• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.627-641
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• 2022

This study aims to help elementary school teachers increase their knowledge about the changes in the positions of the sun and moon during the day and the first time the moon observation begins in the Earth and Space section of the Earth and the Moon. The survey questions were grouped into four categories, namely, textbook explanation, inquiry activities, achievement of learning goals, and other opinions. The perception of each question differed according to advanced science majors and teaching careers and experiences of this unit. In addition, understanding the diverse views of the participants using descriptive questions was possible. The study recruited 67 teachers working at an elementary school in Gyeonggi-do. The conclusion is as follows. First, the teachers exhibited similar positive and negative perceptions about the description of the textbook on the changes in the positions of the sun and moon during the day. Second, the study found that majority of teachers used alternative methods when guiding students regarding the change in the positions. This trend was not correlated with the sun and the moon, and the study observed no difference in advanced majors and teaching careers and experience of this unit. Third, the majority of teachers responded that they could achieve their learning goals through this learning. However, many teachers complained of various difficulties in guiding students about the lesson, and the majority alternative methods. The results demonstrated the perception of teachers that students can achieve learning goals through alternative methods without direct observation.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.158-170
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• 2022

The purpose of this study is to understand the characteristics of Aristotle's view of nature that is, the static view of the universe, and find implications for education. Plato sought to interpret the natural world using a rational approach rather than an incomplete observation, in terms of from the perspective of geometry and mathematical regularity, as the best way to understand the world. On the other hand, Aristotle believed that we could understand the world by observing what we see. This world is a static worldview full of the purpose of the individual with a sense of purposive legitimacy. In addition, the natural motion of earthly objects and celestial bodies, which are natural movements towards the world of order, are the original actions. Aristotle thought that, given the opportunity, all natural things would carry out some movement, that is, their natural movement. Above all, the world that Plato and Aristotle built is a static universe. It is possible to fully grasp the world by approaching the objective nature that exists independently of human being with human reason and observation. After all, for Aristotle, like Plato, their belief that the natural world was subject to regular and orderly laws of nature, despite the complexity of what seemed to be an embarrassingly continual change, became the basis of Western thought. Since the universe, the metaphysical perspective of ancient Greece and modern philosophy, relies on the development of a dichotomy of understanding (cutting branches) into what has already been completed or planned, ideal and inevitable, so it is the basis of traditional teaching-learning that does not value learner's opinions.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.997-1006
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• 2015

Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

• Journal of the Korean GEO-environmental Society
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• v.16 no.10
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• pp.33-38
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• 2015

This study conducted experimental observations of the settling velocity of a coarse particle in water varying material type and particle size and compared the results with preexisting empirical equations. Three types of materials, which are polyacetal, glass and steel, were used in this study and the diameter of particle ranged from 1 mm to 20 mm. Experiment results showed that the settling velocity of coarse particle had a significant difference from Stokes equation which is known applicable for a fine particle smaller than $50{\mu}m$. In addition, the observed particle velocity showed a significant difference when compared with other empirical equations, which was proposed for estimating the settling velocity of a particle regardless of particle size, depending on the material type and particle size. The results from experimental observations indicated that the settling velocity of a coarse particle was relatively in smaller difference to other empirical equations for the particle size smaller than 3 mm, but as the size increased the difference in the settling velocity also increased. This study clearly showed that the settling velocity of a coarse particle velocity can be significantly different depending on particle size and density and the empirical equations may not reliably estimate the settling velocity of a coarse particle so that they should not be used as it is and a verification of them is necessarily before any use. The study results would provide a useful information for a better understanding of settling velocity of a particle in water.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.613-626
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• 2020

This study reconsiders covenant theology through the relationship between law and grace. In order to do this, it first evaluates whether the Sinaitic Covenant is a covenant of grace or a covenant of works. This has been in discussion for a long period of time among theologians, yet is far from settled. Traditional studies form a wide spectrum, which can be divided into at least four major branches. First, the Sinaitic Covenant is the same as the covenant of grace. Second, the Sinaitic Covenant is the same as the covenant of works. Third, the Sinaitic Covenant forms a third, independent category of covenant. Fourth, the Sinaitic Covenant exists in harmony with the covenant of grace. Each category is summarized along with its representative proponents. Also, even though the term covenant of works is not accepted as prevalently among modern theologians, observations is made on how each category connects to and continues in modern theological discussions regarding law. Special emphasis is given to the fourth category and the fourth perspective on law with respect to how they differ from the others in viewing the relationship between law and gospel. Moreover, recognizing that the unique understanding of the fourth view grows out of a careful observation of the Biblical text, the structural similarities between the Sinaitic Covenant and other Biblical covenants are compared based on the Biblical text. Based on this comparison, it is observed that God's grace and human duty coexist in several Bible covenants including the Sinaitic and New Testament covenants. From this observation, it is proved that conditionality regarding covenant fulfillment exists in them all. This conditionality does not entail from exclusiveness on the part of God, but from the weakness on the part of humans. However, some unconditional covenants, albeit few in number, can be found in the Bible. Therefore, the difference between unconditional covenants and conditional covenants is discussed. Lastly, the proper place and role of grace in covenants is studied.

• Journal of Science and Technology Studies
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• v.13 no.1
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• pp.145-180
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• 2013

STS studies into science documentaries for television are rare, and they do not even reflect the constructivist fruits of STS. STS have been calling for the need of analyzing 'science-in-the-making' in order to understand science more deeply. Similarly, our starting point is the assumption that science documentary can be better understood when we look into its making process. Under this assumption, we adopted the method of participant observation in analyzing 'documentary practice', trying to open the 'black box' called 'science documentary'. We have here focused on the documentary named "Light" made by a scientific documentary team of EBS, who made "Culture and Mathematics" and "Life". Each of us worked as a main consultant and an assistant staff in making "Light". We will address two main points in this study. First, based on our participant observation and interviews, we will show that the members of documentary making team are thinking about 'science' in distinctive ways. The team tended to emphasize visualization, knowledge linked to people's everyday life, and the distinctive characters of scientists who appear in the documentary. Second, by looking closely into the interaction between the team members and the consultant in the process of completing the script of the documentary, it was possible to understand how the contents of the documentary was constructed more accurately. In the making process, consultant's idea was not simply accepted by the making team, but there were conflicts and compromises. By showing this, we will be able to bring up a reflexive question about the role of consultant in the process of making a science documentary.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.642-649
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• 2016

This study examined the meaning of instructional materials by observing the daily work of an infant class in a daycare center to make some suggestions on the accreditation and evaluation of instructional materials for early childhood education and educare. Ethnography was chosen to determine in detail what the instructional materials meant for the selected preschoolers. The activities that belonged to each area of free optional activities and made use of instructional materials were observed, and the eating time, nap time, and outdoor play were all observed. The data were gathered by visiting the selected daycare center. A participant observation and teacher interviews were conducted, and notes were taken on the spot. When their verbal expressions and nonverbal expressions needed to be observed owing to their unique characteristics, a camcorder was used to record their words to have a more profound understanding of them. All the collected data that included this researcher's observation note, the teacher interview data, the standard childcare curriculum manual, the daycare center's yearly, and the daily childcare plans and curriculum evaluation data were classified and categorized by performing an inductive analysis. As a result, the instructional materials had three meanings for the infants. The first was "friends who welcomed them and whom they could play with.' The second was "a cozy nest," and the third was "another teacher." Given the findings of the study, the preparation of standards for instructional materials for infants in childcare facilities is required, and even equipment that is used as instructional materials should be taken into consideration when instructional materials for infants are accredited.

• Archives of design research
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• v.19 no.1 s.63
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• pp.181-190
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• 2006

This study began with an assumption that virtual museum exhibitions will continue to be created in the future and more knowledge is required about designing effective virtual exhibit designs. This study explored the relationship between virtual exhibitions and visitor's opinions following the viewing of the virtual exhibit in order to determine the components of a well-constructed virtual exhibit design. To address the research problem, this study explored two aspects of virtual exhibit design: 1) what are the components of a well-constructed virtual exhibit, 2) how does viewing the virtual exhibit change visitors' opinions about both physical and virtual museum experiences. The methodology of the study employed surveys, interviews and observations as instruments of data collection. Twenty-five participants were given a survey prior to their viewing of the on-line exhibit, then they were given the opportunity to view the web-site and finally surveyed regarding their opinions. From the 25 participants, six were selected for observation to record behavior exhibited while they viewed the site. In addition, five were interviewed for a better understanding of their responses to various aspects of the virtual exhibit experiences. Data from the surveys was tabulated for descriptive percentages in order to identify numerical patterns of relationship. Observation data was analyzed for simple frequencies in categories of responses and interview data was tape recorded and transcribed into text files. Based on study results, recommendations were made for the future role of interior design in virtual space that stands independent from a physical building and resides only on the Internet.