• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

• Journal of Science Education
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• v.47 no.2
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• pp.117-126
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• 2023

In an elementary school science teacher's guide, the guide in details that can help elementary school teachers with difficulties when preparing and conducting science classes are essential. To gain insights into the development of the 2022 revised curriculum elementary school science teacher's guide, it is necessary to investigate the perceptions and needs of elementary school teacher's guide in details. In this study, we developed a questionnaire by analyzing the components and design of an elementary school science teacher's guide in details to explore elementary school teachers' perceptions and needs. For this purpose, we first investigated elementary school teachers' perceptions of their needs, satisfaction, and the utilization of each component of the current guide in details. Next, we investigated teachers' needs regarding the specific components and design of a guide. The findings were as follows. First, elementary school teachers were delighted with the components that help them prepare and conduct lessons. Second, elementary school teachers wanted an easy-to-read design with a layout that allowed them to see the components they needed for their lessons at a glance. In conclusion, the elementary school science teacher's guide in details to be readable and organized to provide at-a-glance information on lesson preparation, lesson flow, and teaching and learning materials needed for science teaching-learning. Based on the results of this study, new approaches and attempts should be made to develop a textbook that elementary school teachers can utilize in the future.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.143-164
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• 2013

Despite the recent emphasis on mathematical communication, little practical guide has been provided for a teacher with what to do for orchestrating high-quality discussions in a mathematics classroom. This paper analyzed 20 elementary mathematics lessons which were recognized as effective instruction in Korea using an analytic framework with regard to 5 practices for orchestrating productive mathematics discussions (i.e., anticipating, monitoring, selecting, sequencing, & connecting) by Smith and Stein (2011) in terms of performance scales from Level 0 to 3. The results of this study showed that the most frequent levels were Level 1 including undesirable practices and Level 2 including insufficient practices. There were only one or two lessons per practice which were assessed as Level 3 of good performance. Specifically, Level 2 was the most frequent with regard to monitoring and selecting, whereas Level 1 was the most frequent as for the other practices. This paper provides some implications for co-ordinating productive mathematics discussions.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.372-382
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• 2018

Understanding is the foundation of music appreciation, the ultimate goal of music learning. The purpose of this research was to create a model for the integration and implementation of Gordon's music learning theory principles into Suzuki violin instruction. This research shows how audiation can be taught within the framework of the Suzuki philosophy and curriculum. It is expected that Gordon's music learning theory can provide Suzuki teachers with unique capabilities for teaching musical understanding, specifically through the development of audiation. Through an audiation-based approach to Suzuki instruction, thus, young violinists will be able to learn to comprehend the tonal and rhythmic aspects of the music they perform. Future researchers may wish to assemble a more complete guide to the tonal and rhythm patterns used in the Suzuki repertoire. Furthermore, additional lesson plans and activities can and should be developed that represent the application of music learning theory to Suzuki violin instruction.

• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• Design Convergence Study
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• v.16 no.5
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• pp.125-140
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• 2017

This study explores potential capability of a machine learning approach for monitoring urban morphology based on an evident case study. The case study conveys year 2006 investigations on interpreting urban morphology of Boston Main Streets by applying a machine learning approach. From the lesson of the precedent study, in 2016, another field research and interview was conducted to compare changes in urban situation, data commons culture, and technology innovation during the decade. This paper describes open possibilities to advance urban monitoring for morphological changes. Most of all, a multi-participatory data platform enables managing urban data system in real time. Second, collaboration with machines with artificial intelligence can intervene the framework of the urban management system as well as transform it through new demands of innovative industries. Recently, urban regeneration became a dominant urban planning strategy in Korean, therefore, urban monitoring is on demand. It is timely important to correspond to in-situ problems based on empirical research.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.870-879
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• 2008

The purpose of this study is to investigate laboratory abilities to carry-out experimentations in the field of 'Matter' in middle school science texts. A total of 359 chemistry experiments from 26 textbooks has been analyzed. The authors of this study are interested in what science process skills are required for students to perform the experiments and how often these skills are needed. This article introduced a framework for analyzing the science process skills and their frequency. There are similar patterns of science process skill use among the different grades of middle school texts. The process skills of organizing results, interpreting data and making generalizations are most needed by the order of frequency. However, abilities related to alternative activities and/or conditions show relatively low frequency. For seniors, various laboratory abilities to carry out experiments are needed, whereas abilities for operating and setting up an experimental apparatus are required in freshmen and juniors. These results suggest avenues for science teachers that make lesson plans involving science experiments.