• Journal of the Korean Society for information Management
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• v.25 no.3
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• pp.41-64
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• 2008

This study sought to develop an integrated information literacy curriculum that would have a strong relationship with curricula through the standard themes abstracted from theme network structures, scan and cluster analyses of the information literacy curricula. In addition, this study also attempted to develop a teaching-learning model for the developed integrated information literacy curriculum. This study utilized the themes of information literacy instruction that have interdisciplinary characteristics as analysis criteria in analyzing the commonality of information literacy instruction and the subject curricula. The following characteristics were found from the analyzing the areas of commonality. Foremost, the first themes(the fields of basic learning skills and nature) which belongs to the fields of information society, library, information technology, collaborative skills were found to have many relationships with the subject curricula. Next, the second themes(the field of information problem solving capabilities) which is the core field of information literacy instruction showed a weak relationship with the subject curricula.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.407-419
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• 2021

This study investigated the perception of science philosophy education targeting 150 elementary school teachers in metropolitan cities and provinces. The questionnaire survey on the perception of the philosophy of science education was composed of a 5-point Likert scale based on the interest and experience of the philosophy of science, the reason for difficulty in using it, and the introduction method, the expected effect. As a result of the survey, elementary school teachers' awareness of the interest and necessity of the philosophy of science was generally high, while the experience of learning and teaching the philosophy of science was low. In addition, to the reason why it was difficult to utilize the philosophy of science, teachers answered that there was insufficient teacher training and development of teaching and learning methods. As a way to introduce the philosophy of science in science education, it was thought that it was necessary to combine the concept learning and inquiry method, and elementary school teachers' perception of the expected effect of using the philosophy of science was generally high. The results of this study are meaningful in that they provide basic data on the direction of the introduction of the philosophy of science in elementary science education.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.649-656
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• 2020

In this study, we analyzed the learning elements and achievement standards, and explored the appropriateness and hierarchy of content were analyzed related to the nine types of traditional astronomical instruments presented in the traditional science unit of the History of Science course to improve the problematic situation in which students show low selection rates for the History of Science, one of the elective courses in high school science. Based on the results of this analysis, we suggested ways to utilize each astronomical instrument for teaching and learning in science curriculum with different grade bands. Using the results of this study as a starting point, if a follow-up study that develops specific achievement standards or inquiry activities related to traditional astronomical instruments can be conducted, students' awareness of Korean traditional science culture can be improved, and furthermore it is expected to increase the student's selection rate for the History of Science course.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.16-24
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• 2006

The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.138-149
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• 2006

The purpose of this study was to develop the environmental sensitivity(ES) measurement instrument and to apply for middle school students. The questionnaire was developed to evaluate ES. The developed questionnaire consists of 15 items in 5 categories. Each item of the instrument was developed through the conceptional analysis of the definition of ES. The 5 categories included natural environment, activity at natural environment, artificial environment, environmental pollution, environmental destruction. Data for this study were collected from 397 middle school students including 46 environmental class and 351 non-environmental class students. It was found that the developed instrument to measure ES was valid and reliable. Reliability coefficient, Cronbach $\alpha$ was 0.75. Using the developed instrument of ES, the ES was measured for the students of experimental group to which a inqury-based EE model was applied. The result was that the effect of ES of the students of the experimental group was not statistically significant. Futher research is needed related to the EE model based on the inquiry learning model and measurement of environmental sensitivity.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.85-91
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• 2022

In the IOT social environment, which emphasizes the convergence of science and technology and emotion, this study aims to explore the experience and meaning of the experience while participating in the design convergence class based on the operation of the Learning community of Chinese graduate students majoring in design. To this end, an implementation study was conducted by visualizing various research problems using a design-based inquiry method for 12 graduate students attending T University. The design-oriented convergence class was conducted in a small group with content that was deepened into a visual strategy by the expression technique given by the external environment and the learner's own inner motivation. In order to express the perspective and intention of the research problem in the research, the convergence design research expressed using various visual strategies such as metaphorical use and analysis of visual data in the research process and sensory approach to the research problem was presented in a form that expresses the creative thinking process. As a way of exploration, the teaching method of presenting results based on various experiences suggests changes in new teaching formats, practical knowledge sharing by instructors, and community participation by learning participants.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.675-692
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• 2023

This study used a Chatbot, a generative artificial intelligence (AI), to analyze the interaction between the Chatbot and students when exploring critical minerals from an epistemological aspect. The results, issues to be kept in mind in the teaching and learning process using AI were discussed in terms of the role of the teacher, the goals of education, and the characteristics of knowledge. For this study, we conducted a three-session science education program using a Chatbot for 19 high school students and analyzed the reports written by the students. As a result, in terms of form, the students' questions included search-type questions and non-search-type questions, and in terms of content, in addition to various questions asking about the characteristics of the target, there were also questions requiring a judgment by combining various data. In general, students had a questioning strategy that distinguished what they should aim for and what they should avoid. The Chatbot's answer had a certain form and consisted of three parts: an introduction, a body, and a conclusion. In particular, the conclusion included commentary or opinions with opinions on the content, and in this, value judgments and the nature of science were revealed. The interaction between the Chatbot and the student was clearly evident in the process in which the student organized questions in response to the Chatbot's answers. Depending on whether they were based on the answer, independent or derived questions appeared, and depending on the direction of comprehensiveness and specificity, superordinate, subordinate, or parallel questions appeared. Students also responded to the chatbot's answers with questions that included critical thinking skills. Based on these results, we discovered that there are inherent limitations between Chatbots and students, unlike general classes where teachers and students interact. In other words, there is 'limited interaction' and the teacher's role to complement this was discussed, and the goals of learning using AI and the characteristics of the knowledge they provide were also discussed.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.259-270
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• 2024

This paper introduces a fundamental investigation into the establishment of a framework for integrating fieldwork into special education teacher preparation programs. This paper introduces a comprehensive framework for the implementation of semester-based practicum systems in special education teacher training programs. The paper delineates essential stages including preparation, adaptation, responsibility readiness, mutual responsibility, and evaluation, emphasizing the importance of collaboration, hands-on training, and feedback interactions. Moreover, the study delves into practical learning frameworks such as the Experiential Learning Model, Sociocultural Theory, and the Apprenticeship of Observation Model. It highlights their significance in connecting theoretical concepts with practical applications and in cultivating reflective practices among pre-service special education teachers. Moreover, the study explores two significant practicum models, namely the Class-Academy Model and the Professional Development Schools (PDS) Model, examining their elements, advantages, and impacts on teacher education programs. The paper provides valuable insights into improving the preparation of special education teachers by incorporating structured practicum experiences and innovative models that blend theoretical knowledge with practical application.

• 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 Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.87-103
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• 2013

This study was investigated to examine the effects of writing activities based on Polya's Problem Solving Stages on Learning Accomplishment and Attitudes. A total of 54 students were selected from two Grade 6 classes of P Elementary School in G City to form an experimental group(n=27) and a control group (n=27). The experimental group was applied to a class which was creating writing activities according to Polya's Problem Solving Stages to problem solving and inquiry activities. The control group was taught by the traditional method to the same activities. The five questions for each area were selected as a descriptive assessment of the second semester of Grade 5 in the area of the Academic Achievement pre-test, developed by the G Education and Science Research. The post-test was selected by a descriptive assessment of the content of the first semester in Grade 6. The same questions were posed for both the pre-test and the post-test of the Mathematical Attitudes assessment. We examined the pre-test at the beginning of the school term, then the students were re-examined after one semester, using the same questions as the pre-test. This research showed that there was a meaningful difference in Learning Accomplishment as a result of T-test in the 5% level of significance. Secondly, there was a meaningful difference in the Mathematical Attitudes as a result of T-tests. It shows that writing activities based on Polya's Problem Solving Stages have an influence on improving Learning Accomplishment and Attitudes.