• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Communications of Mathematical Education
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• v.38 no.3
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• pp.331-351
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• 2024

The purpose of this study is to examine the effects of taking a 「Theory of mathematical education」 on the mathematical beliefs of pre-service teachers. For this theory of mathematical education was run in the first semester of 2021 and 2022, and the data was collected and analyzed by conducting a mathematical beliefs questionnaire, drawing a mathematics class scenes test, and focus group interviews with participants. According to the results of the study, there was a statistically significant difference between the pre-test and post-test results on the 'process of inquiry' of the nature of mathematics and the 'active participation' of mathematics learning in the mathematical belief category of pre-service teachers. In addition, in the image test of mathematics classes, the proportion of the image of the student-centered class increased significantly in the post-test compared to the pre-test, while the proportion of the image of the teacher-centered class decreased significantly. It can be assumed that the various learning opportunities provided in the pre-service mathematics teacher education program promoted the composition of practical knowledge based on propositional knowledge of pre-service teachers, and this series of processes contributed to transforming the mathematical beliefs of pre-service teachers into learner-centered beliefs.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.85-103
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• 2019

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.173-191
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• 2024

Typhoons are significant meteorological phenomena that cause interactions among the ocean, atmosphere, and land within Earth's system. In particular, wind speed, a key characteristic of typhoons, is influenced by various factors such as central pressure, trajectory, and sea surface temperature. Therefore, a comprehensive understanding based on actual observational data is essential. In the 2015 revised secondary school textbooks, typhoon wind speed is presented through text and illustrations; hence, exploratory activities that promote a deeper understanding of wind speed are necessary. In this study, we developed a data visualization program with a graphical user interface (GUI) to facilitate the understanding of typhoon wind speeds with simple operations during the teaching-learning process. The program utilizes red-green-blue (RGB) image data of Typhoons Mawar, Guchol, and Bolaven -which occurred in 2023- from the Korean geostationary satellite GEO-KOMPSAT-2A (GK-2A) as the input data. The program is designed to calculate typhoon wind speeds by inputting cloud movement coordinates around the typhoon and visualizes the wind speed distribution by inputting parameters such as central pressure, storm radius, and maximum wind speed. The GUI-based program developed in this study can be applied to typhoons observed by GK-2A without errors and enables scientific exploration based on actual observations beyond the limitations of textbooks. This allows students and teachers to collect, process, analyze, and visualize real observational data without needing a paid program or professional coding knowledge. This approach is expected to foster digital literacy, an essential competency for the future.

• Journal of Christian Education in Korea
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• v.74
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• pp.107-134
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• 2023

The purpose of this study is to provide a foundation for establishing the correct direction of education that utilizes artificial intelligence, a key technology of the Fourth Industrial Revolution, in the context of Christian education. To achieve this, theoretical and literature research was conducted. First, the research analyzed the historical development of artificial intelligence to understand its characteristics. Second, the research analyzed the use of artificial intelligence in convergence education from an educational perspective and examined the current policy direction in South Korea. Through this analysis, the research examined the direction of Christian education in the era of artificial intelligence. In particular, the research critically examined the perspectives of continuity and change in the context of Christian education in the era of artificial intelligence. The research reflected upon the fundamental educational purposes of Christian education that should remain unchanged despite the changing times. Furthermore, the research deliberated on the educational curriculum and teaching methods that should adapt to the changing dynamics of the era. In conclusion, this research emphasizes that even in the era of artificial intelligence, the fundamental objectives of Christian education should not be compromised. The utilization of artificial intelligence in education should serve as a tool that fulfills the mission permitted by God. Therefore, Christian education should remain centered around God, rooted in the principles of the Bible. Moreover, Christian education should aim to foster creative and convergent Christian nurturing. To achieve this, it is crucial to provide learners with an educational environment that actively utilizes AI-based hybrid learning environments and metaverse educational platforms, combining online and offline learning spaces. Moreover, to enhance learners' engagement and effectiveness in education, it is essential to actively utilize AI-based edutech that reflects the aforementioned educational environments. Lastly, in order to cultivate Christian learners with dynamic knowledge, it is crucial to employ a variety of teaching and learning methods grounded in constructivist theories, which emphasize active learner participation, collaboration, inquiry, and reflection. These approaches seek to align knowledge with life experiences, promoting a holistic convergence of faith and learning.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.212-224
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• 2011

In school science class, actual geological field trips tend to be restricted due to a number of problems including travel distance, cost, safety, and so on. Therefore, alternative way should be sought to provide students with the benefits of actual field trip. The purpose of this study is to develop web-based virtual field trip (VFT) about Jeju island in Korea by using flash panorama, and to explore a variety of ways to utilize the VFT. The characteristics of Jeju VFT are as follows: it provides virtual space for secondary school students to learn about volcanic topography and geology; students can access contents in a non-sequential order by virtue of web-based system, and students can control learning pace according to their ability; it is possible to investigate the same field site repeatedly, not limited by time and space; it presents differentiated worksheets for different school grade; it provides diverse complementary web contents, e. g., closeup features, thin sections, inquiry questions, and explanations of outcrops. We proposed several ways with instructional models to utilize Jeju VFT in science class and extra-school curricular as well.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.115-131
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• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.