• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.9-20
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• 2003

In this study, elementary school students' views about nature were searched. The participants were 18 students of fifth grade and sixth grade. Data were collected via semi-structured interviews involving a set of elicitation devices used to encourage students to talk about their views about nature, The results showed as follows; (1) Elementary school students had diverse views and common views about nature, (2) Their views about nature were affected by various factors, such as religion, aesthetical aspect, science, society, and so on. So when science educators construct science curriculum, they must consider these factors. (3) It is necessary to be concerned about the relations between science curriculum and others.

• Journal of Science Education
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• v.38 no.2
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• pp.454-469
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• 2014

Teachers' presuppositions of nature of science, scientific causality, and nature are unconsciously constructed through interactions with his or her physical and social environment everyday and it began even before they were in any formal education. It directly influences their teaching later. Thus, this study examined what comprehensive presuppositions in nature of science, scientific causality, and nature are held by in-service secondary science teachers. For the study, Q-methodology was used. Q-sorting was done on 81 statements from three instruments: Nature statements, the Test of Preferred Explanations, and the Nature of Science Scale with twelve in-service science teachers. Teachers sorted the statements along a presented agreement scale of their viewpoint and the collected data was analyzed using recommended procedures for Q-sorts in order to group teachers with similar views. As a result, ten participants were placed in five factors based on their presuppositions of science, scientific causality, and nature and distinctive features of each factor were discovered. In addition, the study confirmed that presuppositions of science, scientific causality, and nature are interrelated. This study method will be helpful to discover more relationships regarding teachers' various viewpoints further.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.207-216
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• 2014

Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while $3^{rd}$ and $4^{th}$ grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as $5^{th}$ and $6^{th}$ grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.

• Journal of People, Plants, and Environment
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• v.22 no.5
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• pp.515-524
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• 2019

This study was conducted based on the fact that children in institutions for early childhood education located in cities lack the opportunity to experience nature. Therefore, urban parks are where it is possible to observe nature and natural environment, through which we examined the effects of nature activities on kindergarten children's curiosity and scientific problem-solving ability. The subjects of this study were 5-years old kindergarten children in attending public kindergartens in Cheonan and Asan and 42 children were randomly selected. The pretest and posttest were conducted on curiosity and scientific problem-solving ability before and after nature activities. The results showed that nature activities in urban parks had significant effects on improvement of kindergarten children's curiosity and scientific problem-solving ability (p <.05). Therefore, nature activities in urban parks had positive effects on preference for unknown and exploratory behavior, which are sub-factors of kindergarten children's curiosity. Nature activities also had positive effects on discovery and statement of the problem, creation and application of ideas, and conclusion to problem solving.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.277-291
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• 2010

In this study, we investigated the effects of explicit instruction about nature of science by elementary school students' cognitive level. Participants were six classes, 187 sixth graders at elementary schools in Daegu. Three classes were assigned to control groups and the other classes to treatment groups. Control groups were provided normal instructions and treatment groups were provided instructions integrated with nature of science about chapter 'electromagnet' for 9 class periods. The results of this study were as follow. Both low-cognitive level students and high-cognitive level students in the treatment groups are improved in understanding about nature of science by the explicit instructions about nature of science. Especially, the high-cognitive level students had more improvement than the low-cognitive level students in understanding about nature of science by the explicit instructions about nature of science. There were no significant differences between the test scores of the two groups in the science interest sub-domain of the science-related affective domain. But, there were significant differences between the test scores of the two groups in curiosity and open-mindedness of the scientific attitudes sub-domain of the science-related affective domain.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.253-262
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• 2007

This study is an investigation regarding the understanding of the nature of science among pre-service science teachers majoring in science education. We interviewed 22 senior students in science education who finished their internship courses. Students were interviewed individually for approximately 20 minutes each. Data from semi-structured interview were audio-recorded and transcribed for the analysis. Findings indicated that participants held more complete understanding of the nature of scientific knowledge than the nature of scientific enterprise. Their understandings of the nature of scientific method was that hypothetical-deductive method is more scientific than descriptive-narrative method and there is a single stepwise scientific method to solve problems. These results showed that they have a narrow view of the nature of science. Thus, teacher education programs need to integrate the understanding of the nature of science throughout.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.83-92
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• 2011

The purpose of this study was to develop the learning program using sharing nature that can be utilized in Korean elementary science classes and explore the its effects of science academic achievement, inquiry ability, scientific attitude of students after applying it. Sharing Nature used a playful and inspirational teaching strategy and was named after Flow Learning based on universal principles of how people learn. To examine the effects of Sharing Nature Learning Program this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at a elementary school located in Icheon City, Gyeong-gi province. The results of this study found significant difference in the student's enhancement of the science academic achievement, inquiry ability, scientific attitude. In conclusion, Sharing Nature Learning Program is useful to develop the elementary school student's science academic achievement, inquiry ability, scientific attitude and had better be widely applied to science education.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.114-127
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• 2015

The nature of science has been recognized in a great deal in the field of science education. However, Most of the papers were going to study of teachers and students. to improve their recognition of the nature of science. The current study describes and analyzes Weather-Forecaster's understandings of the nature of science (NOS). Data used in this study were collected from 3 Weather-Forecasters using an semi-structured interview. The results of this study were as follows. First, the participants recognized that science has explored the phenomenon of unknown facts or observations and they were careful inductive perspective. Second, participants felt that science and society are associated with each other. Also, all participants were judged science verification process is required. Third, they are showed that science and technology interact closely with social relationships.

• Journal of the Daesoon Academy of Sciences
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• v.42
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• pp.201-226
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• 2022

Character education begins with a clear definition of character. There are claims that humanity is reducible to human nature or personality, but when approached from an educational perspective, human nature soon boils down to the question of its ultimate goodness or wickedness. There is a significant difference between the educational systems that emerge from the standpoint that human nature is evil versus the standpoint that human nature is good. With regards to educational outcomes, this can be observed both in terms of human nature and personality. Modern education today sees education as leading the immature to a mature state from the standpoint that human nature is evil. But if human nature is evil, how could we implement an education that would render it good? If character education becomes a system of etiquette education or one of instilling manners whereby simple wrong cases are righted, it would be nothing but a follow-up to the wrong educational cases that had been carried out previously. In that sense, character education is correction; not education. Education should be done in a way that realizes and understands the perfect self rather than unfolding as a process of constantly correcting and reinforcing immature human beings. In that sense, this paper posits that enabling students to understand their own emotions would serve as a correct form of character education. This would be a system of focusing on emotions that reveal the goodness of human nature. Personality can be educated, but education at this time should be a way to bring out a student's already good and even perfected nature. This is more realistic than replacing a 'faulty' character with a good character which supposedly did not exist previously. If personality education morphs into 'emotional self-understanding,' contemplations on 'why not to do' unsavory acts rather than mere negative commands 'don't do that,' and listening to what one's emotions intuit prior to and after given actions, then that would arise to the true standard of a good education.

• Journal of the Korean Institute of Rural Architecture
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• v.22 no.3
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• pp.9-16
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• 2020

The trend emphasizes children-oriented, play-oriented ecological education programs for children's ecological education. And most of these nature -friendly and eco-friendly education takes place outdoors. Therefore, outdoor space planning is important in childcare facilities. This case study aims to analyze the actual conditions of outdoor spaces in daycare centers and to provide standard data for outdoor space planning. In order to provide basic data on the improvement direction and planning standards of outdoor spaces, this present study conducted the composition, utilization status and related problems of outdoor spaces for nature -friendly ecological education in childcare facilities. Accordingly, outdoor space planning for ecological education should consider outdoor space characteristics such as free and easy accessibility between indoor and outdoor spaces, openness of space, flexibility, dynamic/static space, and nature affinity. Therefore, for an ecological education environment, children should be able to freely approach nature and play in the natural environment without any restrictions and artificial controls. Also, in urban areas, natural environment such as parks and open spaces should be considered as outdoor play spaces for children.