• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.253-262
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• 2017

This study aims at investigating the perceptions of science teachers about the role of visual representations in the teaching of electromagnetism, and finding out how science teachers use visual representations in their teaching of electromagnetism and the difficulties they experience in dealing with those representations. A total of 121 science teachers responded to the online survey. The results showed that most of the teachers agreed to the significance of using visual representations in the classroom but regarded their role as means of simply delivering science knowledge rather than constructing or generating knowledge. For the three visual representations widely used in teaching of electromagnetism in secondary schools (electrostatic induction on electroscope, magnetic field around current carrying wire, structure and principle of electric motor), the teachers preferred teacher-centered use of visual representations rather than student-centered and teacher's construction of representations were the most frequent among four types of use; interpretation, construction, application, and evaluation. The difficulties of teaching with these three visual representations were categorized into several factors; teachers, students, the characteristics of the representations, and lack of resources and classroom environment. Teachers' limited perceptions about the role of visual representations were associated with the ways of using visual representations in their teaching. Implications for the effective use of visual representations for science learning and teaching were discussed.

• Journal of Digital Contents Society
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• v.15 no.6
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• pp.729-736
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• 2014

Integrated multimedia education in English language education shifts instructor-orientated education to be more learner-orientated. The goal of this research is to analyze the effects of multimedia such as software, power point, flash animation and video in English language education. Experimental research with student subjects and multimedia in English education were used for this study and divided into the following categories: instructor-focused analysis, student-focused analysis, and response-based analysis. Teacher-focused analysis is comprised of prediction analysis and backward induction methods. This study aims to analyze whether multimedia tools achieves its intended effects, and to describe what sort of effects are achieved by the tools. This research intends to confirm the effectiveness and helpfulness of multimedia tools in school classrooms.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.798-812
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• 2010

The purpose of this study was to investigate beginning teachers' views of scientific inquiry envisioned in science education reform, which is the main goal of science education at schools. Teachers' views about scientific inquiry influence their students' learning in the classroom, so it is significant to investigate teachers' views about the scientific inquiry. 126 beginning science teachers participated in this study. The survey asking teachers' view of general scientific inquiry, nature of science (NOS) and the relationship of science, technology, and society (STS), was developed and implemented for 30 minutes. Alternative views of scientific inquiry including NOS and STS were emerged through data analysis with open coding system. The reliability and validity of data collection and data analysis were constructed through the discussion with experts in science education. The results of this study were as follows. Participants defined scientific inquiry as opportunities of 'Hands-On' and 'Minds-On' or its combination rather than 'Hearts-On'. However, teachers demonstrated the view of 'Hands-On' for the purpose of scientific inquiry and for teachers' roles in its implementation. The view of 'Hearts-On' about scientific inquiry was not identified. The naive view of NOS were identified more than informative one. More positive attitude about the relationship of STS was released. The implication was made in teacher education, especially structured induction program for beginning teachers.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.362-375
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• 2022

In this study, science teachers' NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the 'Science Inquiry Experiment' developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. The collected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealed the teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naive views during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by them were diverse, all of them taught 'tentativeness' and considered this an important goal. They tended to teach NOS with content related with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learn NOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. They thought that could help students' learning. At last, although they emphasized teaching NOS, they either did not assess NOS or assessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.420-436
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• 2008

The purpose of this study was to investigate and analysis the elementary teachers' and students' views about the difficulties in teaching and learning in geology units of elementary school science. For the purpose of this study, semi-structured interviews were conducted individually with seventeen elementary teachers who have serviced more than three years, and with sixteen elementary students located in Cheongju City. The interview questions were developed through Seidman's step to acquire a reliability in the interview data with triangulation, then in-depth interview questions were modified and completed through pre-interview after constructing the trustworthiness of interviewees. In-depth interviews were performed in applying the analytic induction method and the interviews were recorded. From the interviews, we found that elementary teachers' views about the difficulties in teaching geology units; teachers' inner difficulties, the difficulty of lab activities, the problems of rock samples, the problems of curriculum in geology units, the difficulty of the geological feature, the problems of the cramming education, the lack of the opportunity for the speciality, and so on. And the students have the views about the difficulties in learning geology units; the difficulty of the unit contents understanding, the problems of learning by heart, the lack of the interest, the lack of materials, the problems of rock samples, the difficulty of the field learning, and so on. Based on the results, the study suggested that an interesting lab activities should be included in the geology units and taught in the geological field trip to help elementary school students more fully comprehend contents of the geology units.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.39-48
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• 2022

The main purpose of the work is to analyze modern innovative educational practices in the field of culture and art and their effectiveness in the context of the spread of digitalization trends. The study used general scientific theoretical methods of analysis, synthesis, analogy, comparative, induction, deduction, reductionism, and a number of others, allowing you to fully understand the pattern of modern modernization processes in a long historical development and demonstrate how the rejection of the negativity of progress allows talented artists to realize their own potential. The study established the advantages and disadvantages of involving innovative technologies in the educational process on the example of European experience and outlined possible ways of implementing digitalization processes in Ukrainian institutions of higher education, formulated the main difficulties encountered by teachers and students in the use of technological innovation in the pandemic. The rapid development of digital technologies has had a great impact on the sphere of culture and art, both visual, scenic, and musical in all processes: creation, reproduction, perception, learning, etc. In the field of art education, there is a synthesis of creative practices with digital technologies. In terms of music education, these processes at the present stage are provided with digital tools of specially developed software (music programs for composition and typing of musical text, recording, and correction of sound, for quality listening to the whole work or its fragments) for training programs used in institutional education and non-institutional learning as a means of independent mastering of the theory and practice of music-making, as well as other programs and technical tools without which contemporary art cannot be imagined. In modern stage education, the involvement of video technologies, means of remote communication, allowing realtime adjustment of the educational process, is actualized. In the sphere of fine arts, there is a transformation of communicative forms of interaction between the teacher and students, which in the conditions of the pandemic are of two-way communication with the help of information and communication technologies. At this stage, there is an intensification of transformation processes in the educational industry in the areas of culture and art.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.901-921
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• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.