• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.567-575
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• 2010

The purpose of this study is to investigate the effectiveness of academic achievements, science process skill and scientific attitude. The subjects of this study were 68 fourth-grade elementary school students who were 33 students for the 5E learning cycle instruction and 35 students for traditional instruction. The control group was taught with traditional teaching method, while the experimental group was taught 'the change to the volume of material due to heat' unit of 4th grade with the developed learning cycle model. The results were as fellows: First, the learning cycle instruction is more effective for understanding of a concept related to the change to the volume of material due to heat. Second, the learning cycle model seems more effective for the expansion of both scientific inquiry ability and scientific attitude.

• Asian Journal of Innovation and Policy
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• v.5 no.1
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• pp.55-77
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• 2016

This paper focuses on how an integrated or systemic approach is needed to both investigate and connect different kinds of interdisciplinary inquiry and knowledge within and beyond universities to encourage more productive collaboration with the other three ‘macro stakeholders’ - government, business, and the wider community. In this way universities can and should provide a greater leadership role in sustainability, innovation and policy studies. Such a framework is needed to also help to change the view of many that academics should just play a supporting role of providing specialised technical expertise only to the other macro stakeholders. The interdisciplinary and collaborative framework developed here is applied to the on-going water crisis in Malaysia - an exemplary complex problem-solving basis for seeking sustainable policy solutions to diverse challenges. As further discussed, this was applied also in practice to a multi-stakeholder seminar on addressing the difficult policy challenges of the Malaysian water industry and sector.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.53-63
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• 1999

This research surveyed how much the professors ill tile university of education and primary school teachers understand the 6th National primary science Curriculum. Items to check tile degree of purpose description, reflection of basic policy, appropriateness of content, its organization, teaching method and evaluation, its influence on textbook and putting in practice of themselves were evaluated neutral or positive by most of them. But the opinion of responders were divided into tile two extremes, positive or negative, ell tile possibility of carrying out various inquiry activities and participation in science activities of students. Both of professors and teachers indicated that tile explanatory book of curriculum and annotated teachers' edition are the principal sources of information about curriculum. And the teachers stated that the shortage of information and materials are the principal factors to obstruct the change of lessons according to new curriculum.

• Korean Institute of Interior Design Journal
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• v.21 no.4
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• pp.121-128
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• 2012

Interactive space became one of the modern contemporary society design paradigms. For elevating the interactive effect, we need Interactive design development which uses the influential factors on the interactivity. Digital technology is resulted in a change to a society as well as to the life of human and its way of communication. This study is inquiry into the relations and the common characteristics between ecological architecture space and eco-centric environmental philosophy by making a comparative research. This aims to examine type of spatial contexts for performed through literature research for theory by interactive space and case studies for ecological construction elements to design. And the range of case study is limited to interaction space in addition of interactive elements and user interface. And analysis conclusion is show the many type. Five principles that draw at ecological design conceptualization process, whole unity, variety of organic at ecological design conceptualization process, circularity, homeostasis, allness, biological evolution, diversity have involved with concept that presents in ecological esthetics and organic property of ecology-system.

• Journal of applied mathematics & informatics
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• v.39 no.1_2
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• pp.31-43
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• 2021

A homogeneous circular disk undergoing a contact force is considered to investigate the thermo-elastic characteristics, and the inquiry is based on the variations of outer surface temperature and angular velocity. The intensity of stresses grows with the increase of outer surface temperature, and the circumferential strain reacts more sensitively to the change of outer surface temperature than the radial strain. In general, higher angular velocity produces; (i) larger expansion in the radial direction, (ii) smaller displacement in the circumferential, (iii) diminished intensity in the stresses. It is demonstrated that outer surface temperature and angular velocity are critical factors in the determination of thermo-elastic characteristics of homogeneous circular disks subjecting to a contact force. The results obtained can be applied on the design of a homogeneous circular cutter to promote proper and reliable thermos-elastic characteristics in service by the proper operation of these parameters.

• Journal of the Korean Chemical Society
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• v.60 no.6
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• pp.436-451
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• 2016

This study analyzed activities in chemistry chapters of middle school science textbooks for the 2009 revised curriculum using 8 science practices. All the activities that students could experience inquiry were analyzed in this study. There were the most activities in 'Molecular motion and change of state' and the least activities in 'Heat and our life' of three textbooks. There were the most science practices in 'Features of substance' in two textbooks, but there were the least science practice in 'Heat and our life' of three textbooks. 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing' were frequently included, but 'asking questions and defining issues' was not included at all. For 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing', a variety of achievement goals were targeted while a few goals were frequently targeted. Two to four kinds of science practices were frequently included in an inquiry activity. There were few activity that includes over 5 different kinds of science practice.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.325-335
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• 2016

Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students' attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.245-256
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• 1998

In this study, we discussed about the implications of the idealization, which take an important role in physics, to the physics education. First, understanding of the idealization help the physics learning itself. This is because that various types of idealizations are included in the physics terms and concepts, derivation processes of physics laws and formulas, and explanation of natural phenomena and problem solving activities. Second, understanding of the idealization can help the application of the physics world to the real world. That is, by understanding the extent and the limit of idealization used in physics world, physics students can understand the discrepancies between the real world and the physics world. And also, by modifying or eliminating the idealization, students can extend the extent of understanding about how predictions based on the idealization used in the physics world will change. To do this, we suggested the application of computer simulation program in physics laboratories. Third, idealization take an important role in the inquiry learning for students' originality. The activities of identifying or controlling the variables, as one of the principal factors of scientific inquiry, need the appropriate establishment of the ideal conditions. And to analyze the limiting case or practice the thought experiments for understanding the impossible situation in the real world, ideal conditions also are needed. This study discussed above three aspects with various concrete examples and, with Park et al.'s study (Park et al., 1998), present the theoretical basis for the study of students' and teachers' understanding the idealization.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.525-542
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• 2022

The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.