• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.465-472
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• 2019

Although there are various cultural events and cultural contents produced in the region, there is a lack of distribution and spread of regional information to expand related economic consumption. This study combined local advertising by local advertisers with the knowledge search method in question and answer format from a location-based service perspective for the purpose of spreading and using local cultural information. The approach looked at domestic and international cases of knowledge search based on region and location-based advertising research, presented community model of location inquiry based information service and revenue model of local advertisement. Through this, this study designed a question and answer based community and operational structure model of local advertising, and developed an information service system in the form of prototyping. By extending the distribution of question and answer data among users to location information, it is meaningful that a business service model was presented that combines local cultural content information and the demand for user access with the revenue model of local advertising.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• Journal of Science Education
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• v.42 no.3
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• pp.322-333
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• 2018

The purpose of this study is to identify the types and characteristics of the integrative thinking that learners with diverse learning backgrounds use in solving earth science problems. Four students in middle school were surveyed using questionnaires to know students' science learning background and test items with integrated content. A total of 200 items, 40 integrated items and 160 general items, were administered ten times. The students did not show a consistent relationship in terms of correct answer percentage in general items and that of in integrated items. In order to understand the type of integrative thinking of each student, after students solve an item, we analyzed the percentage of correct answers by types and interviewed them and analyzed the contents to identify the characteristics of the thinking used in solving each item. As a result, the types of integrative thinking used in problem solving were classified into three types, knowledge-based, real life-based, and integrated inquiry-based types. It is necessary to study various ways to improve the integrative thinking ability considering the characteristics of students in science teaching and learning.

• Journal of the Korean earth science society
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• v.42 no.1
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• pp.118-131
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• 2021

The purpose of this study was to investigate the characteristics of evidence-based reasoning practiced by middle school gifted students. Data were collected through an online task in which middle school students in gifted education institutes of a university located in the metropolitan area, Korea, performed inquiry about the shape of a planet's orbit. The students were given data of Mercury's greatest elongations and asked to draw the planet's orbit with the data. Each of the students was also asked to provide his or her hypothesis of Mercury's orbit before the drawing and to reason about the orbit again using his or her own drawing as evidence. The content analysis of the students' reports revealed 5 different types of judgement about the shape of Mercury's orbit, 4 types of reasoning about the hypothesis and evidence, and the characteristics of evidence-based reasoning within the judgement types. Based upon the analysis results, the importance of proper interpretations of evidence in evidence-based reasoning, the core role of the theory-evidence coordination, and the usefulness of working with multiple hypotheses were discussed. In addition, implications for earth science education were suggested.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.384-399
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• 2021

This study aims to identify the characteristics and meanings that Korean musical enthusiasts take on as cultural intermediaries of musical content by analyzing the real-time conversations they have while watching musicals performed in online spaces. To this end, the 'Live TALK' chat during the 'ontact' (online contact) performance of the musical Marie Curie was observed in real-time and subsequently analyzed in terms of the characteristics of online cultural intermediaries: their owned capital, their mediating language, and their relationship with the consumers. As a result of the analysis, musical enthusiasts were found to possess a wealth of cultural capital based on practical experience and inquiry, and to be utilizing specific identifying expressions in their language use. In addition, they appeared to be interactive in their communication with the general audience, which could be seen in the flow of spontaneous conversations as well as questions and answers occurring in the live chat. This study is significant in confirming that musical enthusiasts are positioning themselves as new cultural intermediaries through their cultural practices: taking on the role of guides and mediators in the online space 'Live TALK.'

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.394-403
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• 2006

purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.20-28
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• 2000

We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.

• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.588-597
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• 2015

This study is to distribute 5-year-old nuri curriculum science education contents in child picture books, and to investigate the categorical difference of science education contents between domestic and foreign picture books and among genres. The subjects were 219 picture books for children from 4 to 7, listed in which is published by Children's Book Study Group in 2012 and 2013. The research tool was from the article of 5-year-old nuri curriculum nature study, to analyze the contents of young children science education in the child picture books. Content analysis categories was set to two upper-categories and seven sub-categories. Research data were calculated in the analysis of the frequency and percentage of each item's category by the method of analysis conformity. In conclusion, first, in the analyzed result of the upper categories of young children science education contents in 219 picture books, the frequency appeared in order of 'Curious to maintain and expand', 'Learn living things and the natural environment', 'To explore the investigation technique', 'To enjoy the investigation technique', 'Utilize simple tools and machines', 'To search objects and materials', 'Learn natural phenomena'. Second, in the compared result between the domestic and foreign picture books and among genres, "scientific inquiry" is appeared more than "fostering an attitude of exploration".

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.79-84
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• 2020

This study aims to establish the lifelong education for the disabled by exploring the academic nature and identity of lifelong education for the disabled from the perspective of convergence, and to guard against a convergence academic system at the level of imitation based on the meaning and function of the established lifelong education for the disabled. The research method consisted of a procedure in parallel with expert meetings based on literature analysis. The content of this study primarily explored the universality and specificity of lifelong education for persons with disabilities in the dimension that it should have an academic essence and identity as a category in which lifelong education for persons with disabilities is fused with several adjacent fields such as special education, centering on the perspective tailored to disability. In addition, the result of exploring the structure system in which the meaning through the universality and specificity of lifelong education for the disabled can be combined not only at the academic level based on theory but also at the functional level based on practice is also presented as the content of the study. As a result of the study, it was analyzed that lifelong education for the disabled can build universality and specificity in the dimension of convergent inquiry, and can establish a support system at a comprehensive level of practice according to the fidelity of the above.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.138-146
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• 2013

This study examined the characteristics of the National Assessment of Educational Achievement (NAEA) in Science according to gender. It investigated gender achievement differences in the science section of the 2010 NAEA, the ratio of gender difference in achievement, the ratio of correct answers within each content domain and behavioral domain, and the items which showed high differences between males and females. The results indicate first, that, for 9th graders, females outperformed males in academic achievement in science. Second, with respect to the ratio of correct answers, males outperformed females in the advanced and below basic level groups, but females outperformed males in intermediate level groups. Third, females outperformed males in knowledge and inquiry in the behavior domains, and in chemistry and biology in the content domains. Fourth, an analysis of the items showing the largest gender gap indicated that males outperformed females in interpreting data, while females outperformed males in the items concerned with daily life and items related to the memorization of rules. This research on gender differences in science will allow teachers to complement the weaknesses of students when they study science, and support improved instructional methods in science.