• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.1-12
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• 1989

Secondary schools in Korea have been faced with with several critical problems with regard to science education, with one of the most fundament problems being associated with secondary school science teacher education and in-service training. Therefore this study, which is a part of project for the improvement of science teaching in secondary schools, had its purposes to inquire into the following are as. ${\circ}$systems for science teacher education ${\circ}$curricular contents and its operations of science teacher education ${\circ}$systems for in-service teacher training and its operations ${\circ}$analyses of problems associated with science teacher education and in-service teacher training. In order to fulfill these objectives this study used methods of literature review, survey, and interviews. The major findings are as follow: ${\circ}$curricular hours of subject matter education are not sufficient for competent science teacher. opportunities for self-training in major are as are seldom given to the most of the science teachers ${\circ}$systematic organization for in-service traings is in urgert need. In addition to there-findings strategies for improving science teacher education and in-service trainings are suggested in this paper.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.335-344
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• 2014

This is the study of contents framework of information devices education for the computer science education in elementary school. In this study, we organize and suggest the educational contents of the information device education and its achievement for computer science education in elementary. For this, the educational contents of information device education in Korea and other countries were investigated. Then we selected some contents of information device education that can be applied to the computer science education. With this contents framework of information devices education for the computer science education in elementary school were made. This study will contribute to the curriculum development of computer science at the national level.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.242-250
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• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• The Bulletin of The Korean Astronomical Society
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• v.30 no.1
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• pp.75.1-75.1
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• 2005

• Journal of the Korean Chemical Society
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• v.41 no.1
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• pp.19329
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• 1997

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.119-131
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• 1991

A taxonomy which can be used conveniently for analyzing the vertical articulation of mathematics and science textbooks has been developed. It includes two types sanalysis criterion: one is based on the detail of description and the other is based on the depth of contents in terms of their sequence. These two criterion elements are combined to form groups of 'overlap', 'development' and 'gap' to represent the extent of articulation. Examples of applying the taxonomy are illustrated for the concepts of gemetrical area in mathematics and potential energy in science.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.814-822
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• 2008

This study plans to develop strategies using children's verse in science education and investigate the effects of instruction using children's verses on the attitude toward science. The study tried to determine strategies using children's science verse in order to find out their value. For the purpose of this, two classes of the 6th grade were selected in an elementary school for tests. The results from this research showed that strategies using children's verse in science education were developed and applied in teaching/learning purposes as well as in the area of literature. A strategy for remembering was applied widely. A strategy for understanding scientific principles and for quest methods, writing children's science verses directly helped in scientific conceptual formation. Instruction using children's science verses had a positive effect on the attitudes toward science. Students maintained positive attitudes throughout instruction that used children's science verses. In conclusion, instruction using children's science verses can be applied to science education, and the attitudes toward science and learning achievements can be improved.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.28-37
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• 2021

The purpose of this study was to develop and apply of career education program in science and engineering fields for science gifted high school students. To do this, the career education program was developed and applied to science gifted high school students 129 in H-science gifted high school with K-institute. The results are followings. First, after participating in the career education program, the career decision making self-efficacy of students were increased significantly. Second, it has been increased that external factor of career outcome expectation and continuation effort of grit. In this study, it has showed educational effects of the career education programs that related to career recognition in science and engineering fields for science gifted high school students by developing and applying of program. Based on these results, it is necessary to recognize the importance of customized career education programs for science gifted high school students.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.117-130
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• 2007

This study investigated the university proffssors', pre-service teachers' and in-service teachers' perceptions of the specialized science education courses in the 11 national universities of education in Korea, analyzed their perception differences, and made suggestions the future directions for the specialized courses. For this study, 46 university professors, 402 in-service teachers, and 336 pre-service teachers were participated nationwide. The results show that there were significant differences in their perceptions between the three groups. For university professors, for example, the acquisition of science content knowledge appeared to be the most important objective of the courses, whereas the other groups preferred the acquisition of more practical knowledge and skills that they could easily use and apply in their classroom teaching later. The university professors tended to think that the science specialized courses would be very useful to the teachers' teaching and contribute to developing their professionality. On the contrary, the in-service and pre-service teachers tended to think that the courses would be not so useful because science theories construct the courses rather than practical knowledge. The implications of these findings are discussed in relation to the future science teacher education.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.85-94
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• 2017

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.