• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.60-68
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• 2013

The aim of the study is determined to find out how elementary science localization teaching strategy would influence environmental perception of students. In order to fulfill the research purpose, a total of 51 fifth graders from two classes in M Elementary School in U City were divided into a 26 of experimental group and a 25 of comparative group. The study was carried out from September to November of 2012. For the experimental group, an elementary science localization classes were conducted while for the comparative group, a general science classes were performed. The results of the research are presented as follows. First, it was learned that the experimental group with the elementary science localization class would have a significantly and statistically high environmental sensitivity comparing to that of the comparative group. That proves the elementary science localization class's being efficient at improving the students' environmental sensitivity. Second, the experimental group with the elementary science localization class turned out to have a significantly and statistically strong will to protect the environment than the comparative group would do. Such finding says that the elementary science localization class is helpful to enhance the students' will to preserve the environment. In conclusion, the study came to understand that the elementary science localization teaching strategy can improve the environmental perceptions of the students for such elementary science localization class would efficiently encourage environmental interest of the students.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.2
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• pp.396-408
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• 2017

This study aims to analyze pre-service elementary teachers' oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, 'Oceans Largely Unexplored' was highest in the mean score, followed by 'Human Connections', 'Ocean & Its Life Shape Earth', 'Habitability', 'Biodiversity', 'Weather & Climate' and 'Size of Ocean'. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called 'Oil Pollution', as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed 'Making an Undersea Topographic Model with Sand' most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals' lives, they proposed 'Classifying Animals with Marine Animal Cards' most. As an effective teaching strategy for the chapter of ground surface changes, they proposed 'Making and Simulating Seashore Topography' most.

• Journal of the Korean Chemical Society
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• v.44 no.6
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• pp.600-610
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• 2000

The purpose of this study was to design the new teaching strategy based on the particulate model facilitating the reflective thinking (RE-PM) in the learning of the particulate nature of matter, and to investigate the effect of the new teaching strategy in compare with the traditional teaching strategy (TS-PM) after treating with new teaching strategy on preliminary teachers of elementary school. The problems of traditional teaching strategy are as follows: 1) Most of students didn't think the particulate model connected with practical material. 2) Most of students have a tendency of the rote memory on learning of the traditional particulate model. 3) The ratio of changing the view of continuous matter into the view of particulate nature of matter was very low, after learning the particulate model using of the traditional teaching strategy. The new teaching strategy facilitating the reflective thinking was more effective on the understanding of particulate nature of matter and the driving of motivation than the traditional teaching strategy in the learning of the particulate nature of matter.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.157-164
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• 2021

This endeavor is an attempt to explore the effect of flipped classroom strategy (FCS) on (a) academic achievement in the computer and information technology course and (b) students' attitudes towards this strategy. The sample of the study consisted of 64 students, divided into two groups: experimental and control groups. Two instruments were used to collect the data: a test and a questionnaire. The test was used to measure the students' achievement and the questionnaire to measure their attitudes towards the FCS. The results show statistically significant differences at the level of 0.05 in support of the experimental group at all Bloom's levels. Similarly, students' positive attitude towards the FCS was evident. Therefore, expanding this strategy in different courses is highly recommended because it positively impacts students' achievements. Organizing workshops and designing courses that encourage teachers to implement the strategy in the classroom and develop their technical skills are also recommended.

• 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.3
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• pp.333-342
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• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.131-143
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• 2003

This study addresses the plan and methods of teaching/learning ethical aspects of science in the secondary schools, which were developed by the authors based on their 3 year research on ethical aspects of science and its teaching/learning. The general teaching/learning plan is composed of the instructional objectives of teaching/learning ethical aspect of science, its teaching/learning method and strategies, curricular content, and assessment. The article also attempted to describe a few words of care to keep in mind when apply the model and methods in the science classrooms.