• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2007.04a
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• pp.386-390
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• 2007

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.235-246
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• 2014

This study aims to explore how in-service science teachers adopt newly developed 'Science' focusing on the fusion of science based on 'the diffusion of innovation' model. For this study, we have explored five variables (i.e., perception of need, perception of support, innovativeness, perceived usefulness, self-efficacy of teaching, and intention to adopt) based on literature review and developed survey items to measure the level of five variables that in-service science teachers perceive. In addition, the path model of six variables explaining how in-service science teachers adopt an innovation was hypothesized by the literature review. A total of 349 in-service science teachers have participated in this survey study. First of all, results have illustrated that the levels of six variables have not significantly associated with in-service science teachers' teaching experiences, participation in professional development programs on 'Science' curriculum, and majors. In addition, the statistically acceptable model fit indices have illustrated that path model has been statistically valid to explain how in-service science teachers adopt newly developed 'Science' focusing on the fusion of science. The results have also illustrated that 'perception of support', 'perceived usefulness', and 'self-efficacy of teaching' exhibited strong mediating effects between other variables. For the successful establishment of newly developed curricula, textbook, or policies in science education in school, the level of teachers' intention to adopt innovations should be enhanced. This study will be useful for the development of new science teacher professional development programs to promote the level of teachers' intention to adopt innovations.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• Journal of radiological science and technology
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• v.28 no.1
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• pp.33-44
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• 2005

The objective of this study is to supply the good quality of experts the radiation industries in Korea and develop the major subject matter needed in the radiation industries and the curriculum in order to execute it for the variation of fields of employment at the department of radiation in the junior college and the development of the percentage of employment. In addition, this study is to improve the level of radiation experts engaged in the industries in quality, and it is to improve the social recognition of radiation rather negative now because of the development of radiation industry. As for the core results of this research, it was to suggest the detailed choice method curriculum proper to the service fields of radiation industries, but it may be subject to change due to each college's property and the educational objectives. From the result of this research above, it may be summed up as follows. First, as for the detailed curriculum by the service field, this study was to organize two subject matters: 1. the subject matter proper to the field of using the radiation, and 2. the subject matters proper to the safety control field of radiation. Second, as for the detailed curriculum by the pattern of industries, this study was to organize the four subject matters: 1. the subject matter needed in the manufactures, 2. the subject matter needed in the nondestructive testing industries, 3. the subject matter needed in the sales agencies, and 4. the subject matter needed in the laboratories. This study was to suggest the operational model about the curriculum in order to execute these subject matters. It could be executed as two methods below. First, one method is to execute the major systems by the medical field and industrial field in the third course at the department of radiation in the junior college now. Second, the other method is to make them specialize the industrial radiation in the Advanced Course(one year course) after the graduation of junior college. To operate these curricula successively it needs to assume the deeper research and the development of materials about the subject matters related to the nuclear radiation industries hereafter. In addition, it needs to solve the security of finance like the manpower of professor, space for practice, and the educational appliances, etc. needed in the operation of subject matters. Finally, the effect and result from the development or revision of college curriculum did not come out in a short time. It will require considerable time until the undergraduates at the department in the junior college finish a set of curriculum newly developed, and graduate the university, and can get the results while they engage in their works in the industrial sites. Accordingly, all the interested parties have to anticipate the results of this research with the patience in long-standing point of view. Also, this researcher considers it as it is willing to give them the continuous interest and support.

• Journal of The Korean Association For Science Education
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• v.8 no.2
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• pp.23-32
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• 1988

This study analyzed the specific science content involved in 'the 5th curriculum in the elementary school' in Korea and four Kinds of 'Science in the elementary school' books. And innovative science content is investigated for children's living in the scientific, technological, and informationized society. As results, biology is emphasized much more than other areas. Chemistry is less emphasized than other areas. The innovative science content should inchudethe S. T.S problems, the recent developments and the value or religious problems related to science. This study suggested several innovative science contents.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.751-772
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• 2015

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.171-181
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• 2021

The purpose of the study is to explore the personal experiences and efforts of science teachers, who have worked in science core schools over the years, in order to evaluate the educational effects and implications of science core school policies. To achieve this purpose, we conducted semi-structured interviews with twelve individual science teachers who have operated programs and curriculum at science core schools. The results provided three case studies presenting how the teachers operated curriculum and how they perceived the benefits of science core schools and identified some commonalities in their experiences and perceptions through cross-case discussions. Three teachers in case studies presented different teaching orientations for science core schools, but they positively perceived its benefits and were very satisfied with the school environment and financial supports from government even though they had more burdens on work. In cross-case analysis among 12 teachers, the teachers commonly presented their passion and enthusiasm for organizing and implementing various extra-curriculum science activities. They believed that such efforts contributed to encouraging their students to consider their careers in science and engineering fields in college. And the differentiated school program has increased reputation and preference for the school from local parents and students. In addition, they felt that these efforts brought their own growth and professional development as science teachers.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.285-294
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• 2014

Recently, research using robots as a learning tool has increasingly been conducted in K-12 education area. It has been known that hands-on robots give positive educational effect not only on science and mathematics, but on STEAM activity, and help improve the abilities necessary in the 21 century, such as critical thinking, creativity, communication skills, and team work. Despite many research achievements, there is still few research on robot based curriculum to improve the instrumental application of robots in the primary and secondary education fields. In other words, there is a lack of studies of systematic educational contents, educational methods and educational evaluation to increase the instrumental application according to schools and class years. Therefore, this study analyzed domestic and foreign robot based curriculums and relevant cases to develop 'robot' related educational programs in primary school and middle school, suggested the achievement objectives in the robot area as a sub category of the computer science curriculum which will be revised, and proposed teaching-learning method and evaluation method.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.13-20
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• 2020

The interest in artificial intelligence is due to an increase in influence on companies, organizations, daily lives and society. The purpose of this study is to analyze the key elements in the teaching subjects of artificial intelligence-related subjects of Korean universities based on the intelligent system area of Computer Science 2013 in terms of human resources development. According to the analysis, there are five out of nine universities that run the required courses. Based on the 12 detailed knowledge domains of intelligent systems, the compulsory subjects of universities are distributed in the field of basic search theory, basic knowledge expression and reasoning, and inference based on uncertainty. The elective courses of each university covered topics in five to eight areas of the total knowledge area of the intelligent system, with 69.9 percent of universities with the highest average ratio of areas involving the subject of teaching subjects and 46.3 percent of universities with the lowest. This study has implications for the fact that prior to entering an artificial intelligence graduate school, we were able to grasp the level of knowledge about artificial intelligence at the undergraduate level.