• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of the Korean Society for Library and Information Science
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• v.22
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• pp.143-177
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• 1992

The main purpose of the school library is to present the various kinds of instructional media for an effective instruction including not only books, but also audiovisual materials and equipments. But unfortunately our school libraries have only books for the students and faculties at this time. But hereafter school library should house the various kinds of audiovisual media as well as printed media for the promotion of scholarstic achivemint. With a view to promoting the teaching method, and at the same time improving the scholarstic achivement of the students, instructional media were used in the class. To verify the efficiency of the instructional media, transparencies were used in the social science class of the 1st grade in the middle school and the natural science class of the 1st grade in the high school. In consequence, the academic achievement of the experimental class in which instructional media were used is superior to that of controlled class in which the textbook was only used. In < Social Science I >, the mean difference between the experimental class and the controlled class is 4.199 marks. And the difference, 0.032 is verified as a significant value in concordance to the t-test. In < Natural Science I >, the mean difference of the experimental class over the controlled class is 6.333. And the difference, 0.034 is verified as a significant value in concordance to the t-test. As shown in the above experimental research, using various kinds of the instructional media is more efficient than using textbook only. As a result of the questionaire on using the instructional media, most of the students desire to use of them continually because the use of the instructional media induce the interest, promote the comprehension, and entice the development of better memories.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.331-339
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• 2008

The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.93-100
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• 2007

The purposes of this study were to analyze problems in the experiments for comparing properties of a mixture with a compound of iron and sulfur and then to suggest the improved experiments. For this study, the experimental methods in 9th science textbooks described were analyzed and middle school science teachers were asked to conduct the experiment according to the process of the textbook and to point problems of the experiment. Two alternative experiments, which improves the problems of the toxic and provocative experiment and of distinction between a mixture and a compound by magnetic properties, were proposed. The two experiments were applied to the 10 science teachers and 60 students from a “S” middle school. They responded that the experiments were suitable for comparing properties of a mixture and a compound and helpful to understand the concept.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.45-54
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• 2013

Computational thinking has been a powerful key recently to open a new paradigm era in the curriculum of Informatics subject and the community of computer science education. But the quality and quantity of domestic research about it has been very poor in comparison with other countries. Therefore, this study focuses on the definition, learning steps and learning contexts about computational thinking education using some professional questionnaires and analyses of related other countries' literatures. The learning contexts that were extracted by several previous works could be used as the factor to analyze the curriculum of Informatics subject and textbooks in middle school; these could be helpful to teach the ability of computational thinking in middle school. Results of these questionnaires show that the three steps and 13 learning contexts of computational thinking education are properly well-formulated. The 5 of 13 learning contexts, such as data collection, are missing in 2009 revised-Informatics curriculum in middle school as well as the seven Informatics textbooks that used in middle school contained 10 of 13 learning contexts for computational thinking education.

• Journal of The Korean Association For Science Education
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• v.10 no.2
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• pp.67-72
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• 1990

Correct comprehension of the scientific terms is the bottom of understanding the general concepts contained is them. Therefore a study is required to analyze whether the students correctly understand the scientific terms. The associative method was used to evaluate the comprehensibility of the terms. The scientific terms in this study are selected in the textbook of science in the junior high school were selected. The frequency of the same associative word responsed and the frequency of no response from the selected students for given scientific terms were measured for 9 different groups. The terms which are not used in the daily life, especially for the terms with chinese character or abstract terms turn out to be difficult for the students to understand. It is purposed that the instructor should remember the importance of understanding the scientific term and carefully explain them to the science class.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3022-3029
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• 2011

One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.255-268
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• 2016

The education should adapt learners well to any changes and have them create something for such a era. Form the point of this view. question sheet was developed for middle school students to improve their scientific creativity. For this study, 146 item questions, which was from chapter 7 about solar system movement in the 3rd grade textbook for middle school students, was developed. For 5 weeks, 142 third graders in middle school were chosen and observed. They were divided into an experimental group and a control group. The teaching model using question sheet was applied to the experimental group, while the traditional teaching model, to the control group. This study compared two groups based on scientific creativity and academic achievement. In both scientific creativity and academic achievement, the group using question sheet showed meaningful differences. This result of the analysis indicated that teaching model using question sheet stimulated student's creative thinking and helped them to achieve a goal of lesson. The teaching model using question sheet can be used as an effective way to increase students' creativity.