• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.110-125
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• 2018

The purpose of the study was to explore the effect of using discussions and debates in science laboratory classes on science learning motivation, science process skills, and science academic achievement. Participants in this study were 6th grade students at an elementary school. Students in the experimental group participated in science laboratory classes using discussions and debates while students in the comparative group participated in common laboratory classes with a teacher-directed approach. The results of this study are as follows: by using discussions and debates in science laboratory classes, there were statistically positive effects on the students' science learning motivation and science process skills. However, there was no statistically significant difference in science academic achievement by using discussions and debates. Even so, in the narrative survey of the students'reactions after the class, students in the experimental group responded that it was much easier to understand the meaning of the scientific concepts when they used discussions and debates. Therefore, there is a need to investigate how to use discussions and debates effectively by introducing them at different time or in different ways, rather than considering that discussions and debates have no effect on science achievement. These findings provide science teachers and researchers pedagogical implications about utilizing discussions and debates in science classes.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.12-24
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• 2008

In this research, we have carried out an experiment with grade 10 students. Students will be choosing their roles and creating their own script in relation to the environmental problems such as the seriousness of global wanning and the mutation of ecosystem. Throughout this process, they will come up with a solution to the problem In addition, we will assess students' knowledge achievement as well as the changes in attitudes toward environment, and analyze whether the role-play method of education is efficient or not. According to the research result, we have confirmed that the method of role-play as a education tool was more efficient than the traditional lecturing method. Students experienced higher rate of knowledge acquisition and more optimistic effects on their attitudes toward the mutation of ecosystem and also the seriousness of the global wanning. Students also pointed out in the interview that the role-play allowed them to share their thoughts with other classmates, which were not carried out frequently in the traditional education system In addition, each member of groups could participate cooperatively with teammates, which ultimately helped them to develop scientific and introspective ways of thinking.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.477-485
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• 2015

In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.359-370
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• 2021

This study aims to identify the characteristics of the program that integrates maker education with science subjects and to explore the maker's competency expressed in students. To this study, a maker activity program based on scientific concepts was developed and applied to 20 first-year students at H University in a general chemistry experiment course, and activity data were analyzed. The analysis results of maker activities based on scientific concepts are as follows. First, students performed activities through the process of 'presentation of ideas,' 'selection and planning of ideas,' and 'prototyping'. In particular, it was confirmed that prototyping was divided into stages of "partial prototyping" and "full prototyping". Second, as characteristics of the activity, 'use of scientific concepts as logic for coding in the process of maker activities', 'in-depth understanding of scientific concepts', and 'inducing high achievement and interest through transfer of initiative in learning' were confirmed. Third, collaboration competency and making performance competency were frequently expressed in the process of activities, but human-centered competency were rarely expressed.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.1-7
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• 2006

The purpose of this study is to verify the effect of microcomputer-based laboratory (MBL) teaching on 6th graders in Korean elementary schools. Three classes from elementary school were respectively assigned to an experimental group consisting of one class (38 students) and a control group of two classes (78 students). For the experimental group, science instruction employed MBL. For the control group, traditional instruction was used. The results of this study are as follows: Firstly, the MBL was effective in the improvement of scientific inquiry skills. Secondly, there was no significant difference in respect to the results from the achievement test between the experimental group and the control group.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.115-126
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• 2013

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.509-520
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• 2023

Scientific explanation is the main goal of scientists' scientific practice, and the science curriculum also includes developing students' abilities to construct scientific explanations as a major goal. Thus, clarifying its meaning is an important issue in the science education community. In this paper, the researchers identified three perspectives on 'scientific explanation' based on the scoping review method (Deductive-Nomological, Probabilistic, and Pragmatic explanation models). We argued that it is important to clarify and distinguish the meanings of 'scientific explanation' from other concepts used in science education, such as 'description', 'prediction', 'hypothesis', and 'argument' based on a review of the literature. It is also pointed out that there is a difference between 'scientific explanation' as a product and 'explaining scientifically' as communication, and several ways to revise achievement standard statements in the science curriculum are suggested, to guide students to construct scientific explanations and to help students to explain scientifically. By adopting the three scientific explanation models, the important factors to be considered were classified and organized, and examples of science learning activities for scientific explanation considering such factors were suggested. It is hoped that the discussion in this study will help establish clearer learning goals in science learning related to scientific explanation and aid the design of more appropriate learning activities accordingly.

• Proceedings of the Polymer Society of Korea Conference
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• 2006.10a
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• pp.76-77
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• 2006

Conducting polymers have been attracting considerable attention from both scientific and industrial perspectives by virtue of the beneficial electrical and optical properties originating from their unique ${\pi}-conjugated$ system. Many efforts have been devoted toward fabricating conducting polymer nanomaterials. Of the various synthetic methodologies, soft template method has emerged as a very promising tool in fabricating conducting polymer nanomaterials. For last a few years, our research group has intensively studied the fabrication and application of conducting polymer nanomaterials. In this talk, the recent achievement in the synthetic methodology based on the use of soft templates will be discussed.