• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.413-423
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• 2012

The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.528-538
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• 2011

In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered 'setting a problem situation,' 'deciding a strategy,' 'identifying the assumptions,' 'defining the measurements,' and 'validating the assumptions' in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.2
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• pp.179-207
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• 2022

This study was performed in order to find implications for further activating the reading discussion program by conducting a Havruta-based reading discussion program for elementary school students in the library, by measuring and analyzing the effect on the participants. The results of the study are as follows: First, as a result of comparative analysis between the pre- and post-scores on the effectiveness of the Havruta reading discussion program, it was found that the average score of the post-test was high. Second, as a result of analyzing the differences in the changes in the results of the pre-survey compared to the post-survey according to the general characteristics of the participants, it was found that there were significant differences in the characteristics of 'interest in reading' for the 'critical thinking ability' factor, the characteristics of 'average monthly reading capacity' for the 'critical thinking ability' factor, the characteristics of 'academic performance' for the 'research ability' factor, and the characteristics of 'gender', 'academic performance', and 'interest in reading' for the 'persuasive ability' factor. Third, as a result of analyzing how the effects of the Havruta reading discussion program are affected by the constituent factors of reading and discussion ability, it was found that the factors 'critical reading ability' and 'critical thinking ability' had an effect. As a result, it was identified that there are effects and advantages of the Havruta-based reading discussion program in the library.

• Journal of Science Education
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• v.33 no.1
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• pp.69-76
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• 2009

Probabilistic reasoning and combinational reasoning are essential to build a logical thinking and a process of thinking dealing with everyday life as well as scientific knowledge. This research aims at finding the optimal period to teach reasoning to the students who haven't developed probabilistic reasoning and combinational reasoning. The treatment program was performed for 20 students from each grade who couldn't develop two parts of reasoning. The treatment program using baduk stones and cards was performed repeatedly, focusing on the specific activities. After four weeks of treatment program, the test to check the development of probabilistic reasoning and combinational reasoning was performed again and the changes of reasoning development were identified. After giving treatment program for reasoning development, 15.0%, 25.0% and 40.0% of improvement in the 4th, the 5th, the 6th graders respectively were shown. With regard to the combinational reasoning, the results showed the improvement of 20.0% in the 4th grades, 25.0% in the 5th graders and 63.2% in the 6th graders. As a result of research in the above, students, who were not formed probabilistic reasoning and combinational reasoning, could be known to be enhanced through learning, but to fail to be formed the qualitative change like the cognitive development. It is expected that this research can contribute to the improvement of students' cognitive level and there would be more active researches in different fields to improve the cognitive level of the 6th graders who are in their optimal periods to learn two parts of reasoning.

• Journal of the Korean earth science society
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• v.38 no.1
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• pp.91-104
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• 2017

The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.51-59
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• 2012

The purpose of this study was to examine the effects of Future Problem Solving Program on creativity and scientific attitude. For this study the 4 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with FPSP, and the comparative group had the class with teacher centered lectures for 9 classes in 10 weeks. The FPSP was focused on finding problems, finding key problems, creating solutions, selecting the standard of judgement, making alternative solutions, and learning creative steps of solutions consisting of development of action planning. To prove the effects of this study, creativity was split up according to fluency, originality, abstractness, accuracy, and openness. Also, scientific attitude consisted of honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. The results of this study are as follows. First, the science class with FPSP with finding problems, finding key problems, and creating solutions had the effect of developing the scientific creativity; fluency, originality, abstractness of the title, accuracy, and openness. Second, the FPSP had the effect of developing the scientific attitude. Students made ideas and solved the problems through divergent thinking and convergent thinking. During the class it had the effect of developing the scientific attitude; honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. As a result, the elementary science class with FPSP had the effects of developing scientific creativity and scientific attitude. It means the science class with FPSP has potential possibilities and value to develop scientific creativity and scientific attitude.

• Human Ecology Research
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• v.53 no.1
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• pp.67-80
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• 2015

This study aimed to develop a convergent arts and science program for 5yearold children and to evaluate this effectiveness of the program. To meet the purpose of this study, 34 children (aged, 5 year) were divided into two groups, namely the experimental group and the control group. To the experimental group, the creative arts and science convergence program of interest in this study was delivered over a period of 8 weeks. The children of the control group were delivered the Nuri Curriculum (standardized educational curriculum targeted for 3- to 5year olds) during the same experimental period. The levels of the children's creativity were assessed using the Torrance Test of Creative Thinking-Figural and those of their scientific inquiry ability were tested by using the Scientific Inquiry Ability Assessment Scale. The analysis of covariance calculated using by IBM SPSS ver. 21.0 revealed that the experimental group scored higher in creativity and scientific inquiry than did the control group. The results indicated that the proposed convergent arts and science program was effective in promoting creativity and scientific inquiry ability of young children. In this paper, along with the main results of this study, the implications for research and practice are discussed.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.23-44
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• 2001

In the current classrooms a teacher has been merely able to inculcate the procedural knowledge of how-and-what. In doing so, however, we lose sight of the essence of "doing science."Though desire of the gifted children is qualitatively different from that of normal children, it is an undesirable reality that we have not developed sufficient researches and programs in conformity with the necessary desire and demand of the gifted children. Curriculum for gifted children in the domain of science necessitates markedly the specializations for the specific areas of the contents, the processes, and the products of studies. In an effort to provide the optimum learning experience for the gifted, this paper deals with the development of project-and-discovery-based science program, its method of application to the real field of education, and its effect, however limited and partial that effect may be. What this study has found are the following: on the one hand, the students acquired and developed the higher levels of thinking when they were under the influence of project-and-discovery-based science program that dealt with concrete real-world problems and issues; on the other, the students were capable of solving creatively the complex and real problems through small group activities. This study also suggests the possible implications of project-and-discovery-based science program: the students can not only learn the contents of study but also apply them creatively; the students can cultivate critical thinking skills that can be a fundamental base for a life-time leaner; the students can naturally acquire the abilities of communication and coordination. Project-and-discovery-based program is currently used in the various disciplines. However, the field of gifted education does not yet implement this type of program. So the overall contribution of this study is to show the successful implementation of project-and-discovery-based science program in developing optimal teaming experience for gifted children in the domain of science, since this type of study is most compatible with the characteristic of the gifted children. children.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.208-215
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• 2012

A creative science writing program was developed, and applied to 2nd grade elementary students. Two 2nd grade elementary school classes in Seoul district were selected for the current study. A Pretest-Posttest Control Group Design was applied. The experimental group adopted the creative science writing program and the control group maintained traditional lectures for 12 classes. TTCT(Torrance Test of Creative Thinking) figural test and a scientific attitude test were conducted on both groups. According to the analysis, TTCT score of the experimental group was significantly higher than that of the control group (p<.01). Among several subscales of TTCT, elaboration and resistance to premature closure was especially improved. Also, scientific attitude scale of the experimental group was significantly higher than that of the control group (p<.01). Among subscales of scientific attitude, the creative science writing program was effective on improving students' open-mindedness, critical mindedness, cooperation, voluntariness, and endurance. Gender was not a factor in the improvement of both students' creativity and scientific attitude.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.995-1006
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• 2013

The purposes of this study were to develop an instrument to measure high school students' systems thinking and to validate the scale. The scale of systems thinking was made up for 5 factors - systems thinking, mental model, shared vision, personal mastery, and team learning through analyses of related literature. Six items per factor were constructed and the scale consisted of a total of 30 items for the pretest. After exploratory factor analysis, the number of total items was reduced to 20 items. For the main test, 280 students were sampled from high school and analyzed valid cases were 260 students. The finding of the exploratory factor analysis indicated 5 factors in the model, and 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model: $x^2/df$=1.275, TLI=.946, CFI=.959, RMSEA=.033). The reliability for 20 items turned out to be reliable because the Cronbach's alphas were .840 and .604~.723 per each factor. This study should be expanded to various school levels and should be standardized for further research. The subsequent studies regarding diverse learning program development and implementation and the verification on the students' impact within the developed program can be recommended.