-754
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• 2015

As a design research, this study aims to identify students' collaborative problems solving patterns using the Wiki and design factors triggering MKB(mathematical knowledge building) in virtual environment. For 70 days, 14 Korean secondary gifted students, who enrolled in calculus II courses in one of gifted institutions in Korea, solved 10 math problems together using the Wiki. In this study, I considered five design factors; motivation, practice of LaTeX, norms of participation, epistemic agency, and two types of educational settings. The primary pattern emergent in students' collaborative problem solving process is identified as 'solutions and refutations' along the double helix consisting of the constructive line and the critical line, which is very similar to the pattern of 'Conjectures and Refutations'(Lakatos, 1976). Despite that most participants had difficulty in using LaTeX for mathematical expressions, this study shows that Wikis are valuable tools for providing Korean secondary students opportunities to learn social virtue such as humility and courage (Lampert, 1990), which is considered to be have been neglected in Korean educational environment but is emphasized as precious for doing mathematics in the field of mathematics education.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.131-150
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• 2015

The aims of this study were to organize whether the Kindergarten After School Specialized Art Program could be applicable to young children, and whether this program would be effective to the development of young children's art competence. This study consisted of two steps: development of the Kindergarten After School Specialized Art Program and examination of its impact on children's art competence. This study used a two-group pretest/posttest design. Statistical analyses employed for this study were descriptive analysis, ANOVA, and repeated measure ANOVA. The results were as follows. Firstly, the Kindergarten After School Specialized Art Program was developed based on a literature review relevant of current art education. Secondly, the experimental group revealed a significant improvement in four components, whereas the control group showed a significant, but slight improvement compared with the experimental group in only three components. Thirdly, in between group comparison, a competencies on the four components based on multiple-creative ability in the experiment group were higher than that of the control group and the difference between both groups was statistically significant. Therefore, the program seemed to be effective in the improvement of art competence and multiple-creative ability. In addition, recommendation for the future research about after school teachers' and parents' recognition of the Kindergarten After School Specialized Art Program and strategies for its application are suggested.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.247-260
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• 2023

In this study, when applying the 'geological structure' content element of high school earth science I developed according to the 2015 curriculum to the STEAM program using a web-based expert system using 3D data of Google Earth and drones, the creative problem-solving ability of high school students, attitudes toward STEAM, and the results of this study are as follows. First, after applying the STEAM program, high school students' creative problem-solving ability showed meaningful results at the p<.001 level. Second, STEAM attitudes showed a significant value at the p<.001 level, confirming that they had a positive impact on high school students' attitudes towards STEAM. It was judged that web-based class activities using Google Earth and drones were useful for integrated thinking such as learners' sense of efficacy and value recognition for usefulness of knowledge. High school students' satisfaction with the STEAM program was 3.251, showing a slightly high average. It was confirmed that web-based class activities such as drones and Google Earth had a positive impact on learners' class satisfaction. However, it was interpreted that the lack of time for class activities limited the ability of the learners to increase their interest in class. The proposal of this research is as follows. First of all, in consideration of the production of presentation materials and practical training in the STEAM program, activities such as block time and advance instruction for class understanding before class are necessary. Secondly, in order to revitalize STEAM education in the high school curriculum, we judge that research on the development of various integrated education programs that can be applied to the high school grade system is necessary.