• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.443-459
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• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.276-290
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• 2023

The purpose of this study is to analyze the characteristics and specific elements of successful science classes that pre-service elementary school teachers think. For the study, 61 pre-service elementary school teachers (47 females, 14 males) were recruited as research participants. The data used in the study are mutual evaluation papers prepared during class performances by group and individual. The amount of data was a vast amount of qualitative data with a total of 150 pages, and the research results were derived by inductively categorizing this data through qualitative analysis. The summary of the research results is as follows. First, the factors constituting a successful science class were analyzed into 7 categories (14 sub-categories, 33 sub-elements). The elements that make up a successful science class in detail were analyzed as science subject contents, class management, selection of teaching and learning methods and organization of class contents, teaching and learning materials, understanding of students, understanding of teaching situations, and class-related efforts. Second, it was possible to describe the practical classes of pre-service teachers by collecting the details of the elements that make up a successful science class recognized by pre-service teachers. As seen in the above research results, the characteristics and specific elements of successful science classes recognized by pre-service teachers were identified, and based on this, pre-service teachers will be able to develop support for effective science class operation, and continuous analysis should be conducted.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.1-16
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• 2023

This study investigated the level of academic passion for pre-service elementary teachers' science pedagogical content knowledge (PCK) and the factors that influence the passion. To this end, 182 first to fourth grade students in advanced non-science majors who were taking science-related courses in the second semester were selected, and two tests were then administered to evaluate their academic passions for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participants. It was found that the factors such as "importance" and "harmonious passion" for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. On the other hand, the factors such as "like" and "investment of time and energy" were slightly higher than normal, and the factor such as "obsessive passion" was slightly lower than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to the high school track than the grade. The pre-service elementary teachers selected more often the factors such as "individual interests", "high school track", "contents of science-related courses at the university of education", "characteristics of professor in charge of science-related courses at the university of education", and "experience in teaching practicum" as the factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. However, there was a slight difference in the selection ratio depending on the high school track.

• Journal of Science Education
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• v.47 no.1
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• pp.1-10
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• 2023

In this study, we investigated the perception of STEAM (science, technology, engineering, arts, and mathematics) education consultants (SEC) about the requirements to achieve actual results and the improvements for STEAM education consulting. Data were collected from teachers who have had previous SEC experience or have extensive experience in STEAM education. First, an open-ended questionnaire was used to conduct a survey on the requirements and improvements for the STEAM education consulting, and items were composed by analyzing the contents of these free responses, and then statistical analysis was performed by asking them to respond on the Likert scale to how much they agreed to each item. As a result of the analysis, the SEC recognized that "formation of consensus between consultants and teachers", "consultant feedback on reflection of previous consulting results" and "encouragement and support for teachers" are appeared to be the most required for STEAM education consulting to achieve actual results. As the improvements of STEAM education consulting, "sharing cases and opinions among consultants", "selection and sharing of consulting best practices", and "development of various consulting types such as open classes" received the highest agreement. Based on these results, a support plan to increase the effectiveness of STEAM consulting was proposed.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Korean Journal of Health Education and Promotion
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• v.18 no.2
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• pp.45-63
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• 2001

The objective of this study is to give basic materials for selection and improvement of contents of safety education, which is substantially helpful to elementary students, by analysis of contents of safety education in some subjects and assessment of the needs of elementary students for safety education. For this purpose, this study was analyzed the contents of safety education in five subjects for elementary school and conducted the survey of 883 students in some elementary schools in Seoul from April 7 to 22, 2000. The results were as follows; 1. As a result of analysis of the proportion of contents regarding safety-related education in some subjects, Physical Education occupied the highest proportion (14.09％), and that was followed by Practical Subject (9.55％) and Moral Education (9.34％). However, the proportions in Social Study and Natural Science were very low, 1.85％ and 1.31％ each. In total lines of these five subjects, the numbers of line regarding safety education was contained by 5.78％. 2. Analyzing the proportion of domains of safety education in five textbooks, the Meaning of Safety and Basic Principles occupied the highest portion (29.5％), and that was followed by the Home Safety (24.0％), the Safety in School (17.1％), and the Play and Leisure Safety (14.0％). The Coping with Accidents and First Aid, the Safety from Fire and Explosion, and the Traffic Safety occupied relatively low portion, 6.9％, 5.7％, and 2.8％ each. 3. As a result of analysis of the proportion of the safety education domain in each subject, the Meaning of Safety and Basic Principles occupied the highest portion (23.6％) in Moral Education, the Home Safety (12.7％) in Practical Subject, and the Play and Leisure Safety (10.9％) in Physical Education. 4. Most of the participants in this survey experienced the Home Accidents (71.1％). And also, they experienced the Play and Leisure Accidents (57.9％), the Accidents in School (49.7％), the Traffic Accidents (45.3％), and the Fire and Explosion Accidents (24.7％) in order. 5. In the average proportion of the needs of participants for safety education in each domain, the Coping with Accidents and First Aid has the highest point (4.05). And, that was followed by the Home safety (3.79), the Safety from Fire and Explosion (3.73), the Meaning of Safety and Basic Principles (3.65), the Play and Leisure Safety (3.50), the Safety in School (3.37), and the Traffic Safety (3.35). The average proportion of the needs for safety education of total domains was 3.66. 6. In the needs for safety education regarding the feature of participants, it showed higher scores in female students than male ones (p〈0.001), in lower grader than higher grader (p〈0.05), and in the students born to wealth than those born poor (p〈0.05). Also, the children who recognize the necessity of safety education showed higher scores of the needs for safety education (p〈0.001). And it also showed the same results of high score to the children whose parents did the safety education (p〈0.00l) and to the children and their parents who have the higher degree of practicing safety (p〈0.001), and these differences were statistically significant. 7. In the extent of preference for methods of safety education, it showed high score to the Field Learning, followed by the Audio- Visual Education, the Discussion, and the Instruction of teacher. In the extent of preference for subjects regarding the contents of safety education by each domain, it showed high score to the subject of Safety for 4 domains - the Meaning of Safety and Basic Principles, the Traffic Safety, the Safety from Fire and Explosion, and the Coping with Accidents and First Aid. And also, they preferred Moral Education for 2 domains - the Home safety and the Safety in School, and Physical Education for a domain of the Play and Leisure Safety. 8. While 27 of 36 detail items was contained the contents of safety education, the proportion of needs of participants for safety education showed more than average 3.00 score in 34 of 36 detail items. However, none of 9 detail items was included in five textbooks. Also, 2 detail items - the Coping with Disasters and the Safety from Poisoning - were included together 2 parts; One part had the higher ranked 7 items acquired by analysis of the needs, and the other had the higher ranked 7 items acquired by analysis of the contents. But, except those 2 items, none of items were matched with each part.

• Journal of Korean Medical classics
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• v.22 no.2
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• pp.71-83
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• 2009

The documentary characteristics of acupuncture and moxibustion recorded in Dusagyeong(杜思敬)'s".Jesaengbalsu(濟生拔粹)" can be summarized into 3 major parts: 1. "Gyeolgo-ungichimbeop(潔古雲岐鍼法)" and "Dutaesachimbeop(竇太師鍼法)" 1) "Gyeolgo-ungichimbeop" was edited by Dusagyeong of the Won dynasty, and was recorded in "Jesaengbalsu". Du was influenced by his teacher Heohyeong(許衡) and followed Janggyeolgo(張潔古) and his son Jangbyeok(張璧), and collected his work "Chimgu-pyeon(鍼灸篇)" for Jang and named it "Gyeolgo-ungichimbeop", and took the content from the medical book of Jang and his student Wang-haejang(王海藏). (2) "Jesaengbalsu"'s original edition exists today. The "Gyeolgo-ungichimbeop" listed in "Jesaengbalsu"'s index contain two collections, the first collection being "Gyeolgo-ungichimbeop" and the second collection being "Dutaesachimbeop(竇太師鍼法)" (3) Gyeolgo(潔古)、Un-gija(雲岐子)'s acupuncture methods can be seen in Un-gija "Bomyeongjipryuyo(保命集類要)" and Wanghaejang "Chasananji(此事難知)". (4) The related acupuncture methods are 'Non-gyeong-rak-yeongsubosabeop(論經絡迎隨補瀉法)', 'Gyeong-rakchwiwonbeop(經絡取原法)', 'Jeopgyeongbeop(接經法)', and 'Sang-hanyeolbyeongjabeop(傷寒熱病刺法)' (5) Du's edition of the entire text of 'Gyeolgojajetongbeop(潔古刺諸痛法)' 'Jasimtongjehyeol(刺心痛諸穴)' and the first half of 'Jeopgyeongbeop(接經法)' is all recorded in "Somunbyeonggigi-uibomyeongjip(素問病機氣宜保命集)". The existing "Somunbyeonggigi-uibomyeongjip" is a combination of the unfinished posthumous work of Yuwanso(劉完素), "Gi-ui(氣宜)" and "Byeonggi(病機)" with works such as Jangwonso(張元素)'s '"Bomyeongseo(保命書)"'. (6) Of the titles "Gyeolgo-ungichimbeop" and "Dutaesachimbeop", the 14$\sim$19th chapters "Dutaesachimbeop" should be concentrated at the end of the chapter, and the 16th chapter that Du added was put after chapter 14 "Yujujiyobu(流注指要賦)", and chapters 20, 21 should be put in "Gyeolgoungichimbeop" after chapter 13. 2. "Chimgyeongjeok-yeongjip(鍼經摘英集)" (1) "Chimgyeongjeok-yeongjip" is a collection of the acupuncture and moxibustion contents of medical books from the Geum and Won dynasties that Dusagyeong collected and organized during the Won dynasty, which is consisted of 5 chapters : "Guchimshik(九鍼式)", "Jeolyangchwisuhyeolbeop(折量取腧穴法)", "Bosabeop(補瀉法)", "Yongchimhoheupbeop(用鍼呼吸法)", "Chibyeongjik-ralgyeol(治病直剌訣)". (2) First, the contents. The nine acupuncture needles[九鍼] listed in "Guchimshik(九鍼式)" is the first existing document recording to systematically illustrate the 'nine classical needles' in drawing and text form which reflects the forms of the needles of the era. Second, "Jeolyangchwisuhyeolbeop(折量取腧穴法)" has the same basic way of measuring points [量穴法] as Wang-yuil's "Dong-insuhyeolchimgudo-gyeong(銅人腧穴鍼灸圖經)" and the same point selection rules as "Jeonyeongbang(全嬰方)". Third, in "Bosabeop(補瀉法)", "Somun(素問)" and Janggyeolgo's "Yeongsubosabeop(迎隨補瀉法)" is put together. Fourth, in "Yongchimhoheupbeop(用鍼呼吸法)", the cold and heat supplementation and draining [寒熱補瀉] method that combines breathing with inner and outer rotation[外 內撚] is recorded. Fifth, "Chi-byeongjik-ralgyeol(治病直剌訣)" is the main part of "Chimgyeongjeok-yeongjip(鍼經摘英集)" listing 69 acupuncture treatments reflecting Du's scholastic ideas on aspects such as syndrome differentiation[辨證], needling method and type of needle[鍼具]. (3) The content of this book was quoted by "Bojebang Chimgumun(普濟方 鍼灸門)" and when Gomu compiled "Chimguchwiyeong", he put the acupuncture treatments for the main indications of the disease patterns[鍼方主治病證] of this book in the related main indications of acupuncture points[腧穴主治證], which influenced books on acupuncture points there after. 3. "Chimgyeongjeolyo(鍼經節要)" (1) Consists of 1 volume. The original title of this book is "Dong-insuhyeolchimgudo-gyeong (銅人腧穴鍼灸圖經)" and the author is Wang-yuil of the Northern Song dynasty, written in the 4th year of the Cheonseong(天聖) era of the Song dynasty(1026). (2) Dusagyeong selected the contents on pathology of the 12 meridians in volume one and two, the introduction and five transport points[五輸穴] in volume 5 of "Dong-indo-gyeong(銅人圖經)" and named it "Chimgyeongjeolyo." During the Won dynasty it was recorded in "Jesaengbalsu".

• 대한공업교육학회지
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• v.39 no.1
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• pp.189-208
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• 2014

The purpose of this research was to investigate the critical issues and practical strategies that Korean technology teachers perceived. To accomplish the purpose of this study, a qualitative study was conducted to identify critical issues and practical strategies of Korean technology education targeted on Korean technology teachers. A purposeful sampling for choosing technology teachers was used for this study with three selection conditions: 1) 'Excellent Korean technology teacher' award winning teachers, or 2) technology teachers actively involved in both on-line and off-line teachers' association, and 3) leaders in local technology teachers' association. This study conducted exploratory in-depth interviews with selective 15 technology teachers regarding critical issues and practical strategies of Korean technology teachers. The interpretation of the interview content was conducted by two researchers using the thematic analysis which analyzed the frequency of concepts, words, and meanings held from collected data. In the conclusion, critical issues researchers identified were 1) curriculum problems, 2) education environment and facilities problems, 3) teachers' problems, 4) students' problems, 5) related research institution and college problems, 6) social problems. Secondly, Korean technology teachers agreed with following practical strategies 1) separating technology education from home economic education, 2) sharing practices on managing and improving educational environment and laboratory for technology education, 3) actively involving in technology teachers' group, 4) motivating students using hands-on activity 5) improving the quality and the quantity on technology teachers preparatory institution, 6) advertising the values of technology education to the public. Lastly, the positive factors to succeed technology education were 1) technology education satisfying social needs and 2) technology teachers' will or passion toward improving their technology classrooms. The negative factors to hinder technology education were 1) low self-respect of Korean technology teachers and 2) rejection or retarded acceptance toward social transition. Several recommendations based the conclusion were suggested as 1) implementing supplementary study toward selected critical issues and 2) conducting exemplary case studies regarding concrete practical strategies for improving challenges of Korean technology education.