• 대한지구과학교육학회지
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• 제5권2호
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• pp.158-165
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• 2012

With five gifted and nine average elementary school students, this study attempted to make a comparative analysis on the characteristics of their scientific writings for earth science-related topics. The analysis found that all of the gifted students showed higher scores than the average in the writing sections of scientific nature, logical nature and creativity. Compared to the average scores, their creativity scores were far higher. By comparing and analyzing the predicates in the writings two groups wrote, I found that the gifted students used more sentences per topic than the average students. Both groups wrote the most numbers of sentences for Volcano-related topics. In the meantime, the gifted children used the least numbers of sentences for the related topics to atmospheric pollution and the average students did so for the related topics to fossils. By the analysis on the patterns of predicate, it was observed that both groups used material predicates most and verbal predicates least. As far as the second most used predicates are concerned, the gifted children used relational predicates and the average students used mental predicates.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.189-196
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• 2012

This study was conducted using the phenomenological research method to collect and analyze high school students' opinions about fusing "science" textbook that reflect the 2009 Revised Curriculum. Ninety six students were chosen to be participants from 32 high schools that selected by city and province. The data collection was carried by individual interviews and group discussions. The results are as follow; students' opinions were summarized to 50 themes, and then classified to 9 theme clusters and 2 categories. Students' opinions were divided into a positive position - "it is good because interesting material associated with life", "the structure of textbook is good", "teachers' efforts make class interesting", and "it will help in career choices"- and negative position - "the content is difficult to understand", "the configuration is complex", "I have less interest about it because it doesn't related College Scholastic Ability Test", "teacher's explanation is insufficient", and "it is not associated with career choice"-. The living-related material and story-telling configuration received good reviews from students. On the other hand, the configuration of topics makes many concepts to use, so students have difficulty understanding the content and pointed out the lack of teachers' explanations about unfamiliar areas. In order to solve the difficulties, variety teaching material for fusing "science" will be developed.

• 대한지구과학교육학회지
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• 제7권3호
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• pp.303-312
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• 2014

In order to foster 'creative convergence talents' teachers and pre-service teachers who possess a certain degree of creativity must learn about this new approach as part of their teacher training. In this study, we attempted to identify the implications on the curriculum of the teacher education-training college in question by analysing secondary school teachers' and pre-service teachers' creativity and by collecting sufficient data to develop a positive feedback model for selecting, cultivating, and appointing pre-service teachers who fulfil the requirements of said college of education. Such teachers will display the commitment and professionalism to fulfil their teaching duties in the best possible manner and will consistently produce valuable contributions to their chosen subject matter and integrate these into their daily teaching. These teachers will complete all their tasks in a creative way, including student guidance, administrative duties, and academic lessons. The factors that distinguished creative teachers from others included originality and fluency. Our test group comprised 216 pre-service teachers as well as 137 fully qualified teachers. Teachers' understanding of the factors required in order to qualify as a 'creative and committed teacher' was very low. We provided data to the college of education to increase creativity when selecting teachers and curricula based on an analysis of perceptions of creativity provided by teachers and pre-service teachers.

• 대한지구과학교육학회지
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• 제9권3호
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• pp.255-268
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• 2016

변화하는 시대에 잘 적응할 수 있고, 새로운 시대를 창조할 수 있는 교육이 이루어져야 한다. 이러한 교육의 필요성에 의해 중학생들의 과학창의력 신장을 위한 발문지를 개발하였다. 본 연구에서는 중학교 3학년 과학 7단원 태양계의 운동 중 14개의 주제를 추출하여 총 146개의 발문을 개발하였다. 중학교 3학년 142명을 실험집단과 통제집단으로 나누어 발문지를 약 5주간에 걸쳐서 투입하여 과학창의력과 학업성취도의 변화를 알아보았다. 과학창의력과 학업성취도 모두 유의미한 결과가 나왔다. 발문지 활용 수업이 학생들이 창의적으로 사고하는 학습 활동을 이끌어 내는데 용이하게 작용한 것으로 해석된다. 그러므로 발문지 활용 수업이 학생들의 창의력 신장을 위한 방법으로 사용될 수 있다.

• 대한지구과학교육학회지
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• 제13권3호
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• pp.196-210
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• 2020

여러 연구에 따르면 발명 교육은 학생들의 창의력과 문제 해결력 향상과 밀접한 관계가 있다. 이러한 능력은 미래 사회에 필수적인 능력이므로, 이러한 능력을 개발하기 위한 효과적인 발명 교육이 필요하다. 이에 본 연구에서는 내러티브 탐구를 통해 초등학교 교과서에 등장하는 3명의 한국 발명가의 창의성 요소, 가정환경, 부모 양육 방식을 특정하고, 3명의 공통점을 분석하였다. 연구결과, 3명의 발명가들은 모두 지적 호기심, 독창성, 생산적 사고능력, 정교성을 가지고 있었다. 그리고 이들은 대부분 경제적으로 풍요로운 가정에서 태어났고, 자신을 지지해주는 사람이 있었다. 또한 이들은 부모들은 자녀와 안정적인 애착 관계를 가졌고, 자녀의 교육에 적극적으로 참여하며 자녀의 창의성을 가장 먼저 발견하였다.

• 대한지구과학교육학회지
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• 제14권3호
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• pp.212-224
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• 2021

유년기의 교육은 사람 인생의 발전에 큰 영향을 끼친다. 그러므로 미래 사회에 필수적인 창의성과 같은 능력을 키우기 위해서는 유년기에 효과적인 교육을 시행하는 것이 필요하다. 이에 본 연구에서는 내러티브 탐구를 통해 3명의 한국 위인의 유년기에 대한 창의성 요소, 가정환경, 부모 양육방식의 특성을 확인하고, 3명의 공통점을 분석하였다. 연구 결과, 위인 3인들은 모두 지적 호기심, 생산적인 사고능력을 가지고 있었다. 그리고 이들은 대부분 경제적으로 풍요로운 가정에서 태어나 다양한 경험을 할 수 있는 환경이 조성되어 있었고, 자신을 지지해주는 사람이 존재하였다. 또한 이들 주위에는 재능을 발견하고 교육에 적극적으로 참여하는 양육자가 존재하였고, 이들의 부모들은 자녀와 정서적으로 안정적인 애착을 형성하였다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• 한국지구과학회지
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• 제45권4호
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• pp.392-403
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• 2024

This study investigated the perceptions of elementary school preservice teachers in their 4th year at K-Education University, an elementary school teacher-training institution, on the nature of science (NOS). To examine the differences in elementary school preservice teachers' perceptions of NOS according to their high school career aptitude, we conducted in-depth interviews with two students each in the humanities and social sciences (HS) and natural sciences (NS) based on the subjects that they had taken while attending high school. For this purpose, we used the Views of Nature of Science Form C (VNOS-C) and Views about Scientific Inquiry (VASI) questionnaires, which were reconfigured. The main research results were that the elementary school preservice teachers showed a positivistic perspective on the NOS, validity of scientific knowledge, difference between theory and law, and social and cultural embeddedness of science. However, they had a latest perspective on the tentativeness of scientific knowledge, observation and inference, and the role of imagination and creativity. In particular, there were clear differences in perception between HS and NS teachers in the areas of tentativeness of scientific knowledge and understanding of observation and inference. Based on these research results, educational implications for improving the science education competencies of preservice elementary school teachers were proposed.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• 한국지구과학회지
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• 제38권5호
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• pp.357-366
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• 2017

Urban planning and engineering undergraduate students need to understand the earth physical systems and that how human beings interact with the earth systems to planning and engineering urban area. The eco-friendly or geo-friendly design and planning of an urban area is a critical issue not only for economic benefits but more importantly for the sustainable future of urban life. However, little study has been done dealing with the urban engineering students' understanding of the earth as a system and what pedagogical approach is appropriate to improve their understanding of the earth as a system. This study is to investigate the impact of a purposely designed ESS course on urban engineering students' understanding of the earth as a system and their perceptions about the instructional approaches of the course on their learning competency. This study utilized a mixed-methodology with three main data sources: concept maps, student's perception survey about their learning competency, and course contents. Both the survey and concept maps were analyzed quantitatively as well as qualitatively. The result of this study showed that the urban engineering students' experience of team-based research about the topic they chose based on their own interest had a positive impact on their understanding of the earth as a system and their learning competency. The results of this study suggest that structuring and presenting the earth system contents in the context of engineering students' understanding and their future career be effective not only for the improvement of students' content knowledge but also for the enhancement of their learning competency such as creativity and problem-solving skills in everyday life situation.