• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.203-213
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• 2014

This study investigates the implementation of the Converged Science, and what teachers and students think of it in order to understand how it is taking root in schools. The results identify ways in which the new curriculum can establish itself in schools. One hundred and two science teachers, who had participated in the mandatory workshop for the 2009 Amended Course of Science, were given the first survey regarding their general perception of the converged science curriculum. A year after the first implementation of the new curriculum, one hundred and seventy one science teachers were given the second survey in order to determine their general perception and actual results in the classrooms. A similar survey was given to one hundred and forty nine tenth grade students. In addition, one hundred and forty eight tenth grade students, who had experienced the new science curriculum, took part in another survey revealing their general thoughts the course. The results show that the teachers' responses are rarely positive. The teachers claimed that the contents were too extensive while the level of fundamental concepts were too rigorous for tenth graders. They also asserted that the contents contained too much of a particular subject, and that it is necessary to lower the level of rigor. With regard to the level of unification of converged science textbooks, the teachers expressed that they are still slightly inadequate. The subject of science in the seventh curricula was criticized due to its lack of convergence: over 90% of the respondents answered negatively. On the other hand, the students responded more positively: they said that the new converged science was difficult to learn, but was interesting. In Busan, most high schools adopted the new curriculum in the first year when it was introduced for the first time. In most cases (over 80%), several teachers divided and taught the contents either according to their majors or regardless of their majors.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.548-555
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• 2007

In this paper, we suggested that those elementary school students who are gifted in science should be taught basic and fundamental concepts to solve applied problems. We developed a teaching model based on a lesson regarding the path that light takes when passing through a lens on the base of refraction of light. We applied the teaching model to scientifically-gifted elementary school students and analyzed the results. The teaching model is based on the circulation loaming model appropriate for learning such concepts. The problems were designed and applied in order to determine the students' level of concept skills held and also to develop new teaching tools to help their understanding of concepts. As a result, we confirmed that the students, who were unable to describe the path of the light before the course of instruction was given, were able to draw and explain the path of light passing trough lens by using the law of refraction following the instruction.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.139-148
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• 1997

This study investigated the influences of the cooperative learning strategies upon students' achievement and their perceptions of learning environments in a middle school physical science course. Prior to instruction, the Group Assessment of Logical Thinking was administered, and its score was used as a blocking variable. Mid-term examination score was used as a covariate. For the treatment group with heterogeneous grouping, cooperative learning instruction (the Learning Together model) was used, which emphasized group reward, individual accountability, and role division. For the control group, traditional instruction was used. After instruction, an achievement test consisting of three subtests (knowledge, understanding, and application), and the perception questionnaire of classroom and laboratory environments, were administered. ANCOVA results revealed that there was a significant interaction between instruction and the level of logical reasoning ability although there were no significant differences in all three subtest scores of the achievement test. For the concrete operational reasoners, the treatment group performed better in the subtests of understanding and application than the control group. For students at the formal and transition levels, however, the treatment group scored lower than the control group. Significant interactions were also found in the perceptions of classroom environment and laboratory environment. For the concrete operational reasoners, the treatment group showed more positive perception than the control group. For the students at the formal and transition levels, the control group had positive perception than the treatment group. Educational implications are discussed.

• Journal of Korea Multimedia Society
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• v.24 no.4
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• pp.569-582
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• 2021

Education emphasizes problem-solving skills based on convergent thinking power in an era of rising uncertainty and rapid progress. This paper proactively designed e-Learning team teaching convergence liberal arts courses for prospective teachers by these social needs. It analyzed the empirical effects on the operation of the subjects to foster future talent who can converge and apply knowledge in various fields. The curriculum consisted of professors of mathematics, practical Arts, computer, and education, and was operated to convey convergent knowledge of information technology and humanities, and consisted of 15 liberal arts courses at J University. Besides, textbooks and teaching materials were also developed by the faculty. As a result of the primary research, prospective teachers who took the course generally showed high satisfaction with the class, especially for the faculty. The students' overall convergent thinking ability has increased to a statistically significant level (p<.01), and the students' major has been found to be irrelevant. On the other hand, it can be seen that communication, content convergence, and caring factors, excluding creativity factor, have all risen to a significant level.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• Korean Institute of Interior Design Journal
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• v.26 no.6
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• pp.97-105
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• 2017

Korea is promoted STEAM education since 2011. Furthermore, in high school education, based on the in-depth elective course's teaching and learning contents of science. The STEAM program can improve students' competence because it encourages to self-directed learning through the vocational project performance. Therefore, in this study, we researched a design education program for the experience of fusion and complex design based on STEAM education concept. We developed an education program to design insulation wall systems using up-cycling concepts to increase energy efficiency. As a result, the characteristics of the fusion education and the theoretical study about the learner-centered education curriculum, the analysis of the high school curriculum, the STEAM elements, The program was revised and supplemented through consultation with STEAM experts. In addition, the developed program was applied to high school students, and each step were analyzed based on the educational method theory. The following results were obtained. First, this study presented a program to cope with the needs of high school intensive education. Second, it provided learning motivation by combining flipped-learning as a way to train STEAM education contents. Third, it is required to develop differentiated and continuous program development and data sharing Fourth, in order to operate and promote the future environment design STEAM school, it is necessary to expand educational programs for high school students in the region through linkage with various universities.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.11 no.1
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• pp.27-40
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• 2003

For the flight education, it needs a lot of money. Most of people become airline transportation pilots after completing a course. Therefore it is important to select superior students who adapt themselves to flight for flying education. At present, students who have a good high school record and SAT(Scholastic Aptitude Test) are chosen, and educated at Hankuk aviation university, department of aeronautical science and flight operation. This research studies the professor's recognition of the relationship between practical flight skills and high school record, university grades, and SAT grades.. On this analysis result, there are significant differences between belonging education, completion and work experience.

• Korean journal of food and cookery science
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• v.15 no.3
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• pp.272-287
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• 1999

Elementary schools students'degree of satisfaction on school food service and food preference were surveyed from 352 sixth-grade students in Kwangju and Chonnam area from June 22 to July 3 to enhance the quality of foodservice. The degree of satisfaction was high with cooked rice and soup in terms of temperature and serving state. There were significant differences in the degree of satisfaction depending upon the types of foodservice (p<0.001). There was significant differences in degree of satisfaction for side dishes depending upon the temperature (p<0.05), kinds (p<0.01) and amount (p<0.001). The degree of satisfaction with Kimchi was generally high in the serving state (p<0.05) and the amounts (p<0.01). The degree of satisfaction with desserts were high in the amount (p<0.001). The amount of leftover was high with soup, side dishes, kimchi, cooked rice, and desserts in order. The improvements made on children's behavior after the implementation of the school foodsevice were the adaptation to balanced diet and spending less money on sweets. The factors of influencing the school foodservice and the children's food intake were the education in school (teachers and dietitians) and the health status of their bodies (p<0.001). Children's favorite foods were sweet and sour pork, pork cutlets, oranges, watermelons, and strawberries in order. The least preferred foods were garlic seasoned with soy sauce, raw vegetables of broad bell-flowers, crown daisy greens, and steamed peppers. Children's favorite food types were fried food, desserts, one course meal, and bread. The least preferred types were pickled food, green and seasoned vegetables, cooked rice, and hard-boiled food in order. Generally, the children in the rural area favored most foods compared with those from urban area.

• International journal of advanced smart convergence
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• v.11 no.3
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• pp.142-149
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• 2022

This study aims to develop the education for college students who should perform the social role of the fut ure by conducting trekking activities including the characteristics, history, and culture of Cheonan area and then investigating the sociality and history of 36 college students. Taejosan, Seonggeosan, and Heukseongsan, which are part of the independent ring of Cheonan city, were selected as courses. The training was conducted by six instructors majoring in humanities, history, physical education and medicine. Teachers of humanities and history majors conducted theoretical lectures to raise the historical awareness of Cheonan area related to trekking course. In trekking practice, instructors of physical education and medicine majored in trekking safety education and course progress. Among the social development factors, responsibility, autonomy, and sociality were high. After the education, students recognized that the interest and necessity of history were high in order to understand the present society, thought that they made a lot of development compared to the previous one, and answered that the main development factors of history were the people and that there was a change in perception through this education. This study was composed of the survey after the education, so the psychological characteristics of the individual were not reflected, and it is difficult to generalize it because the number of subjects is small. In the future, more subjects need to be investigated and local residents need to investigate changes in local awareness.