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This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.
Yehee Jeong; Hyoungbum Kim; Changhwan Lee. Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea. Sustainability 2021, 13, 9691 .
AMA StyleYehee Jeong, Hyoungbum Kim, Changhwan Lee. Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea. Sustainability. 2021; 13 (17):9691.
Chicago/Turabian StyleYehee Jeong; Hyoungbum Kim; Changhwan Lee. 2021. "Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea." Sustainability 13, no. 17: 9691.
The sulphate ion (SO4 2-) is one of major species in freshwater as well as seawater, originating from various natural and anthropogenic processes (Krouse & Mayer 2000). Compared to the Northern Hemisphere, where human activities affect the sulphate concentration and isotopic signatures, the contribution of anthropogenic sulphate is likely to be negligible in freshwater and ice cores in the Antarctic region (Patris et al. 2002). This means that the sulphur and oxygen isotope compositions of the dissolved sulphate could hint at information on the sources, formation and deposition due to various natural processes and sulphur cycling in the Antarctic region, especially for the dissolved sulphate in surface waters such as ponds and creeks (Patris et al. 2000, Kim et al. 2017). Here we report the ion concentration and sulphur and oxygen isotope compositions of the dissolved sulphate in freshwater from King George Island in the Antarctic Peninsula, which provide implications regarding the sources of the dissolved sulphate and the sulphur cycling in the Antarctic region.
Yeongmin Kim; Insung Lee; Bernhard Mayer; Guebuem Kim; Jong Ik Lee; Hyoungbum Kim. Sulphur and oxygen isotope signatures of dissolved sulphate in freshwater from King George Island, Antarctic Peninsula. Antarctic Science 2021, 1 -3.
AMA StyleYeongmin Kim, Insung Lee, Bernhard Mayer, Guebuem Kim, Jong Ik Lee, Hyoungbum Kim. Sulphur and oxygen isotope signatures of dissolved sulphate in freshwater from King George Island, Antarctic Peninsula. Antarctic Science. 2021; ():1-3.
Chicago/Turabian StyleYeongmin Kim; Insung Lee; Bernhard Mayer; Guebuem Kim; Jong Ik Lee; Hyoungbum Kim. 2021. "Sulphur and oxygen isotope signatures of dissolved sulphate in freshwater from King George Island, Antarctic Peninsula." Antarctic Science , no. : 1-3.
First conceptualized by the US National Science Foundation, STEM refers to Science, Technology, Engineering, and Mathematics curriculum. An integrated approach to STEM education involves teaching integrated disciplines as a cohesive entity. Advocates suggest that integrated approaches to K–12 STEM education teaching STEM in a connected manner, especially in the context of real-world issues, can make the STEM subjects more relevant to students and teachers. A more connected approach should encourage student motivation for learning and increase student interest, achievement, and persistence. As technology advances continue, so do inherent problems: Society begins demanding a STEM-literate workforce. To foster student creativity and creative problem-solving skills when tasked to solve various problems, the Korea Ministry of Education, Science, and Technology integrated the arts (including liberal arts and language arts) into STEM and launched STEAM education nationwide. Here we discuss the following points: (1) the theoretical framework by which STEAM education is conceptualized in Korea; (2) how STEAM education has expanded in this country; (3) integrated approaches to STEAM education, such as problem-based learning; and (4) some impacts, in Korea, of converting from STEM teaching to STEAM teaching on student interest and achievement (especially for girls). We conclude with recommendations to stakeholders about implementing STEAM education in K–12.
Sophia (Sun Kyung) Jeong; Hyoungbum Kim; Deborah J. Tippins. From Conceptualization to Implementation: STEAM Education in Korea. Environmental Discourses in Science Education 2019, 241 -257.
AMA StyleSophia (Sun Kyung) Jeong, Hyoungbum Kim, Deborah J. Tippins. From Conceptualization to Implementation: STEAM Education in Korea. Environmental Discourses in Science Education. 2019; ():241-257.
Chicago/Turabian StyleSophia (Sun Kyung) Jeong; Hyoungbum Kim; Deborah J. Tippins. 2019. "From Conceptualization to Implementation: STEAM Education in Korea." Environmental Discourses in Science Education , no. : 241-257.