• Hwankyungkyoyuk
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• v.19 no.3
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• pp.93-101
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• 2006

The purpose of this study was to investigate the cognition of high school students and science teachers on the endocrine disruptors. Subjects of this study were 204 high school students and 26 science teachers. The results were as follows. Students obtained informations about endocrine disruptors mainly through mass media like TV, radio or lesson in school. Most of them were interested in endocrine disruptors and they thought that endocrine disruptors were very dangerous for people. And they preferred learning materials such as movies, images, and animations, but they didn't want to participate in activity of education on endocrine disruptors actively. Science teachers has agreed to needs of education on endocrine disruptors and has required education programs such as movies, images or animations for effective endocrine disruptors education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.261-270
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and STEAM Literacy through the use of the STEAM program utilizing Regional Science Experience Resource for elementary students. For the purpose of this study, a teaching plan and worksheet for students using STEAM Programs was developed and applied. The results of this study are as follows: First, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Second, the change in students' STEAM literach by applying the STEAM program utilizing Regional Science Experiences Resource has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, STEAM Program utilizing Regional Science Experiences Resource applied in this study might be useful to improve STEAM Literacy, and can be expected to improve scientific attitude and should be widely applied to Science education.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.

• Research in Mathematical Education
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• v.19 no.3
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• pp.177-193
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• 2015

Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

• Journal of Science Education
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• v.38 no.1
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• pp.103-119
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• 2014

The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.210-223
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• 2015

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.149-155
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• 2003

The objective of this research was to study the impact of metacognitive lesson models on the formation of magnetic field concepts. The subjects of this research was eighty students from two sixth grade classes. One class of forty of these students was the experimental group, which the metacognitive strategic lesson model was applied, and the other class of forty students was the control group which the traditional lessons were conducted. As the result of the experiment, the experimental group and the control group, which previously did not show difference in terms of achievement of conceptualizing magnetic field, displayed a significant difference. According to the comparison between the pre-experiment test on the students' previous concepts and the achievement of the students after the experiment, the middle group showed difference between the experimental group and the control group in a small degree. The lower group showed a notable difference between the two groups and the higher group showed no difference. In terms of achievements shown in different questions asked, there was little difference in the questions that were stated in the textbook while there was a significant difference in the questions that applied the contents of the textbook. The higher academic group, according to the test on the previous concepts, did not show much difference between the experimental group and the control group when they were asked about the concepts of the textbook. In terms of the comparison in the metacognitive levels, both the higher and lower metacognitive experimental groups' average grade was higher than the control groups' and showed an important statistical difference.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.93-100
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• 2016

Computer Science Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around. In spite of the success of unplugged activities, the unplugged resources for experiencing the concepts of data structures is lacked. In this study, we design, implement and survey the 3 hour lessons of the core concepts of graph theory and the shortest path algorithm for the primary students using computer science unplugged activities. Our survey results showed that our lesson plan is adequate for primary school students and will have a positive effects for primary school students.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.561-573
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• 2003

The teacher plays important role at students' achievement. This study analyses science class by pre-service science teacher. An survey tool for analysis of science class was composed of the lesson, student behavior, teacher behavior and questioning techniques. Pre-service science teacher analyzed the science class of 100 science teacher. The results of this study showed that pre-service science teacher analysis that current science class did not focused on inquiry-oriented. The score of science class did not statistically significantly difference by science teacher's characteristics as gender and age. Also, they analyses that science teacher use concept-oriented and teacher-oriented method.