• The Mathematical Education
• /
• v.53 no.3
• /
• pp.357-381
• /
• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.101-115
• /
• 2012

Analogy, a plausible reasoning on the basis of similarity, is one of the thinking strategy for concept formation, problem solving, and new discovery in many disciplines. Statistics educators argue that analogy can be used as an useful thinking strategy in statistics as well. This study investigated the characteristics of students' analogical thinking in statistics. The mathematically gifted were asked to construct similar problems to a base problem which is a statistical problem having a statistical context. From the analysis of the problems, students' new problems were classified into five types on the basis of the preservation of the statistical context and that of the basic structure of the base problem. From the result, researchers provide some implications. In statistics, the problems, which failed to preserve the statistical context of base problem, have no meaning in statistics. However, the problems which preserved the statistical context can give possibilities for reconceptualization of the statistical concept even though the basic structure of the problem were changed.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.15-28
• /
• 2016

The purpose of this study is to investigate the changes of students' modeling ability in terms of 'meta-modeling knowledge' and 'modeling practice' through co-construction of scientific model. Co-construction of scientific model instructions about astronomy were given to 41 middle-school students. The students were given a before and after instruction modeling ability tests. The results show that students' 'meta-modeling knowledge' has changed into a more scientifically advanced thinking about models and modeling after the instruction. Students were able to be aware that 'they could express their thoughts using models', 'many models could be used to explain a single phenomena' and 'scientific models may change' through co-construction modeling process. The change in the 'modeling practice' of the students was divided into four cases (the level improving, the level lowering, the high-level maintaining, the low-level maintaining) depending on the change of pre-posttest levels. The modeling practice level of most students has improved through the instruction. These changes were influenced by co-construction process that provides opportunities to compete and compare their models to other models. Meanwhile, the modeling practice level of few students has lowered or maintained low level. Science score of these students at school was relatively high and they thought that the goal of learning is to get a higher score in exams by finding the correct answer. This means that students who were kept well under traditional instruction may feel harder to adapt to co-construction of scientific model instruction, which focuses more on the process of constructing knowledge based on evidences.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.167-173
• /
• 2021

The purpose of this study is to discuss the types of algorithms and data categories in AI education for elementary school students. The study surveyed 11 pre-elementary teachers after providing education and practice on various data, artificial intelligence algorithm, and AI education platform for 15 weeks. The categories of data and algorithms considering the elementary school level, and educational tools were presented, and their suitability was analyzed. Through the questionnaire, it was concluded that it is most suitable for the teacher to select and preprocess data in advance according to the purpose of the class, and the classification and prediction algorithms are suitable for elementary AI education. In addition, it was confirmed that Entry is most suitable as an AI educational tool, and materials that explain mathematical knowledge are needed to educate the concept of learning of AI. This study is meaningful in that it specifically presents the categories of algorithms and data with in AI education for elementary school students, and analyzes the need for related mathematics education and appropriate AI educational tools.

• Journal of the Korean earth science society
• /
• v.32 no.7
• /
• pp.871-880
• /
• 2011

The purpose of this research is to explore preservice earth science teachers' understanding of volcanic systems using a modified version of InVEST Volcanic Concept Survey (InVEST VCS, Parham et al., 2010). Results showed that participants' understanding of volcanic concepts was rather limited. Questions requiring only basic content knowledge (e.g., terminology associated with volcano) received high scoring responses, while questions requiring higher order thinking and deeper conceptual connections as the mechanics of volcanic eruption received low scoring responses. Specifically, the prediction of hazards and impacts on the environment appeared to be poorly understood. VCS results can be applied to improve the subject content knowledge as well as the pedagogical knowledge that instructors may use when they assess students' understanding of volcanism within a solid conceptual framework.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.1
• /
• pp.76-89
• /
• 2017

The purpose of this study is to develop a science field study area using Geumgang(Geum River), fossil origins and various geological resources in Youngdong area of Chungcheongbuk-do as educational resources; and utilize them to develop an education program to cultivate earth science and topophilia. The Youngdong sedimentary basin (Cretaceous period) has a well-developed outcrop along the Geumgang and it is therefore easy to find various geological structures, plant fossils, and dinosaur fossils. Also, it has a distinct sedimentary structure, such as mud cracks, ripple marks and cross-bedding. Science field study area(6 observation sites) were developed based on school curriculum, textbook analysis, and professional earth science education panel discussion to create a convergence education program. The result of validating the developed program showed that all the items were satisfactory ($CVR{\geq}0.88$) in the test categories. The science field study teaching-learning model was applied to actual classes. The evaluation result for class satisfaction was positive, scoring Rickert scale 4.18. The result of observation about the outdoor classroom process in the science field study area revealed that students were able to form a new image of the beautiful scenery of the Geumgang. Also, the students could gain a new understanding, concept and value of various geological objects (sandy beach, stepping-stones, dinosaur footprint fossils, sedimentary formation), which naturally allowed them to form topophilia.

• Journal of The Korean Association For Science Education
• /
• v.35 no.3
• /
• pp.431-442
• /
• 2015

SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students' collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.

• The Journal of the Korea Contents Association
• /
• v.22 no.6
• /
• pp.69-77
• /
• 2022

Physical experiment through MBL has been used in many schools for a long time since students can check the experiment results immediately and conduct the experiment easily. However, conducting the experiment, not knowing the principle of the device or simply concentrating on the derived data has been raised as the problem of MBL experiment. To supplement this problem, this study measured the acceleration of gravity with the picket fence method, which is often used in MBL experiment, utilizing Arduino, calculated the error rate through a comparison to the actual acceleration of gravity and discussed the educational application of the experiment to measure it. As a result of the experiment, the error rate between the acceleration of gravity calculated by the experiment and the actual acceleration of gravity was about 1%, so it turned out that relatively accurate measurements were possible. Also, the sample mean of the experimental value was included in the confidence interval of 95%, so it could be concluded that it was a significant experiment. In addition, this study showed the possibility of the educational application of the experiment to measure it through the following: It can supplement the structural disadvantages of MBL; it can consider the interaction between Physics and Math; it is possible to converge with information course in STEAM education; and it is inexpensive to be equipped with the equipment. Hopefully, the physical experiment utilizing Arduino will further be revitalized in science gifted education based on this study.

• Journal of Science Education
• /
• v.33 no.2
• /
• pp.193-206
• /
• 2009

The purpose of this study was to examine the effect of the consistent presentation of illustrations about the aligning direction of the Axis on the middle school students' acquisition and retention of astronomical concepts. This study was taken using the nonequivalent control-group pretest-posttest design on 116 7th middle school subjects. The same teaching and learning activities were given to both the experimental (n=59) and control groups (n=57) through three lessons. The experimental group was given a consistent presentation of the illustrations about the aligning direction of the Axis, while the control group was given an inconsistent presentation of the same illustrations about aligning direction. Two days after the three lessons, the 1st posttest was administered to compare the statistical difference of mean of both groups, using ANCOVA test. The result of ANCOVA test implicated that the consistent presentation of the illustrations about the aligning direction of the Axis had a positive influence on the experimental group's acquisition of the concepts. The 2nd posttest result for retention effect was given two month later by one-paired t-Test in each group and showed that the method had a positive effect on the experimental group, compared with control group. The results of this study implicated that paying careful attention to using the consistent illustration is highly beneficial for students' meaningful learning on astronomical concepts.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.903-927
• /
• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.