• Journal of the Korea Convergence Society
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• v.13 no.3
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• pp.239-253
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• 2022

The purpose of this study is to have college students who took 'University Character Education Using YouTube Videos', which was opened as a liberal arts course in college, directly produce UCC assignments with the theme of personality. Despite the recent paradigm shift in learner-centered education, teacher-centered education still hinders learners' motivation to participate in classes. To solve this problem, a learner-led UCC production process is necessary for the practice of effective learner-centered education. For this purpose, a phenomenological research method was applied. The research participants were 10 students, in-depth interview was used for data collection, and Colaizzi's research method was selected for data analysis. As a result of the analysis, 9 themes, 4 theme clusters, and 2 categories were derived. The results are as follows. First, they recognized that the UCC assignments were a field of maturity, such as practicing the right thoughts and actions, and re-establishing the concept of character. Second, they said that the UCC production process was an opportunity to increase their self-esteem. Third, they showed a more mature personality by recognizing that the UCC assignments became a chance to pay attention to others beyond themselves. Fourth, they had the greatest difficulty in selecting a topic while carrying out the UCC project, and they were experiencing the limitations of high-quality projects due to the technical immaturity of UCC production. Finally, this study was concluded by discussing the educational implications based on the results. These results provide a suggestion that more effective character education can be expected when tasks led by learners will be developed and an interactive arena where students can be shared are provided.

• Journal of Science Education
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• v.45 no.3
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• pp.364-378
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• 2021

This study explores the perception of Engineering Design of teachers who have long experience in the Integrated STEAM education. The teachers participating in this study were 12 elementary and secondary teachers with more than five years of experience in the Integrated STEAM Education. The study conducted semi-structured interviews. Interview questions focused on experiences of Integrated STEAM Education and recognition of Engineering Design, whether or not to reflect the curriculum of Engineering Design, and actual cases of Integrated STEAM Education with Engineering Design. As a result of this study, the teachers who participated in this study recognized that 'identification and coexistence of concepts for science, technology, and engineering' about Engineering Design, 'Creative design is possible when creativity is added to Engineering Design', 'Engineering Design is to analyze the economic feasibility and utility of the output created through the creative design process', 'Engineering Design is only for students who choose a career in science and engineering'. Based on this research, We need to establish and present correct concepts for science, technology, and engineering, and make an effort to include Engineering Design for solving scientific problems in the curriculum. In addition, we will have to develop and spread the Integrated STEAM Education program including Engineering Design and apply it in the field. Through this, we will have to find concrete action plans to improve the perception of science and engineering Integrated STEAM programs and Engineering Design among novice teachers and preservice teachers.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.43-55
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• 2023

This study examined the effects of an online-based learning STEAM program using Metaverse on elementary school students' attitudes toward and satisfaction with STEAM in 197 students in grades 2, 4, and 6 at a rural elementary school. To conduct this study, we developed and implemented a four- to five-lesson online-based STEAM program in each grade level. The conclusions of this study are as follows. The online learning STEAM program had a statistically significant effect on improving elementary school students' attitudes toward STEAM, and students' satisfaction with the program was high. In addition, the pilot teacher said in an interview that 'the students' attention to the program was very high, and it was very interesting to use the Metaverse space'. Based on the results of the pilot, one STEAM program for students and teachers was developed for the fourth and fifth periods of each grade level in elementary school. Online learning programs using Metaverse have the potential to transform education during the pandemic by addressing educational inequalities and providing a flexible learning environment. Therefore, we propose a study on the development of online STEAM programs for middle and high school students.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.3
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• pp.407-418
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• 2018

Science and technology have led the development of mankind, but have created problems such as natural depletion, climate change, economic inequality and poverty. The purpose of this study is to explore the meaning of early childhood science for sustainable development to solve these problems and to contribute to the harmony of nature and human beings. In order to accomplish this research objectives, 18 experts and 15 teachers were interviewed on the meaning of sustainable development and the directions of early childhood science education for sustainable development. Early childhood science education for sustainable development was categorized as follows. 'Mutual respect between child-teacher-organism', 'developing individual inquiry-based on community consciousness', 'looking at the world with child's eyes', 'deepening and expanding on topics of interest', 'continuous inquiry and commitment', 'conversation and sharing-centered exploration'. By these results, it was concluded that early childhood science education for sustainable development should start from the perspective of children, and was a meaningful process in which children constantly learn about the nature surrounding themselves based on mutual respect.

• 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.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.1
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• pp.57-83
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• 2024

This study aimed to investigate the impact of scores on the Test of Proficiency in Korean (TOPIK) among foreign exchange students on academic adaptation. Recruited students, approved by the Institutional Review Board (IRB), totaled seven, and their interview contents were analyzed using a comprehensive analysis procedure based on pragmatic eclecticism (Lee, Kim, 2014), utilizing six stages. As a result, factors influencing academic adaptation of Korean language learners for academic purposes were categorized into three dimensions: academic, daily life, and psychological-emotional aspects. On the academic front, interviewees pointed out difficulties in adapting to specialized terminology and studying in their majors, as well as experiencing significant challenges with Chinese characters and Sino-Korean words. Next, from a daily life perspective, even participants holding advanced TOPIK scores faced difficulties in adapting to university life, emphasizing the necessity of practical expressions and extensive vocabulary for proper adjustment to Korean life. Lastly, within the psychological-emotional dimension, despite being advanced TOPIK holders, they were found to experience considerable stress in conversations or presentations with Koreans. Their lack of knowledge in social-cultural and everyday life culture also led to linguistic errors and contributed to psychological-emotional difficulties, despite proficiency in Korean. Based on these narratives, the conclusion was reached that in order to promote the academic adaptation of Korean language learners, it is essential to provide opportunities for Korean language learning. With this goal in mind, efforts should be directed towards enhancing learners' academic proficiency in their majors, improving Korean language fluency, and fostering interpersonal relationships within the academic community. Furthermore, the researchers suggested as a solution to implement various extracurricular activities tailored for foreign learners.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.81-101
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• 2020

The purpose of this study is to develop and implement a process-based evaluation program with the theme of school space design in the housing area of the middle school home economics. In order to achieve For thispurpose, a process-based evaluation program based on the theme of school space design was developed following the ADDIE instructional design model, and the program was executed to a total of 93 students. A questionnaire survey and in-depth interview were conducted for the evaluation of the program. The results of this study are as follows. First, based on the results of a 2015-Revised Curriculum analysis, a school space design program evaluation plan was established, and two evaluation tasks were developed. Accordingly, scoring criteria were prepared and 8 evaluation materials for students and 2 evaluation materials for teachers were developed. A total of 9 sessions were developed for teaching and learning activities and evaluation-linked operation procedures to perform evaluation tasks. As a result of an expert validity test for the program, all items were verified to be appropriate in content validity and content composition with an average of 3.6 to 4 points (4 points). Second, after conducting the school space design program, a survey on students were conducted, and as a result, all three areas of school space design class, process-based evaluation, interest scored high in average scores of 4.12 to 4.27 out of 5. According to the survey and interview results, the program provided new learning opportunities for school space design, the students were able to reach the suggested achievement goals, and the self-assessment, peer evaluation and teacher feedback positively affected the students during the learning process so that they could reflect on their learning and actively participate in the subsequent learning activity. This study has a limitation in generalizability in that the program was conducted on a limited number of students, and future studies are expected to expand the scope in terms of research participants, evaluation criteria, and school space design classes. This study laid the foundation for theory and practice by developing and implementing a process-based evaluation program for home economics education, and it has contribution in that it suggested the possibility that teachers and students can take the initiatives in school space design, focusing on the housing content elements of home economics.