• Journal of Science Education
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• v.33 no.2
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• pp.346-352
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• 2009

The purpose of this research was to analyze the chinese chemistry terminology in chemistry unit of 7th grade science textbooks in 7th curriculum and find relationship between student understanding and difficulty index for chinese preferred students and non-chinese preferred students. The chinese terminology in 7th curriculum was reduced less than that of 6th curriculum but still was over 70%. Students had difficulties in understanding of abstract terminologies and science terms but thought easily the concrete, common terminologies. The tendency of student understanding was similar to that of difficulty index. For chinese chemistry terminology, understanding of chinese preferred students was higher than that of non-chinese preferred students. For easily translated chemistry terminology, there was no significant difference but both were showed the improved understanding. Therefore student understanding should be improved in science if science textbooks would be written by easily translated chemistry terminology.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.289-296
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• 2002

The purpose of this study is to analyze STS contents in the elementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The Percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour, Higher proportions of the STS contents are found in the domains of ‘energy’ and ‘material’. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are 'group activity' or 'experiment.observation'. There are few activities of 'role playing', 'spot study' or 'interview'. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.140-161
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• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.401-413
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• 2010

This study analyzed the kinds and frequencies of descriptors in 154 articles in ERIC data base on the 4th day of January in 2010. The titles of the articles includes the words, 'scientific literacy'. As each descriptor is constituted of two words and over, in this study the first word in the descriptor was defined as 'restrictive word' and the rest word(s) as 'target word(s)'. The results are as follows. First, the descriptors which show high frequencies of target words are the traditionally important themes of scientific literacy education. Target words which show relatively high frequency are 'education', 'literacy', 'instruction' and 'countries'. Low frequency word is 'curriculum', which has various restrictive words and represents wide differentiation. Second, among the descriptors which show low frequencies of target words, relatively high frequency descriptors are '(and)society', 'change', 'secondary education', 'concepts', and 'biology', which have been given more attention in scientific literacy research than the rest descriptors. Third, the number of the descriptors that shows largely distributed pattern A, which happens over 15 years continuously, is over the half of all analyzed descriptors, which shows that they have been the major objectives in researches about scientific literacy. Most descriptors of pattern A shows normal distribution of frequency or the trends of increasing frequency as the time is nearer. Fourth, The descriptors are divided into four groups according to the time span. Each research trends are as follows. In later 80s, the research which emphasizes the importance of the sociality and technology in all level school science curriculum. In later 90s the research for educational change of inquiry-centered science curriculum which considers technological literacy in social contexts. In earlier 2000s the research that scientists and science teachers develop science curricula mostly related to scientific principles and thinking in chemistry and biology especially. In later 2000s case studies which relates teaching methods and science process activities to students' attitudes, scientific concepts and curricula.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.1-12
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• 1996

The purpose of this study is to investigate the psychological hierarchy structure of science concepts and to determine the effective teaching order by comparing the teaching effects of the psychological hierarchy order with those of teaching order of the current text in order to inquire validating evaluation framework of science curriculum sequence. Key concepts were selected by tasks analysis in the seven units of elementary and secondary school curriculum. Concept formation tests were developed to evaluate each concepts achievement,. The test items were made according to each of the concepts based on 12 prototype tasks developed by Frayer(1969). To identify the students' psychological hierarchy the test items were administrated to elementary and secondary school students. Ordering theory was used to identify the students' psychological hierarchy. Nonequivalent control group pretest-posttest design was used in this study as an experimental design. Teaching with psychological hierarchy order was applied tp experimental group and teaching with concept order described in the current text was applied to control group. The major results of this study are as followings: 1. The students' psychological hierarchy structures are different from logical hierarchy structures. 2. The science teachers' psychological hierarchy structures are different from not only logical hierarchy structures but also students' psychological hierarchy structures. 3. The mean score of experimental group applied psychological hierarchy order is significantly higher(p<.05) than the control group in the concept achievement.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.265-273
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• 2020

In this paper, to design a basic data science practice curriculum as a liberal arts subject for non-majors, we proposed an educational method using an Excel(spreadsheet) data analysis tool. Tools for data collection, data processing, and data analysis include Excel, R, Python, and Structured Query Language (SQL). When it comes to practicing data science, R, Python and SQL need to understand programming languages and data structures together. On the other hand, the Excel tool is a data analysis tool familiar to the general public, and it does not have the burden of learning a programming language. And if you practice basic data science practice with Excel, you have the advantage of being able to concentrate on acquiring data science content. In this paper, a basic data science practice curriculum for one semester and weekly Excel practice contents were proposed. And, to demonstrate the substance of the educational content, examples of Linear Regression Analysis were presented using Excel data analysis tools.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.1-8
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• 2009

This study was to analyze the effect of 'mobile science-lab' through the survey of students' perception. 'Mobile science-lab' is the one of the most distinguished public science programs and has been made in order to promote the students' understanding of science by providing students an opportunity to be engaged in several activities of science and high-technology. To fulfill the purpose of this study, we analyzed the opinions of 3,643 students who participated in 'mobile science-lab'. As the results, 'mobile science-lab' is very effective on improving the students' interest and concern of science. Most students recognized that the best advantage of 'mobile science-lab' is the participation in experiments. To overcome the mobile science-lab's some limits, more researches including development of the training program of science show coordinators should be done.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.249-262
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• 2024

The purpose of this study is to analyze the achievement standards of the 2015 revision and 2022 revision of the science curriculum using the TIMSS 2023 science cognitive domain analysis framework. The subject of the study is the achievement standards for all elementary school areas in the 2015 and 2022 revised science curriculum. Three field teachers and one elementary science education expert who majored in elementary science education participated in the research analysis. The results of this study are as follows. First, in the 2022 revised movement and energy field, the ratio of the 'knowing' area was about 16% higher than the 2015 revision, and the ratio of the 'reasoning' area also increased by about 5.8%. Second, in the material field, the proportion of TIMSS 2023 cognitive domains was in the order of 'knowing', 'applying', and 'reasoning' regardless of grade group and curriculum revision period. Third, in the field of life sciences, the proportion of TIMSS 2023 cognitive domains differed depending on grade group and curriculum revision period. Fourth, in the Earth and Space field of the 2022 revision, similar to the other three fields, the proportion of the 'Knowing' field increased and while the 'Applying' field decreased. However, in the 2022 revision, the 'reasoning' area in all three other fields increased, but decreased only in the earth and space fields. Fifth, the 2015 revised integrated unit and the 2022 revised science and society field only covered the elements of 'recognizing' and 'presenting examples' in the 'knowing' area, 'making relationships' and 'explaining' in the 'applying' area and 'Synthesize' in the 'reasoning' area. In the 2022 revised elementary school science field, the proportion of the 'knowing' section was 52.5%, the proportion of the 'applying' section was 33.8%, and the proportion of the 'reasoning' section was 13.7%. In conclusion, in the 2022 revised elementary science achievement standards, the ratio of the 'applying' and 'reasoning' areas was low because the reliance on the 'knowing' area was too high.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.191-197
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• 2010

Students' emotional attitude not only affects their achievement in a meaningful way but also is an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle and high-school students based on a survey and reviews of previous research results. We analyzed students learning attitude in terms of interest in and enjoyment of science, instrumental motivation in science, science learning anxiety, and self-concept in science. Major findings are students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to students' explanation, science classes got bored in a higher grade because of difficult contents, lack of experiments and activities, and teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Architectural research
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• v.13 no.2
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• pp.13-21
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• 2011

Since 2002, Architecture Schools in Korea was changing long traditional architectural education system from 4 years generalized architectural engineering curriculum to 5 years professional architecture program. Until 2010, 76 architecture schools have changed their program to 5 years course which was focused to design studio education. It was a very rapid change and there was not much time develop their own system which could represent institutional identity, character of students and local environment. Korea joined as a regular member of Canberra Accord in 2010 and it is meaningful to compare Korean architecture program contents to another country education contents. US architecture programs were selected for this comparison study. The goals of this study are to create a comparable understanding the form of contents of Architectural Education in US and Korea and to verify the substantial equivalence of these systems. To achieve above goals, three public institutes of each country were selected and analyzed with general information, history, resources, curriculum and the matrix of Student Performance Criteria for quantitative comparison. For qualitative comparison education context of programs were analyzed with program missions, the way of advising, professional connection and distribution of faculty loads.