• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.483-492
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• 2017

The purpose of this study is to analyze the variation in pupil size as shown in the scientific hypothesis generation process of students in Elementary School. The subjects for research consisted of 20 fifth-year students at Seoul B elementary school who agreed to participate in the research. The task consisted of four scientific hypothesis-generating tasks. SMI's Eye Tracker(iView $X^{TM}$ RED) was used to collect eye movement data. Experiment 3.6 and BeGaze 3.6 softwares were used to plan experiment and analyzed the task performance process and eye movement data. The findings of this study are twofold. First, there were four types that generate hypothesis about the tasks. Second, in the moment of generating hypothesis, participants' pupils have grown bigger. And while thinking of generating hypothesis or elaborating hypothesis, there were no big changes. These results show the moment of generating hypothesis is affected by emotional factors besides cognitive factors.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.441-450
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• 2010

The purpose of this study was to evaluate the level of elementary gifted students' argumentation and examine the special features of argumentation founded in scientific inquiry. 28 students were selected in the special education center for the gifted in K National University. They were organized 8 groups of 3~4 students and engaged in scientific inquiry activity. The researcher wasn't involved in students' inquiry activity and argumentation except for the guiding and introducing their activity. In the first session, each group carried out the experiment 'Putting a heated can in the water' and then, the students discussed to probe their experimental results and build their explanation. In the second session, each group presented their experiment results and evidence from their experiment justifying their claims, and had questions from other groups. The protocol data during 8 groups' argumentations were analyzed using 'Rubric for Scientific Argumentation Assessment' (Yang et al., 2009) in three domains- the form, content and attitude. As a result, in form domain, almost groups were rated 2 points due to their argument without rebuttal on the subcategory of 'composition', but they got a good grade above 3 points in subcategory such as 'claim', 'ground', and 'conclusion'. In content domain, almost groups got points above 3 points. In attitude domain, there were some striking contrast between each groups. Six groups got good score more than 4 points on the subcategory of openness, but two groups, they alleged and got score below 3 point. While the 6 groups of all got 4 points in the aspect of participation, 3 groups got 3 points lower than because they only just asserted and not interact with other groups. Throughout the argumentation, two features were found that; as time goes by, arguments were refined; Students tended to use their prior to knowledge rather than evidence such as experimental data in making claims and conclusions.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.791-797
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• 2019

In this study, we investigated the influences of Integrated Science and Science Inquiry Experiment developed under 2015 Revised National Science Curriculum on students' interest in science, scientific attitude, views on STS, and the nature of science (NOS). 223 tenth graders in Seoul metropolitan area participated in this study. We conducted the survey prior to and after the Integrated Science and Science Inquiry Experiment course using same instruments and compared the results of the pre-test and post-test. The analyses of the results reveal that there were significant improvements in the scores of the pre- and post-test on the interest in science and scientific attitude. In the case of views on STS, there were significant improvements in items related to science research ethics, however there were no significant differences in the remaining items. Also, there were no significant differences in the scores of the pre- and post-test on views on NOS. On the bases of the results, we discuss educational implications and suggest further studies.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.184-190
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• 2010

This study is to verify the effects of classes at a finishing stage using cartoons depicting certain science textbook units on scientific attitudes and academic achievements of students, compared to those of classes using experiment and observation oriented textbooks. Participants of this study were 56 fifth graders at B Elementary School in Busan, and cartoon textbooks were developed based on 'Unit 1. Mirror & Lens' and 'Unit 3. Temperature & Wind' from a science textbook for the 1st semester, the year 5 to conduct cartoon led lessons just before ending a class till the 10th lesson, for the period of 4 weeks. The result of this study can be summarized as follows: Firstly, scientific attitudes improved better from the cartoon based lesson of a final stage than from the experiment and observation method, and especially more effective in lower groups among all other academic achievement levels as well as in male students. Secondly, academic achievements scored higher when cartoons were used in lessons than when the experiment and observation type was used, with higher groups of academic achievement levels working better, despite no significant gap existing between two genders. Thirdly, the memory transfer and sustenance of lessons were more effective in finishing class stage with cartoon studies than with experiment and observation one, and among all levels and both sexes, higher academic groups and male pupils exceeded. Fourthly, when questioned about their opinions on a cartoon led lesson for a final stage, 65% of those participants responded positively, while higher groups preferred more than lower groups. responded positively, while higher groups preferred more than lower groups.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.227-242
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• 2012

This research explores the scientific reasoning of pre-service elementary teachers in experimental design. The article focuses on pre-service teachers' responses to the questions in the worksheets which involve making their knowledge claims on extinguishing of a burning candle in a closed container, evaluating anomalous data, and designing experiment to test their ideas. Their responses are interpreted in terms of categories developed by Tytler and Peterson(2003, 2004). The interrelationship between conceptual knowledge and scientific reasoning is explored using the data. It is argued that coordination of ideas and evidence must be emphasized in the scientific investigations rather than fair test.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.197-203
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• 2012

The main purpose of this research is to search the effect of different types of advance organizers in elementary science classes, to the students in acquiring scientific concepts and its retentions. In order to proceed with the research, We have chosen 93 students of three different classes of fifth graders, studying in M elementary school in U metropolitan city. We have randomly chosen two classes as an experimental group and one class as a comparative group. In the first experimental group (Group1), advance organizer was put in a form of a sentence., and the second experimental group (Group2), advance organizer was put in a form of a picture. For the comparative group, We have not put any advance organizer, and the method of class was proceeded as it was before. The result of this research are as follows. Firstly, the result of 'One-way analysis of variance' on scientific concept grade, right after the experiment on three groups, has shown a meaningful difference that, the shape of advance organizer does affect the acquisition of elementary school students' scientific concept. Secondly, even though Group1, who was given with a sentence as an advance organizer, got higher scientific concept scores after the experiment than that of comparative group, However, there was not a meaningful difference between Group1 and comparative group. Thirdly, Group2, who was given with a picture as an advance organizer, has shown a meaningful difference from comparative group. Judging from the facts above, utilizing an advance organizer of a picture in elementary science class, will be very affective on students' acquiring scientific concept.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.198-209
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• 2011

In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.

• Journal of National Security and Military Science
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• s.5
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• pp.351-392
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• 2007

Combat Development is process of studying and developing concept, doctrine, weapon systems, organization and training for the improvement of combat capability to be ready present and future warfare. The combat development domain consists of 6 fields Doctrine, Organization, Material, Training, Personnel, and Facilities. The cornerstones of combat development are "How to prepare" and "How to fight" in the future warfare. ROK- TRADOC(Republic of Korea Army Training and Doctrine Command) has implemented combat development that applies CBRS (Concept-Based Requirements System) and "Vision - Capstone concept - operating and functional concept - FOC(Future Operational Capabilities) Requirements". To prepare for the possibility or new types or wars in the future, the creation of new concept and system is essential. Though verification with various instruments, combat power can be secured and exhibited. Combat development by empirical mind estimation means that is no longer relevant.To prepare combat development based on scientific analysis, there is a need for powerful engineering analysis and verification, in order to prepare for uncertain and diverse future battlefield environments. In this thesis, warfighting experiment is essential ways and means to pursue the scientific combat development ; investigated tendency of combat development environment, and analyzed diversification aspects of possible future warfare. In conclusion, concept of campaign experiment and role is the conerstone of scientific combat development; and lays out the roadmap of all affecting components to its development.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.51-60
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• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• Journal of Science Education
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• v.39 no.3
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• pp.376-388
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• 2015

The purpose of this study was to develop the experiment-based problem for evaluating scientific ability of elementary scientifically gifted students, and to examine its potential of application for them. The problem for evaluating scientific ability was related to the plant vascular structure of 'the structure and function of plants' unit of elementary school science, and consisted of three components such as observing and inferring, designing an experiment, and concluding. In order to apply for scientifically gifted students, scoring criteria were detailed. For the observing and inferring domain, the arrangement and structure of vascular bundles of the dicotyledon and the monocotyledon, xylem position, reason of putting plants in ink were included. Those of designing an experiment domain were method of dissecting stems of plants, and design experimental procedures, those of concluding were the prediction of experimental results, and comparison and verification with prediction and results. Finally, the scientific ability evaluation problem was applied for 22 scientifically gifted students, who had been taught in the Science Education Institute for the Gifted adjacent University, and we had found the potential of utilization for scientifically gifted students.