Journal of the Korean Association for Research in Science Education最新文献_第4页

A Study on the Current Status of STEAM Education STEAM教育的现状研究

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0669

Hyun-ju Park, Soo-yong Byun, Jaeho Sim, Y. Baek, Jin-Su Jeong

{"title":"A Study on the Current Status of STEAM Education","authors":"Hyun-ju Park, Soo-yong Byun, Jaeho Sim, Y. Baek, Jin-Su Jeong","doi":"10.14697/JKASE.2016.36.4.0669","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.4.0669","url":null,"abstract":"* 교신저자: 심재호 (sim307@pusan.ac.kr) ** 이 논문은 한국과학창의재단의 지원을 받아 수행된 ‘2015년 STEAM 교육의 실태조사 및 효과성 심층 분석 연구’ 최종보고서의 일부를 발췌하여 요약하고 재구성한 것임 http://dx.doi.org/10.14697/jkase.2016.36.4.0669 Journal of the Korean Association for Science Education Journal homepage: www.koreascience.org Park, Byun, Sim, Baek & Jeong 670 하기 위한 기초 자료로 STEAM 교사연구회 및 리더스쿨로 지정된 학교의 대표 교사들을 대상으로만 수행된 경우(Baek et al., 2012b)이 다. 또는 수학 교사(Han & Lee, 2012)나 특정 지역의 교사나 학생을 대상(Kang, Lee, & Kang, 2013; Lee, 2014; Lim, Kim, & Lee, 2014; Son et al., 2012)으로 연구가 이루어졌다. 우리나라의 대표적인 교육 연구기관인 한국교육개발원의 경우는 영재교육과 관련된 STEAM 교 육 연구(Lee et al., 2012)를 중심으로, 한국교육과정평가원의 경우는 STEAM 교육의 평가와 미술 또는 예술 분야의 연구(Kim, 2012)가 소수로 수행되었다. 또한 한국과학창의재단에서 지원하는 STEAM 교육 관련 연구의 경우, STEAM 교육의 인식이나 실태조사를 수행하 기 보다는 STEAM 프로그램의 개발, 활용, 적용의 효과 및 STEAM 교사연구회의 지원 사업 등과 연관되어 제한적으로 진행되었다. 그러 므로 우리나라 초⋅중⋅고등학교에서 어떤 이유로 STEAM 교육을 실행 또는 실행하지 않고 있는지에 대한 운영 실태를 총체적으로 이 해하기에는 충분하지 않다. 또한 전국 단위로 STEAM 교육을 실행한 경험이 있는 학교와 그렇지 않은 학교로 구분하여 STEAM 교육의 실태를 조사한 논문은 찾아볼 수 없었다. 교육부가 2011년 STEAM 교육을 시작한지 5년이 지난 현 시점에 서, 전국에 있는 초⋅중⋅고등학교 중 얼마나 많은 학교에서 STEAM 교육을 실행하고 있는지, 어떤 이유로 실행하고 있으며 또는 어떤 이유에서 실행하지 않고 있는지 등의 STEAM 운영 실태를 알 수 있는 연구가 필요하다. 또한 우리나라 학교의 STEAM 교육의 운영 실태 조사는 STEAM 교육의 정착과 장기적인 지속에 대한 이해와 점검 차원에서 의의가 있다. 따라서 본 연구에서는 첫째, 초⋅중⋅고등학교 모든 학교급을 대상 으로 한 전국 단위의 설문 조사를 통하여 STEAM 교육 실행 여부와 그 이유, 실행 빈도와 교과 시간, 예산, 만족도 등 STEAM 교육 운영 현황 전반을 조사하고 분석하였다. 둘째, 이 조사 결과를 바탕으로 학교 STEAM 교육의 실행을 진단하고 향후의 STEAM 교육의 개선 방향을 위한 기초 자료로 제공하고자 한다.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125580737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

An Analysis of Elementary Students` Attention Characteristics through Attention Test and the Eye Tracking on Real Science Classes 基于注意测试和眼动追踪的小学生真实科学课堂注意特征分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0705

Won-sub Shin, D. Shin

引用次数: 2

The Effects of Small Group Learning Using Smart Devices in Science Classes 科学课堂中使用智能设备进行小组学习的效果

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0519

Jeong-Hyun Yun, Sukjin Kang, Taehee Noh

引用次数: 4

Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons 职前中学化学教师在策划课程中使用教师导师表的分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0681

Chanho Yang, N. Song, Minhwa Kim, Taehee Noh

{"title":"Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons","authors":"Chanho Yang, N. Song, Minhwa Kim, Taehee Noh","doi":"10.14697/JKASE.2016.36.4.0681","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.4.0681","url":null,"abstract":"In this study, we investigated pre-service secondary chemistry teachers’ use of teacher’s guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher’s guide books including various teaching materials were provided. Pre-service teachers used teacher’s guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher’s guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher’s guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher’s guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher’s guide, and created questions by modifying the content of textbooks and teacher’s guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123871195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Types and Coping Methods of dilemmas of Pre-service Science Teachers During Student Teaching 职前科学教师在学生教学过程中的困境类型及应对方法

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0657

H. Kim, Bongwoo Lee

引用次数: 0

Conceptualization of an SSI-PCK Framework for Teaching Socioscientific Issues 社会科学问题教学的SSI-PCK框架概念化

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0539

Hyunju Lee

{"title":"Conceptualization of an SSI-PCK Framework for Teaching Socioscientific Issues","authors":"Hyunju Lee","doi":"10.14697/JKASE.2016.36.4.0539","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.4.0539","url":null,"abstract":"The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers’ confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers’ perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students’ SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers’ instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers’ instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers’ knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers’ knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers’ knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers’ knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126211190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Analyzing the Effectiveness of Argumentation Program to Conceptualize the Concept of Natural Selection for Elementary Science-Gifted Students 论证节目对小学生自然选择概念概念化的效果分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0591

C. Park, Hee-young Cha

引用次数: 0

An Analysis of Teacher’s Scaffolding for Promoting Social Construction of Scientific Models in Middle School Science Classes 中学科学课堂中促进科学模式社会建构的教师脚手架分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0643

Hayoung Do, Jeongwoo Park, Junehee Yoo

{"title":"An Analysis of Teacher’s Scaffolding for Promoting Social Construction of Scientific Models in Middle School Science Classes","authors":"Hayoung Do, Jeongwoo Park, Junehee Yoo","doi":"10.14697/JKASE.2016.36.4.0643","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.4.0643","url":null,"abstract":"The purpose of this study is to figure out the characteristics of teacher’s scaffolding that can promote the social construction of scientific models by analyzing a teacher’s scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher’s scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher’s scaffolding by whether the level of social construction has changed or not, and analyzed teacher’s scaffolding in each group. Teacher’s scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher’s scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a ‘confirm’ intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher’s scaffolding that promotes social construction of scientific models in middle school classes.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129952043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigation of 'Group Scientific Creativity' Factors in Gifted Students' Creative Project Solving Context 资优学生创造性项目解决情境中的“群体科学创造力”因素调查

Journal of the Korean Association for Research in Science Education Pub Date : 2016-08-31 DOI: 10.14697/JKASE.2016.36.4.0527

E. Hong, Namyoung Heo, Bongwoo Lee

引用次数: 1

Discussions About the Three Aspects of Scientific Literacy: Focus on Integrative Understanding, Settlement in Curriculum, and Civic Education 论科学素养的三个方面:注重综合理解、课程定位、公民教育

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0413

Jong-won Park

引用次数: 4