• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.81-100
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• 2006

In this paper, it conducted the following works to develop the selective test for the gifted of information science in elementary schools. First, it presented the discrete mathematical thinking as an essential competence of elementary information science gifted, through theoretical research with many expert's studies, in order to investigate the definition and characteristics of information science gifted. Second, it developed a test to measure the discrete mathematical thinking, according to the results of analysis of discrete mathematical elements, appeared in the 7th national mathematics curriculum, in order to extract the characteristics of selective test for elementary information science gifted. Third, regarding the verification of items in a newly developed test, it adjusted the difficulty and discrimination by conducting 2 sessions of preliminary test, and then finally confirmed that the standards of items in the test, by testifying sufficient level of validity after the application to a main experiment.

• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.445-459
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• 2005

Statistics education is considered within the mathematics curriculum and, thus, can be integrated into other areas of mathematics. However, statistical concepts and thinking skills have to be considered as very different from those of other areas. It is possible to make statistics more meaningful for the learner by making definitions or explanations of concepts in textbooks more clear and consistent. In 'Math I' and 'Probability & Statistics' of the 7th curriculum, the definitions of sample standard deviation are different, which might confuse students. In this study, firstly, some issues relevant to sample standard deviation concept are discussed through the analysis in terms of didactical situation and curriculum. Secondly, the characteristics of sample standard deviation concept as a scholarly knowledge are examined. Finally, the characteristics of didactic transposition of sample standard deviation concept in Japanese, American, and British textbooks are investigated and some suggestions are elicited.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.166-181
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• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.197-206
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• 2014

The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.226-235
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• 2005

In this study, we applied the elementary performance assessment instrument on 575 theme in science instruction which it had been developed on the previous study. Sixty-seven elementary students participated in this study and were assigned into two groups: One was assigned to an experimental group since they were taught with the instrument (N=32) and the other was assigned to the comparison group since they followed teachers guide of 7th Korean National Curriculum (N=35). Prior to and after teaching, tests on the science attitude, science process skill, and science knowledge domains were administrated. The results were analyzed quantitatively. Further, we also investigated students recognition about the instrument and the science class qualitatively according to the instrument. The results showed that there were statistically significant improvements on science process skills and aspects of the understanding of science knowledge. Many students were aware of them positively as well. However, a few problems, including too many amounts of writing and difficulties in communication with one another, were appeared.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.61-75
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• 2020

In this study, external representation presented in two units, 'Property of Gas' and 'Changes of States of Matter,' in seventh grade of 2015 revised science curriculum, were analyzed to suggest educational implications. External representations presented in five science textbooks were analyzed according to the six criteria, which were 'type of representation,' 'interpretation of surface features,' 'relatedness to text,' 'existence and properties of a caption,' 'degree of correlation between representations comprising a multiple one,' and 'function of representation.' The characteristics of typical representations related to each achievement standard of two units were also analyzed. The results were as follows: The macro representations for 'type of representation', and explicit representations for 'interpretation of surface features' showed highest frequency. For 'relatedness to text' criteria, 'completely related and linked' and 'completely related and unlinked' representations showed the highest frequency. It means that most representations were properly related with the text. There were appropriate captions for most representations. The degree of correlation between representations comprising a multiple one was largely sufficiently linked with regards to the criteria 'degree of correlation between representations comprising a multiple one'. The complete representations for 'function of representation' showed the highest frequency in the aggregate, however incomplete representations showed more frequencies in the inquiry parts. The typical representations for each achievement standard differed in terms of the type, contained information, used symbols and so on. The educational implications with the use of representations presented in seventh grade textbook were discussed.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.84-98
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• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.