• Journal of the Korea Convergence Society
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• v.6 no.3
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• pp.111-117
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• 2015

This study is a descriptive research conducted to provide basic resources for the production course and programs by identifying knowledge and attitudes toward dementia of nursing students and social welfare students. The participants were 451 students of nursing science and social welfare in four-year university at J-do. Data were collected from October 1, 2012 to October 20, 2012, by using structured questionnaires and analyzed by using SPSS 20.0 program. The participants showed relatively high level of knowledge. Nursing students($16.42{\pm}1.77point$, range 0~20) showed higher level of knowledge than social welfare students($16.02{\pm}2.3029point$, range 0~20)(p=.015). Both students showed relatively positive attitudes(nursing $40.48{\pm}4.29point$, social welfare $40.54{\pm}4.6229point$, range 10~50). The higher the participants' knowledge and interests in dementia, attitudes toward dementia were more positive. Based on the result, it is required to develop various education program and research to promote knowledge and attitudes toward dementia.

• The Korean Journal of Ecology
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• v.23 no.3
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• pp.241-253
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• 2000

The degree to which microenvironmental factors are linked to spatial patterns of vegetational factors within ecosystems has important consequences for our understanding of how ecosytems are structured and for conservation of rare species in ecosystems. We studied this relationships between the spatial patterns of microenvironmental factors and vegetational factors in temperate hardwood forest in Mt. Jumbong Biological Reserve Area, Korea. To do this, environmental and vegetational factors from 196 micropoints in a 0.49 ha plot were investigated. Most of all environmental factors and vegetational factors showed the variations among micropoints. Microtopographic factors, litter depth, soil moisture content and relative light intensity at this site were spatially dependent at a scale of 14∼62 m. Coverage of tree and shrub layer and species diversity of herb layer in autumn were spatially dependent at a scale of < 15 m. Species richness and species diversity of herb layer in spring and species richness of herb layer in autumn were spatially dependent at a scale of 28∼48 m. Multiple regression analysis showed that spatial patterns of species richness and species diversity of herb layer in spring and autumn were affected by litter depth, slope, subtree layer, shrub, Sasa borealis etc. The best predictor for the spatial patterns of species richness and species diversity of herb layer at this site was the spatial pattern of litter depth. Species richness and species diversity of herb layer showed strongly negative correlation with litter depth. We estimate that the spatial pattern of litter depth at this site were affected by direction of wind, microtopography and spatial pattern of shrub layer.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.200-215
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• 2012

The revitalization of science museum depends on the number of qualified docents who can meet the museum visitors' educational needs. However, the current unstructured docent system is not sufficient to meet the goal. Forty six docents currently working in science museums were surveyed about docent training program, current working conditions, and docent professional program in order to propose a viable system providing a docent profession. Data were collected through surveys with 46 docents, interviews with two experienced docents, and several artifacts from the science museum and selected docents. The surveys consisted of 47 items asking about personal biography, docent's perception, docents training program they took, current working conditions, and supplementary professional program. The conclusion of this study is as follows; First, there must be recognition about docents who can play educator's roles which are different from those of general volunteers in terms of recruiting and training system in science museum. Second, docents need to take training and supplementary professional courses that focus on observing and educating visitors in the field. Third, we need a docent management system by employing a well structured evaluating tools. A well established docent system will bring forth the enhancement of science museum education and the increase of science popularization by providing visitors with the quality educational services.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.745-757
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• 2011

In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.247-260
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• 2014

Purpose of this study is to analyze the roles and strategies of imagistic simulation observed in mental simulation about problematic situation of prediction, and thereby identify the process of generating prediction, explanation and sophistication. For this study, a framework for mental simulation process and strategy based on literary research was developed and content was validated from four experts of science education. This study was participated by 10 preliminary elementary school teachers, and a total of 20 cases were gathered for two thought experiment tasks based on the think-aloud method. The results were as follows: First, mental simulation process described based on the seven elements of 'perception,' 'interpretation,' 'statement of initial representation,' 'running imagistic simulation,' 'identifying result of simulation,' 'identifying alignment' and 'restatement structured representation.' The study confirmed that initial representation by interpreting related concepts and running imagistic simulation a number of times to develop explanation and prediction. Second, the study identified the use of strategies to enhance simulation such as 'zoom in,' 'partition,' 'dimensional enhancement,' 'dimensional reduction,' 'remove,' 'replace' and 'extreme case.' Running spatial transformation that uses strategy to enhance simulation contributed to discovering mechanism elements in problematic situations.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.431-440
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• 2018

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.369-378
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• 2018

In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogies for lessons. In order to investigate thought processes deeply, we used the think-aloud method and also conducted semi-structured interviews after their activities. Worksheets written by the pre-service teachers were collected. Their activities and interviews were recorded and videotaped. The characteristics in the processes of generating analogy were analyzed in the perspectives of student, analog, and concept. The analyses of the results revealed that they generated analogies to correct students' misconceptions and also considered misconceptions that could be caused by their analogies. They generated analogies using sources with which students are familiar. They also generated concrete and everyday analogies rather than abstract and artificial analogies. There were some cases where they did not clearly grasp the target concepts and expressed the concepts which were not covered in the unit. On the bases of the results, we suggest some educational implications for pre-service science teacher education.