Journal of The Korean Association For Science Education
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v.40
no.4
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pp.399-413
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2020
In this study, we analyzed science teachers' NOS-PCK in Science Inquiry Experiment lessons. Four science teachers in charge of Science Inquiry Experiment in high schools located in the Seoul metropolitan area participated in the study. NOS Lessons were observed, all of the teaching-learning materials were collected, and semi-structured interviews were conducted. All the collected data were analyzed according to five factors of NOS-PCK. As a result of the study, their understanding and consideration of the curriculum related to NOS were insufficient in some cases. They thought that given inquiry activities or textbook composition was not effective for NOS teaching so that they actively reconstructed the curriculum. In terms of teaching strategies, their lessons were close to explicit approaches. However reflective approaches were generally lacking. They were neglected in evaluating NOS for reasons that views of NOS are individually subjective or that NOS is not an area of cognitive learning. They guessed the state of students by relying on their own experiences rather than based on evaluation results. They recognized a specific aspect of values of NOS learning. And intention to teach NOS played an important role throughout their classes. Based on the above results, we discuss some ways to improve the professionalism of science teachers for NOS teaching.
Journal of Korean Home Economics Education Association
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v.31
no.4
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pp.19-39
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2019
The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.
Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.
Park, Hwanbo;Yoo, Na-Yeon;Jang, Se-Jeong;Yu, Hye-Young
Korean Journal of Comparative Education
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v.26
no.4
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pp.31-53
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2016
This study aims to examine the effects of student's individual background and school factors on global citizenship and to provide some suggestions to improve global citizenship education in Korea. To achieve this purpose, we used International Civic and Citizenship Education Study (ICCS) 2009 data which studied student knowledge and understanding of civics and citizenship as well as student perceptions, and attitudes related to civics and citizenship from 38 countries. The data was analyzed with a 2-level Hierarchical Linear Model. The results of this study can be summarized as follows. Girls had more positive attitudes than boys toward gender equality and equal rights for different ethnic groups and immigrants. This study also showed that the level of student's global citizenship depended on whether home language was different from test language. Parental educational attainment and parental occupational status generally affected the level of student's global citizenship and students' interest in political and social issues appeared to be strongly affected by their parents. These findings suggest that parents play important role in improving global citizenship. At the school level, teacher-student relationships and the value of student participation had positive effects on global citizenship. Therefore, in order to implement global citizenship education in schools, it is necessary to consider the change of school climate.
This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.
This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.
This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.
The purpose of this study is to analyze changes in pre-service chemistry teachers' cognition of the nature of model in the evaluation and modification process of model using technology. Changes in cognition of the nature of model were analyzed focusing on the 'Abstraction' and 'Simplification' of the 'Representational aspect', 'Interpretation', 'Reasoning', 'Explanation' and 'Quantification' of the 'Explanatory aspect' that were deemed insufficient for pre-chemistry teachers in previous study. For this purpose, 19 third-year pre-service chemistry teachers at a teacher's college in Chungcheongbuk-do were asked to evaluate the model related to Boyle's law developed using technology, revise the model based on the evaluation results, and make a final evaluation. As a result of the study, it was confirmed that pre-service chemistry teachers' cognition of 'Simplification' of the 'Representational aspect' and 'Interpretation', 'Explanation', and 'Quantification' of the 'Explanatory aspect' changed positively through the evaluation and modification process of the model. Therefore, it was found that the evaluation and modification process of the model plays a key role in changing the cognition of the nature of model. However, there was little change in cognition of 'Abstraction' of the 'Representational aspect' and 'Reasoning' of the 'Explanatory aspect'. The cognition of these factors can be seen as more difficult to change than the cognition of other factors. To solve this problem, more sophisticated educational design for pre-service chemistry teachers is needed.
The purpose of this research is to clarify the elements of the function of the role of industrial high schools that its experts perceived. The content of this research is verify the function element required for the performance of the role of specialized education through content validity ratio(CVR). This research adopted the method of literature research and Delphi method, which is to collect and come to an agreement of the opinions of the 26 research panels. The first round is constructed by the semi-constructed questionnaire for the analysis of the opinions of the panels by inductive method. The second round is to categorize the result of the first one into 7 domains, and asked each category by Likert's 5 scale checklists, and statistically analyzed mean, medium, standard deviation, and quartile. The third round is to statistically analyze Mean, standard deviation, medium, and validity ratio(CVR) to reassure the opinions of the panels on the basis of the result of the first one. The categorized contents of the function required for the performance of the specialized education in this research is 'in-service visit and in-service training', 'licence acquiring education', 'employment counseling and job employment information', 'custom-made education connected with industry', 'career education' and 'enhancement of basic career competency'. The panels are divided into professors, teachers, professionals, and policy administrators, and they verified the validity rate of the function role and priority of emphasis. The result showed that the tendency of the education is converting from physical function-centered education to education of emotional attitude and competence of thought.
The purpose of this study was to investigate the effects of teaching based on analysis of a hierarchy of the concepts associated with astronomical observation as well as each learner's status of knowledge through analytical methods of the knowledge state. A test instrument was developed to measure high school students' concepts associated with astronomical observation before instruction. The learners' psychological hierarchy associated with astronomical observation that the participants possessed showed the order of 'motion of the earth${\rightarrow}$coordinate system${\rightarrow}$astronomical observation (mechanism of the telescope${\rightarrow}$installation of the telescope${\rightarrow}$observation through the telescope)', and so was the hierarchy of teaching (70.6%). The learners' knowledge state that is supposed to be similar each other in the ability of observing celestial bodies was different even through they scored the same on the concept test. There were cases with the knowledge state well-structured and not well-structured, which suggests that differentiated instruction with appropriate teaching-learning prescriptions be prepared. An analysis of the knowledge state can play the role of both preparing individualized learning prescriptions and formative evaluation. In the unit dealing with astronomical observation of Earth ScienceI, teaching according to the psychological hierarchy of learners rather than the order in which the textbook syllabi were presented scored significantly higher (p<0.05) on the level of concept achievements. This result suggests that the teacher can help students achieve more efficient in learning by analyzing the learner's knowledge state and reordering the syllabi of the textbook in teaching the concepts associated with astronomical observation.
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