• Journal of the Korean Chemical Society
• /
• v.50 no.1
• /
• pp.79-88
• /
• 2006

study was to explore the patterns and the characteristics of students' interactive argumentation in the middle school science classes. The data were collected by observing and audiotaping the small-group discussions and the transcribed data were analyzed through the lens of Toulmin's argument frame. As the results, the three argumentation patterns, which could be combined different ideas with or without their warrants, were presented. In the first pattern, the argumentation including the claim and its warrant without any different ideas, the students argumentation did not have any conflict with each other in the discussions. In the second, the argumentation of different ideas without their warrants, the different ideas did not affect the claim. In the last, the argumentation of different ideas with their warrants, the students elaborated the claim through collaborative argumentation in search for the warrant. To understand and improve student discussions in the science classrooms, conclusion and implications were discussed based on the results.

• Journal of Korean Library and Information Science Society
• /
• v.37 no.1
• /
• pp.353-373
• /
• 2006

The purpose of this study is to research the concepts of reading ability and debate ability, and the components of both abilities and to make the performance assessment's standards to apply them to the classroom for reading debate in the school libraries. For doing this, I studied the necessity of reading debate, assessment, and the components of reading/debate abilities. The components of the reading and debate abilities were derived from the theoretical researches and the performance assessment's standards for the reading debate were proposed in the viewpoint of the teacher librarians and classroom teachers in the school libraries in order that the teacher librarians and teachers could apply them to the reading debate classes and assess the performance achievement of the students.

• Journal of The Korean Association For Science Education
• /
• v.24 no.2
• /
• pp.343-356
• /
• 2004

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers' understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers' conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.17 no.1
• /
• pp.27-46
• /
• 2006

The purpose of this research is to identify critical factors for facilitating school library reading programs and to develop guidelines for school library development. For this. relevant studies including several school library case studies were reviewed and analyzed. Also a survey was conducted for school library personnel. The survey findings showed that there was still lack of consensus on defining school library reading programs or school library use programs. Moreover, it is also found that in most cases school libraries neither have professional school librarians nor provide appropriate training to them. As a result it is recommended that for developing effective reading programs, school libraries need to fix the current problems and try to develop collection development plans for supporting reading programs, in cooperation with classroom teachers to develop library reading programs as a part of the curriculum. and ultimately with local public libraries.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.34 no.3
• /
• pp.59-87
• /
• 2023

The aim of this study is to provide practical instances of implementing picture book reading sessions within school libraries to enhance language proficiency and foster emotional stability among lower-grade multicultural students hailing from foreign backgrounds. The research outlines the design and execution of a picture book reading program tailored for multicultural students, with analysis based on the outcomes of actual classroom implementations. In the course of the study, existing literature pertaining to the use of picture books for enhancing multicultural education and language skills was reviewed. This informed the development of a structured class procedure by extracting core components. Indeed, 43 multicultural students in five classes in the first and second grades of A Elementary School in Gyeonggi-do were given three pilot classes for each class for 20 weeks and a total of 100 picture book reading classes, each with 17 main lessons. This study establishes the positive impact of picture book reading classes on the Korean language comprehension of multicultural students. The results confirm positive improvements in students' ability to understand Korean, as evidenced by enhanced Korean expression and presentation skills, increased library usage, and a positive shift in classroom attitude. The procedure for reading picture books using school libraries proposed in this study was actually conceived and developed in the course of class operation in the school education field, reflecting the changes brought about by the increase of multicultural students and the need to improve the class environment. Through this practical investigation, important insights have been extracted regarding how picture book reading sessions designed for elementary school students from multicultural backgrounds can enhance the classroom environment and elevate learning outcomes.

• Journal of Korean Elementary Science Education
• /
• v.26 no.3
• /
• pp.295-308
• /
• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of the Korean earth science society
• /
• v.26 no.5
• /
• pp.367-375
• /
• 2005

This study investigated the purpose and role of class evaluation standards and the reason to develop these teaching standards using literature review, survey, classroom observation and teacher interviews. Based on the teachers’opinion, we also investigated who should develop teaching standards and who will benefit most from the standards. In sum, the standards for teaching evaluation should help to form (a) the guidelines for beginners, (b) the directives for specialists, (c) the principles for grasping areas for improvements, and (d) the means for communicating with other communities. In addition, teachers should take responsibility for developing teaching standards as the basis for evaluating their own work and improving their own professional learning to provide quality assurance. The development of subject specific teaching standards is not possible without active participation of teachers as well as other stakeholders in education.

• Fire Science and Engineering
• /
• v.32 no.6
• /
• pp.134-140
• /
• 2018

This study examined the adequacy of a school classroom's occupant load density standard to cope with the issues associated with the decreasing number of students and regional variations. Therefore, this study analyzed the occupant load density standards of kindergarten, elementary school, middle school, high school, and universities using the data open to the public by the Ministry of Education. The results revealed a high variance in the occupant load density according to the school type. The median values were 1.49, 3.45, 2.64, 2.45, and $3.41m^2/person$ for kindergarten, elementary school, middle school, high school, and universities, respectively. Although the occupant load density was higher than the current standard ($1.9m^2/person$), except for kindergarten, the present standard did not need to be improved immediately, considering the purpose of calculating the maximum occupancy. On the other hand, if improvements are made in line with other enhancements of a national education policy, it will be possible to mitigate the measure to $2.5m^2/person$ based on the survey results.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.379-388
• /
• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Communications of Mathematical Education
• /
• v.31 no.4
• /
• pp.389-407
• /
• 2017

Many researches related to STEAM education have been actively conducted for developing elementary and secondary school students' comprehensive and logical thinking ability in relation to creativity education in Korea. Each sub factor of STEAM education requires creative thinking with the ability to be merged together to solve problems as integrated or combined forms in the fields of Science, Technology, Engineering, Arts, and Mathematics. Also, these STEAM activities and experiences should be carried out at various places outside the classroom in school. Although various educational programs to enhance mathematical creativity have been emphasized for elementary and secondary school students, recent tendency to focus on classroom learning in the school makes it difficult to develop creative thinking ability of students. This research is mainly based on the result of the project "Development and Administration of STEAM Outreach Program in 2016" supported by KOFAC(Korea Foundation for the Achievement of Science & Creativity). The purpose of this research is to develop a STEAM outreach program including students' activity books, teachers' manuals and administration manual that can maximize STEAM-related interest of students, and to provide a chance for elementary and secondary school students to experience creative thinking based on sub factors of STEAM. The STEAM competency total score and the perception of convergence education were significantly increased for all students participating this program, but some sub factors showed different result by school levels. The STEAM outreach program developed by this study is designed to emphasize STEAM education especially 'based on' mathematics in order to provide students with the opportunity to experience more interest in the field of mathematics and will be able to provide an interesting creative STEAM outreach program that utilizes a variety of activities which, we expect, would help students to consider their career in the future.