• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.143-157
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• 2015

The purpose of this study is to examine the possibility of science education using Korean TSK(Traditional scientific knowledge). In this study, we have developed five Korean TSK units including science concepts, historical knowledge and cultural experience and applied them to 10th graders. The five units are as follows: (1) Calendars(western and eastern), (2) Our traditional sundial, Angbuilgu, (3) A great scientist in the King Sejong Era, (4) Data interpretation of ancient record of natural phenomenon in Korea, and (5) Gyeongbokgung Palace. The analyses included a pre- and post test of students' perception, classroom observation, students' activity sheets, and interview. The results show that the students' perception of Korean TSK has changed toward recognizing the value of Korean TSK as a kind of natural science. They expressed their expectation of Korean TSK in scientific, practical, and emotional perspectives, wherein some students thought the practical and emotional perspectives of Korean TSK as non-scientific characteristics. Students showed five types of worldview about the relationship between Korean TSK and WMS(western modern science). Most students favored and cherished the Korean TSK but at the same time, they were confused about its scientific value. The results support the rethinking of the meaning of science and what students learn in school. We should consider how we teach the Korean TSK to students. It is important that a profound research of the Korean TSK should be continued to make our science education varied.

• Journal of the Korea Computer Graphics Society
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• v.16 no.1
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• pp.21-27
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• 2010

Today the lectures are usually practiced in a teacher-led traditional classroom system or a student-led e-learning system. Students passively follow the teacher's lectures in both systems, though. Also due to the advances in 3D Computer Graphics and Game technologies, there are trials to exploit the positive effect of games in learning. The serious games, specifically designed games for an educational goal, or existing games for a special class have been used as lectures. Still these games have a great difficulty in being integrated into the educational system technically and economically. Therefore a new 3D MMORPG based lecturing system is presented in this paper. In our new lecturing system, the characteristics of a 3D MMORPG, achievement, sociality, and immersion, are provided to motivate students to participate actively in a lecture. A teacher and students interact with each other in realtime as 3D characters in a 3D virtual classroom on-line. An ordinary teacher can also easily apply our new system to existing classes since a teacher only needs to specify a slide file to prepare a lecture. For the future work, a user study and the effect of our new lecturing system will be performed.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.115-123
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• 2013

With the rapid growth of mobile technologies, the mobile learning has been gradually considered as a efficient and effective learning form because it breaks the limitations of learning time and space occurring in the traditional classroom learning. Therefore, this research aims how the learners' m-learning efficacy, ubiquity, perceived usefulness, and ease of use predict perceived learning achievement and satisfaction Participants were 144 11th-grade students in A high school in Kyungnam area, Korea. After studying science class using mobile devices, they responded the following surveys: m-learning efficacy, ubiquity, perceived usefulness, ease of use, and satisfaction. Multiple regression analyses with correlation were applied to this study as a data analysis method. Findings of this study include: (a) m-learning efficacy and perceived usefulness predicted learning satisfaction, (b) perceived usefulness and ubiquity predicted perceived learning achievement. These findings imply that m-learning efficacy, perceived usefulness, ubiquity should be valued to enhance learning outcomes in mobile learning class.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.579-595
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• 2022

This study is a qualitative case study of secondary science teachers who are doing educational activities in YouTube. In particular, this study attempts to interpret this case based on Foucault's concept of 'Heterotopia', which means a space that allows for private freedom or deviance by reflecting various utopias without the norms and constraints from every day or real space. Five secondary science teachers who voluntarily opened a personal channel on the YouTube platform and actively uploaded their own videos related to science education participated in the study. In order to understand the experiences of five secondary science teachers, data were individually collected through semi-structured in-depth interviews, and the collected data were analyzed using qualitative case study method. For valid interpretation of the study, we also referred to the video contents, teacher training materials, and teaching and learning materials produced by the participants. As a result of the study, seven themes were revealed: 'Desire for one's own unique educational activities,' 'Youtube as an extended classroom space,' 'Expanded network of relationships beyond the classroom barrier,' 'Satisfaction of desire for recognition and experience of identity as a YouTuber,' 'Tension between the educational space and the YouTube,' 'Space to be reborn as a craftsman,' and 'Finding one's own direction as a Teacher-YouTuber.' Given those findings, we found that the identity and desire of secondary science teachers, which were limited in the existing secondary schools and classrooms, was expanded in a new space called YouTube. In addition, we suggested that YouTube could be a space where science teachers can realize their own ideals and feel the joy. And simple regulating teacher's behavior in Youtube space only based on norms and standards shared in traditional educational space would rather hinder their healthy construction of identity and growth.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.319-348
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• 2008

Self-efficacy, achievement goals, task value, and attribution are some of the representative motivation constructs that explain adolescents' cognition, affect, and behavioral patterns in achievement settings. These constructs have won researchers' recognition by demonstrating explanatory and predictive utility that transcends various social and cultural milieus learners are exposed to. Korean adolescents' motivation is generally in line with this universal trend and can be described adequately with these constructs. Nonetheless, there also exist a host of indigenous factors that shape these motivation constructs to be uniquely Korean. The purpose of the present article was to explore some of the socio-cultural factors that appear to wield particularly determining effects on Korean adolescents' academic motivation. Review of the relevant literature identified interdependent self-construal, traditional morals of filial piety, familism, educational fervor, academic elitism, and the college entrance system as important cultural, social, and policy-related such factors. Also discussed in this article were the roles of these factors in creating more immediate psychological learning environments for Korean adolescents, such as parent-child relationships, teacher-student relationships, and classroom goal structures.