• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.13-26
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• 2010

The purpose of the study was to investigate the effect of observation knowledge generation based on a scientific observation strategy in 6th grade students. In this study, we selected the topics related to the observation in elementary science curricula and developed worksheets and guidelines such that subjects accomplished the systematic observation based on the method and strategy of the observation knowledge generation. Seventy-five 6thgraders, 38 for the experimental group and 37 for the control group, were chosen for this study. The experimental group was taught the science lessons with 14 sessions based on the generation of various scientific observation types, whereas the control group was provided with traditional lessons. Before and after the treatment, a candle-burning task was set for subjects to test the effect of the lessons of scientific observation knowledge generation. According to the results, subjects in the experimental group were more effective in the generation of various observations than subjects in the traditional one. The observation abilities of the experimental group was shown statistically to have a significantly higher performance in richness and the diversity. In addition, they showed higher scores in the scientific observation ability task than the control one. Therefore, the systematic lesson strategy in scientific observation is presumably effective to improve students' ability of scientific observation knowledge generation.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.501-514
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• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.1123-1132
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• 2020

The aim of this paper is to understand the nature of transformation of the Chinese economy. China's approach to the process of economic development in the aftermath of the reforms in the late 1970's has been a success story and a phenomenon of great significance. It helped millions of people move out of poverty and achieve an acceptable standard of life. The economic policy of China was more effective than India's; we measured this effectiveness in terms of two fundamental approach: first, growth was fundamental for ensuring and increasing the wellbeing as it increases total output in China compare to India; second, growth was pro-poor in China, but not in India, during the period 2000-2011. In this paper, we seek to explain how China reduced extreme poverty through reforms, and this reform experience of China stands out for three reasons. The first is renewed thrust on the rural economy and private sector, second is decentralized planning, and third is investment in human resource development. This experience of China's reform success offers a significant lesson for most of the developing countries, especially India, since India has more similarities with China. Therefore, this experience is particularly insightful for India.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.433-442
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• 2020

This study investigates the impact of fiscal transfer, specifically the Village Fund Transfer, on rural income inequality and rural poverty. Studies on fiscal transfer offers contrasting outcomes, some argues that fiscal transfer suppresses wealth disparity, while others argue that it tends to widen disparity. This study employs descriptive analysis in estimating the elasticity of income inequality and poverty rate before and after the Village Fund Transfer. It develops multiple regressions model on panel datasets of 33 provinces in Indonesia before and after the implementation of Village Fund Transfer. This study suggests that the elasticity of income inequality is higher after the implementation of village fund transfer. Rural poverty tends to decline annually, however, the elasticity changes is lower after the implementation of village fund transfer. Furthermore, this study suggests that village fund transfer is insignificant in coping with the issue of income inequality, while education and the level of labor productivity of agricultural sector appears to be the determinant factor in tackling the issue of income inequality in the rural areas. This study further reveals the significance of village fund transfer in suppressing the rural poverty rate. This study also highlights the significance of human resources quality and agricultural sector in reducing poverty rate in rural areas.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Journal of Science Education
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• v.39 no.2
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• pp.151-164
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• 2015

This study's purpose is to investigate elementary school teachers' perception on infographics learning materials. For this, this study made a questionnaire about infographics cognition or not, the need for development of infographics learning materials, science class applied infographics. And then, this study conducted a survey of 300 elementary school teachers. Through this process, this study had the results that most elementary school teachers had not some experience infographics and had never applied infographics during the class. On the other hand, elementary school teachers who had some experience said that they had used infographics in society subject and science subject. And they said that infographics was used in the development stage of class. In the need for development of infographics learning materials, this study had the results that elementary school teachers recognized the quantities of infographics which could apply in learning materials of elementary school inadequate. And elementary school teachers said that they needed infographics learning materials which could actually apply in class. Also, elementary school teachers said that the subject which could be most applied infographics learning materials was society subject and science subject. And they said that infographics learning materials was a good method which can be applied to third grade and fourth grade in elementary school. In science class applied infographics learning materials, elementary school teachers said that the best class stage to presenting infographics learning materials was full-scale lesson of each chapter in curriculum and they recognized that infographics learning materials must be used for understanding scientific concepts. Add to this, elementary school teachers recognized that the development of learning materials with the application of infographics learning materials must take precedence in order for education applied infographics learning materials to carry out successfully.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.231-251
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• 2016

The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.