• Title, Summary, Keyword: STS 내용

Search Result 49, Processing Time 0.043 seconds

The Effect of STS Instruction through Science to Enhance Hypothetical Deductive Thinking Skills for Creativity - Water Section of Chemistry I (창의성의 기저가 되는 가설 연역적 사고력 신장을 고려한 과학 교수인 STS 수업 전략의 효과 - 과학 I의 물 단원)

  • Kang, Soon-Hee;Kim, Eun-Sook
    • Journal of The Korean Association For Science Education
    • /
    • v.25 no.3
    • /
    • pp.327-335
    • /
    • 2005
  • This study investigates student achievement and science-related attitudes on STS hypothetical deductive instruction strategy in the water section of high school chemistry. Two 11th grade co-ed high school classes participated in the study; one control group and one treatment group. After being taught for 10 class periods during the second semester. ANCOVA analysis revealled no significant difference (p>.05) between two groups' achievement tests. However, analysis by ANCOVA did show that the scores for science-related attitudes in the treatment group were significantly higher than those of the control group (p<.05). In particular, the scores of science learning contents and science value about science-related attitude were significantly higher in the treatment group.

An Analysis of STS Contents in the area of 'The Earth and the Universe' in Elementary Science Subject (초등 과학과 '지구와 우주' 영역의 STS 내용 분석)

  • Lee, Sang-Gyun;Choi, Seong-Bong;Kim, Chan-Gi
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.4 no.1
    • /
    • pp.66-73
    • /
    • 2011
  • This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

An Analysis of Inquiry Activities of the High School Common Science Textbook(Materials Part) By Using 3-Dimensional Analysis Framework (3차원 분석틀을 이용한 고등학교 공통과학(물질 부분) 교과서의 탐구 활동 분석)

  • Kim, Yun-Hi;Moon, Seong-Bae
    • Journal of The Korean Association For Science Education
    • /
    • v.20 no.2
    • /
    • pp.274-287
    • /
    • 2000
  • This study was performed the analysis of four kinds of common science textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the contents revised by 6th curriculum of common science textbook was accomplished through various inquiry activities. The number of inquiry activity in four textbooks was similar as about 16. The For the analysis of inquiry process dimension, 'interpreting data and formulating generalizations' category (39.1%) was most emphasized and the categories of 'observation and measuring'(30.8%), and 'building, testing and revising the theoretical model' (16.5 %), 'seeing a problem and seeking ways to solve it' (13.5%) follow in order. As for the analysis of the inquiry context dimension, the proportion of STS related contents in inquiry activities was only 18%. So, we propose that STS related contents would increase the proportion for the following textbook.

  • PDF

The High School Common Science Textbook and Classes by the Point of Science Teacher's View (교사들에 의한 공통과학 교과서 평가와 수업내용 현황)

  • Kim, Sung-Won;Jin, Yoo-Jung
    • Journal of The Korean Association For Science Education
    • /
    • v.17 no.4
    • /
    • pp.405-413
    • /
    • 1997
  • High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

  • PDF

Analysis of Scientific Literacy on Korean Science Curriculum of Earth Science Contents (교육과정 변천에 따른 지구과학 영역의 과학적 소양 분석)

  • Jo, Mi-Sun;Jeong, Jin-Woo
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.9 no.3
    • /
    • pp.269-275
    • /
    • 2016
  • This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

A Study on Science Teachers' Perceptions of the 6th High School Science Curriculum and Their Practices (제6차 고등학교 과학 교육과정과 실천에 대한 과학 교사의 인식 조사)

  • Noh, Tae-Hee;Kwon, Hyeok-Soon;Kim, Hye-Kyoung;Park, Sung-Jae
    • Journal of The Korean Association For Science Education
    • /
    • v.20 no.1
    • /
    • pp.20-28
    • /
    • 2000
  • We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.

  • PDF

Development of stainless steel for automotive exhaust systems (자동차 배기관용 스테인리스 강재 개발)

  • 이용득;박수호
    • Journal of the korean Society of Automotive Engineers
    • /
    • v.13 no.6
    • /
    • pp.39-47
    • /
    • 1991
  • 본 연구논문의 내용은 현재 국내 자동차 업계에서 자동차 배기부품으로 전량 수입되고 있는 STS 409L 스테인레스강을 국산화하기 위한 개발연구에 대한 내용으로서 배기관용 스테인레스강 409L의 제조기술과 관련된 국내외 기술개발 동향과 포항제철 스테인레스 제조설비에 맞는 적정합금성분계와 조업조건을 도출하기 위하여 실험적으로 시험조사하여 품질 제특성을 평가한 연구결과이다. 주요 내용으로서 합금원소가 열연 및 냉연 소둔조업조건에 미치는 영향을 조사하기 위하여, C, N과 Ti 또는 Ti+Nb 원소 첨가를 변화시킨 409L 계열강에 있어서 소둔조업조건에 따른 재결정과 상변태 거동을 조사하엿으며, TIG용접에 의한 용접부의 기계적 특성과 가공성 그리고 고온부식 및 응축수 부식 시험을 통한 내식성 등의 품질 특성 평가를 조사 서술하였다.

  • PDF

The Process of the Quickening and Development of Science-Technology- Society Education in the United Kingdom (I) - Between the Beginning of the 19th Century and the Middle of the 20th Century - (영국에서의 과학-기술-사회 교육의 태동과 발전 과정( I )-19세기 초반에서 20세기 중반까지를 중심으로-)

  • Song, Jin-Woong
    • Journal of The Korean Association For Science Education
    • /
    • v.19 no.3
    • /
    • pp.409-427
    • /
    • 1999
  • The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself. far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics' Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called 'Object Lesson' in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.

  • PDF

The Analysis on Domestic Research Trends for Convergence and Integrated Science Education (융합 및 통합 과학교육 관련 국내 연구 동향 분석)

  • Kwon, Nan-Joo;Ahn, Jae-Hong
    • Journal of The Korean Association For Science Education
    • /
    • v.32 no.2
    • /
    • pp.265-278
    • /
    • 2012
  • The purpose of this study is to investigate research trends about convergence and integrated science education through the analysis of theses published from January, 2000 to June, 2011 in the scientific journals. For the analysis of the theses, we set standards of analysis including the number of theses, integrated types, research methods, the designs of study and the objects of study. The number of theses used for the analysis were 110 volumes and these were limited to the Journal of KASE (The Korean Association for Science Education) and Journal of KESES (The Korean Society of Elementary Science Education). The results of the study are as follows. First, in the analysis of theses according to the published year, we discovered that the volumes of theses related to convergence and integrated science education were only about 10% of theses published in the journals. Second, the theses about STS education and integration type were the most common type in the integrated types, and the next things were integration type with other scientific fields, and integration type with other subjects. Third, 50% of theses have focused on the 'analysis of effect' as research methods and 45.5% of the theses have used 'quantitative research' as the designs of study. Fourth, the most common study in the theses was to target elementary school students, then it was middle school students, then high school students, literature, teachers, would-be teachers, and the general public. On the basis of the results of this research, we suggest that various studies can develop student's creativity and teacher's recognition through STEAM education and must be presented for the successful STEAM education.

An Analysis of Inquiry Activities in the Chemistry Parts of Middle School Science Textbook Based on the Sixth Curriculum (제 6차 교육과정에 따른 중학교 과학(화학부분) 교과서의 탐구활동 분석)

  • Moon, Seong Bae;Jun, Sung Ae;Kim, Yun Hi
    • Journal of the Korean Chemical Society
    • /
    • v.45 no.2
    • /
    • pp.162-176
    • /
    • 2001
  • This study was covered with the analysis of five kinds of the middle school science text books(chemistry part) based on the oth curriculum. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension and the results are as follows;1. In the analysis of the contents in the middle school science textbooks(chemistry part), the average number of total pages was 197.6. The illustration and picture were contained 0.66 in number per a page, and the average number of further readings was 5.8.2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in five kinds of textbooks was 222. And the number of imquiry activities in five kinds of textbooks was siverse : A textbook had 51, B texbook 49, C textbook 37 and E textbook 35.3. For the analysis of inquiry process dimension. it follows in the order of 'interpreing data and formulating generalizations (42.4%)','observation and measuring (38.1%)','seeing a problem and seeking ways to solve it (7.8%)' and 'building, testing and revising the theoretical model(11.7%)'.4. As for the analysis of the inquiry context dimension, the scientific context occupied 94.2%, the individual context 0.4%, the social context 2.7% and the technical context 2.7%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 5.8%.

  • PDF