Contents

[ Keynote Lecture ]

Citizen Science and Ecological Education	2

Learning Community and Teacher Learning	3

[ Session Operation ]

Development of Science Education Materials	15

∘ Cases of Overseas Science Teacher Training in Developing Countries

∘ Development and application of science experiment programs for career exploration

∘ About the DNA Model(the bluprint of life)

∘ Application learning of 4D frame amino acid model

∘ Use cases in Naturing app

Fun Science Experiments	32

∘ “ Jaegwaman” talk. talk, sharing and growth story

∘ Mendel Project, trial and error

∘ Measuring the earth with book shadows

∘ Measuring water temperature.

∘ Science class using super simple room escape game

2022 Science Curriculum	35

∘ Science Curriculum Restructuring Plan

∘ Meaning and Direction of Curriculum to develope Science Competency.

∘ Revision plan for elementary and middle school science curriculum

∘ High School Credit System Implementation and Revision Plan for High School Curriculum

∘ Revision plan for teaching-learning and evaluation methods

Online Science Education	36

∘ Dreaming of “Akkumseon” for middle school

∘ Development of experiment video materials in the science teacher community

∘ Development of Science experiment video materials

∘ Focus on the development of science experiment video materials

∘ Online club activities for teachers and students

Elementary Science Education	41

∘ Sharing of experiences in developing the video materials

∘ Reinforcing Student-Centered learning and Teacher competency

∘ Development and application of science talent education program for lower grades

∘ Development of on-line maker education materials for elementary school students

∘ Analysis of activity-centered selection results for the science gifted

Various scientific activities useful to know	48

∘ Let's measure the size of honey hotteok ! (the activities of measuring the Earth )

∘ 10 dynamic experiments using cycloid curves

∘ Appropriate technical education applied to school field

∘ Introduction to the 2021, 27th Online Science Jamboree Operation

∘ Reasons and methods for further strengthening evolutionary education

Global Science Education	54

∘ Global Science Camp Progress and Results 1, 2

∘ Application of Design Thinking Model in Science Education

∘ Accelerated Collaborative Aid for Non-physics Graduate Teacher in Teaching Physics

∘ The story of sharing and co-growth of science teachers

Convergence Science	60

∘ Use of textbook experiments with experimental results different from expected

∘ SSI education through discussion , focusing on current issues

∘ Development of an educational program centered on debate and discussion to                   develop scientific thinking skills

∘ Case study : Online Interactive Art-Science Convergence Classes

∘ Development of data literacy education program using ocean data

[ Science Education Talk Show  ]

Greetings

Hello everyone?

The biggest change caused by Corona-19 is that the activity space is rapidly shrinking due to social distancing and the spread of non-face-to-face culture. Accordingly, school education is also getting used to online education. However, because science education has many classes based on experiments and experiences, ordinary online education has many limitations.

At this time, the Korea Science Education Forum, together with the Ministry of Education and the Korea Foundation for Science and Creativity, needed a process to contemplate on how best to conduct science education, so the first Global Science Education Forum was held.

The Global Science Education Forum consists of Keynote lectures, Session operation, and a Science education talk show under the theme of ‘Sharing Science Education’. In the keynote lecture, the topics of 'Citizen science and Ecology education' and 'Learning community and Teacher learning' are covered, and in the session operation, Development of Science Education Materials, Fun science experiment, 2022 science curriculum, online science education, elementary science education, Various scientific activities useful to know, Global science education, and Convergence science are held, and the Science education Talk show will be held  with teachers attending the Forum under the theme of 'Sharing with Science Teachers'.

I hope that today's Global Science Education Forum will serve as an opportunity to learn about changes in science education through demonstrations in line with the social environment changed by Corona-19 and to conduct more efficient science education. And I hope that it will be an opportunity to increase our knowledge of science education and to share it together.

In particular, I hope that various types of science education classes will be activated and improved as it becomes a place to exchange opinions in the school field.

I would like to express my deepest gratitude to those who attended the Global Science Education Forum today and to those who  watched online.

Korea Federation of Science Education Societies

President, Park Moon-soo

Keynote Lecture

Keynote Lecture

Citizen Science and Ecology Education

Kang Hong-goo(CEO of naturing)

Learning communities and teacher learning

(of teachers, with teachers, for teachers)

Dr. Jeanne Ho

(Senior Education Researcher, National University of Education, Singapore)

Presentation of cases of overseas science teacher training (volunteer service) in developing countries

Euiseong Kim (Bojeong High School)

Session A: Science Education Material Development

Session A: Science Education Material Development

Korea's status and role in the global village is increasing day by day. In the field of education, there is a case where Korean science teachers voluntarily practiced sharing science education with teachers in developing countries for the past 13 years. Through this activity, Korean science teachers not only grew as global citizens, but also contributed to the growth of science teachers in developing countries. The presenter is both an activist and a recorder who has been involved in this activity for 13 years.

(1) Korea-East Timor Science Teacher Seminar for 10 years

This activity is a voluntary private activity that started in 2007 with interest in science education in marginalized areas at a science teacher's class meeting called 'Science Sharing Center of Love'. The official name of this activity is 'KOREA-TIMOR LESTE SCIENCE TEACHERS SEMINAR'. The reason why the volunteer activity was named 'SEMINAR' was that Korean science teachers and East Timor science teachers were equal. The contents of the activity were a science experiment training service for science teachers in Timor-Leste, and all expenses for the activity were made at their own expense. The participating teachers were middle school science teachers who could share and practice volunteer works, and were decided through voluntary application to the organizer, the Science Sharing Center of Love. Searching for a local training site and recruiting training teachers through the Office of Education was assisted by local activists and was conducted for one week every year for 10 years using the summer vacation. A total of 12 seminars were held in Timor-Leste, and the venue was held in the Baucau region as a base, and was conducted using local school facilities in Fuiloro, Same, and Remixio. The total number of seminar participants included 147 Korean science teachers (including duplicates) and 624 East Timor teachers (including duplicates). The subjects of the training conducted so far were a total of 91 subjects, including physical experiments (24 subjects), chemical experiments (37 subjects), biological experiments (20 subjects), and earth science experiments (10 subjects), and a total of 12 subjects were covered for outdoor group activities. In order to prepare for one training session, a preparation period of at least 5-6 months was required. As a result of the improvement of the training method every year, a training program for teachers in developing countries called the 'Training of Trainer (TOT) method' was created in the 9th year of training. Around 2016, the training program was completed, and as the details of the activity became known, proposals for activities came in from other countries. As a result, the activities were expanded and spread through Philippine science teacher training and Tanzanian science and math teacher training (2007-2016).

(2) Korea-Philippine Science Teacher Seminar for 3 years (CEO)

After 10 years of volunteer work in Timor-Leste, we hoped our team would provide science experiment training for local science teachers even in underdeveloped areas in the central Philippines. It started again. For three years from 2017 to 2019, 176 Filipino science teachers and 26 Korean teachers participated in this training in Victoria City and Iloilo, Negros Island (NEGOS) in the central Philippines. There are a total of 17 science experiment training themes, and 5 student science booth activities were trained. In addition, science and magic were introduced. The significance of the activities in the Philippines is that the effectiveness of the TOT-based teaching model can be confirmed in countries other than East Timor. The possibility of transfer to the teacher's own training method was confirmed. In addition, when the language is English, communication difficulties were significantly reduced, and training efficiency was high. (2017-2019)

(3) Korea-Tanzania Science and Mathematics Teacher Workshop for 2 years

When a member of KOICA (teacher) who was dispatched to Tanzania learned about the East Timor Science Teacher Training Program, he hoped to apply this program to Tanzanian teachers and requested support from our team. The know-how and TOT training method so far have been spread to the Tanzanian science and math teacher workshops. This training was conducted using summer vacation for 3 years from 2017 to 2019 and was held in Mwanza, Tanzania. 227 Tanzanian teachers, 850 Tanzanian students, 46 Korean teachers, and 3 special lecturers participated in the training. The significance of the activities in Tanzania is that the mathematics subject was added and local teachers who received training using the remaining experimental materials after training expanded their training to other local teachers in the form of a 'mini workshop'. This activity lasted for 3 years using the summer vacation period (2017-2019).

The training for science teachers in developing countries, which started in Timor-Leste in 2006, continued to expand to three countries for 13 years until 2019. By synthesizing past experience, I would like to make the following suggestions for those who want to effectively train science (and mathematics) teachers for developing countries in the future.

First, there must be a goal of the activity and a philosophy of action.

Second, select class topics in consideration of local circumstances (curriculum, topics desired by local teachers), and use materials around local life as much as possible for activity materials.

Third, as a method to overcome the limitation of language communication, the following methods are suggested.

① Use a ‘class post’ that uses a lot of drawings or photos as a supplementary material.

② Even if it is difficult, use the local language for the key terms in the classes

③ Train the local TOT instructors and use them as a co-teaching teache, two-person team (Korean instructor + local TOT instructor), and the workshop (activity-oriented) method is more effective than the lecture-style class.

Fourth, in order to make the seminar program more substantive, it is necessary to check the site evaluation of the class after training  and give feedback in the next year.

Fifth, the following opinions are suggested for the long-term development of the program.

① Maintain the consistency and continuity of the program to gain local trust.

② For long-term activities, local activists and leaders of the volunteer team are necessary, and long-term training can be achieved when they have a close relationship and trust.

③ A pool of local core teacher manpower(local teachers’ meeting) should be created, and SNS should be actively used to obtain local information between trainees(local teachers) and training instructors(Korean teachers) before and after training and to form a rapport.

④ Let the volunteers experience the joy of local culture after volunteering. Volunteer service is continued when there is not only reward but also pleasure.

⑤ Volunteers' continued self-expenditure limits the continuity of the program.

Development and application of science experiment programs for career exploration

Kim Su-ran (Sangil High School)

[Biocosmetics field] Guidance plan and activities

1st~2nd session: [Explore bio-cosmetic field and basic cosmetics manufacturing experiment]

- Announcement of the cause of interest in the cosmetic field and   products I am usually interested in

- Practice of making non-chemical natural cosmetics [for trouble skin / for whitening skin]

Practicing to make an eco-friendly, weakly acidic shampoo bar for all scalps made from 11 grains

- Investigation and presentation of the efficacy of raw materials used in each product (Eoseongcho, green tea, cypress, Centella asiatica, aloe, Centella asiatica, licorice, vegetable emulsifier, etc.)

3rd Session : [Research the bacterial growth rate of opened cosmetics and makeup tools]

- Prepare the cosmetics you are using or have opened. (cushion puff, tip, lip balm, etc.)

- Spread cosmetic puffs, tips, and liquid products evenly on the medium, and after culturing in an incubator, count the number of bacterial colonies. (Use LB medium or rodac plate)

- Research on how to safely and hygienically manage cosmetics

4th session: [Study on the effect of sunscreen]

- Spread E. coli evenly on the medium and treat as follows.

① UV blocking product + After covering with cellophane, expose the medium to UV for 5 minutes

② After covering with cellophane, expose the medium to UV for 5 minutes

③ E. coli culture

5th session: [Antioxidant test]

- Using redox reaction of iodide solution

: Iodine solution + antioxidant (green tea, powder, vitamin C powder, vitamin drink) → color change observation

- Antioxidant experiment using the browning phenomenon of apple and pear

: Put antioxidants (vitamin C, green tea powder, propolis, blueberry juice) and functional cosmetics (antioxidant ampoule serum, antioxidant cream, etc.) in a spray container → After spraying each apple and pear with antioxidants and leaving them at room temperature for 20 minutes,observe  the comparitive  oxidation degree

Session 6 : Research and presentation of bio cosmetics research status and future prospects

( Example subject: Ingredients and effects of various functional cosmetics / Cosmetics research field and research methods / What are the current and future trends in the cosmetic field? / What is the correlation between COVID-19 and the cosmetic field? / What is a microalgae synthetic biology smart farm? / What is cosmetic research using microbiome technology? / Cosmetic research based on genetic testing)

Photo: Capture the class scene: paddlelet of student activity

About the DNA Model(the bluprint of life)

Ahn Phil-heon (Sungduk Girls' High School)

In the unit of regularity of matter in integrated science, there is an inquiry activity to look for the regularity of DNA by looking at the DNA model. This is an activity to understand the structure of DNA by observing existing models through the activities of making paper models or beads for each publisher. Through this activity, it is connected to the activity to understand the concept of the central principle in the ‘Life System’ section by identifying the characteristics of DNA that has the life design drawings. This demonstrates the importance of understanding the structure of DNA. Regarding this important DNA model, we would like to introduce various models from a different point of view and take the time to introduce the strengths and weaknesses of each model.

The motivation for developing the new model came from being exposed to bead DNA, which was introduced at the Tokyo Science Festival. Back in the days when college only knew how to make DNA models out of paper-printed materials, beaded DNA models were small and cute, making them a popular crafting activity, especially with girls.

I felt uncomfortable using the bead model over and over again, so I thought about how to make the finished work look good and the assembly process easier. Instead of beads, I decided to make it with straws and plastic. These models allow the characterization of DNA to be better explained. Furthermore, base pairs were expressed in tubes made of rolled paper instead of inconvenient straws. While browsing the Internet, I came across a model of binding DNA made from cardboard on one person's site and created a sophisticated model.

The idea came to me while making various models, and what I made was to make a hole in an acrylic tube and assemble the base pair. The wheel DNA was developed from the design of double helix-shaped papers glued together to make insignia. I realized various inconveniences while making repetitive DNA models for a long time, and as a result of thinking about how to easily develop them, I made various models.

The model on the right in the photo is a bead DNA model imported from Tokyo Science Festival, and the serious problem of this model is that there is no base pair fixation support, and the improved model is  on the left.

By doing this, the width of base pairs increases and the distance between base pairs becomes narrower. This is the DNA model that serves as the trigger for the creation of various DNA models.

The photo below is a set of base pairs that have been modified from a method of expressing base pairs by inserting them into a straw to a method of making a paper tube by rolling paper printed in four colors. The base pairs made in this way improved the scroll DNA model and were used to make the

acrylic tube DNA model.

In the photo, the upper one is a base pair model made of straw, and the lower one is a base pair model made of a paper tube.

Indian DNA (reference model)

A rotating DNA model developed in a form that can be sold

Acrylic DNA model expressing the highest sophistication

The design on the left was the trigger that led to the creation of a DNA model that transforms a plane into a three-dimensional one, and the one on the right is a more elaborate design based on this.

Discovery learning by applying 4D frame amino acid model

Yong-geun Yoon (Guri High School)

1. Invitation to class

What is the real interest in science class? It is probably one of the questions I am asked countless times after becoming a teacher. Thanks to this question, as a biology teacher for 25 years, I have been creating class materials and interacting with students. The thoughts on science lessons gained through these experiences can be summarized in one sentence as follows.

“Let’s create a class that provides an experience of creating scientific knowledge”

2. Class material guide - see appendix

Class material	Lesson plan

3. Class outcomes

3rd class student activity sheet – after class

Activities (After 1)	Discovering the similarities and differences of amino acids			Group name		No.		Name
What we learned from the observation and classification activities performed	Among the units constituting the human body, there is a representative protein, and the basic unit constituting this protein is an amino acid. What molecules are amino acids composed of, and what are the common characteristics and differences of each amino acid? And how are these amino acids linked to form proteins?
	activity sheet description Reasons for finding commonalities: Activities to find commonalities of the presented amino acids are based on classification activities among the core competencies of the science department. Currently, schools emphasize the importance of living molecules, but proteins are formed by combining units called amino acids, and the fact that there are 20 types of amino acids is presented only as conceptual knowledge. There is no thought or research of the properties of amino acids, which are the basic units. In this educational reality, this activity allows students to construct their own heuristic definition of amino acids through the activity of finding commonalities of the presented structures. In this process, active communication is carried out based on the observations. This is an activity that can help define amino acids by restructuring the common interest opinion. For this, it is important to provide an amino acid structure. The advantage of using a 4D frame model is that students can create their own amino acid structure at a simple and low cost and use it to participate in research activities. In this lecture, I would like to share an application case in a real class.
Results of classification of 20 amino acids			Present the characteristics of amino acids discovered during class
What questions came to mind while conducting amino acid observation and classification activities?
Factors that solved the questions we had while doing the observation and classification activities…
I liked this!
ask one line

The effect of biological observation club activities using Naturing app on the science-related attitudes of elementary school students

Park Hyung-min (Seoul Nanhyang Elementary School)

In this study, the effect of the biology observation club activity using the naturing application on the science-related attitudes of elementary school students was analyzed. Twenty-three 6th grade students at N Elementary School in Seoul were selected as the study subjects. All of these students are members of the science club at N Elementary School, and the class on observation of living things using the naturing application was conducted for one year. To quantitatively analyze the science-related attitudes of elementary school students who conducted biological observation activities, ‘TOSRA (Science-related Attitude Test Paper)’ was used. An integrated retrospective pre-post test was conducted in which responses were made by comparing the pre- and post-conditions after the one-year biological observation and recording activity was completed. In addition, qualitative research was conducted in parallel by analyzing the results of students' biological observation records and interview logs to find out the characteristics that were not revealed by the quantitative test papers. The main results of this study are as follows.

First, as a result of the matched sample t-test, the science-related attitude score was statistically significantly higher after the biological observation activity than before (t=-5.5161, df=22, p=0.0000). As a result of observing the students, it was found that the outdoor biology observation activity increased the situational interest in the surrounding creatures of elementary school students, and as the situational interest continued through the activity, the elementary school students' personal interest in biology and science also increased. .

Second, when analyzed by sub-factors, a statistically significant difference was found in all factors except for the ‘scientist’s banality’ factor among the 7 sub-factors of science-related attitudes. In particular, the biggest increase was found in the factor of 'acceptance of scientific attitude'. Based on the results of this study, the implications of science teaching and learning for elementary school students are discussed.

A story of shared growth through sharing of science teachers

Kim Joo-hyung (Banseok High School)

Session B : Fun Science Experiment

Session B : Fun Science Experiment

1. Overview

In the online science teacher community, ‘Creating Fun Science Classes (referred to as ‘Jaegwaman’ only), We introduce casess of teachers who think, practice, and grow together.

2. Content

1) Introduced two examples of sharing learning between teachers who had a ‘community bulletin board’ and a ‘talk talk event for classes only’

① What is iron in cereal? (https://cafe.daum.net/sedu22/f4aD/1)

② Our attitude in dealing with civil complaints

(https://cafe.daum.net/sedu22/eXoO/49)

2) What I felt as a field teacher through the process of sharing

3) Answering related questions

Trial and Error, Mendel Project

Jihyang Kim (Beomgye Middle School)

1. Overview

The story of the growth of 30 or so high school teachers who took on the reckless challenge of cultivating peas and exploring Mendel's genetic laws, which were taught only theoretically.

2. Content

1) The opportunity to challenge the Mendel project

2) Obtaining Pea Seeds

3) Difficulty in breeding

4) Pea Harvesting and Characterization

5) Q&A

Measuring the Earth together with book shadow

Kim Min-seong (Junghyeon High School)

1. Overview

During the online classes, students in Hwaseong and Changwon share data measured at home, measuring book length, shadow length, time, latitude, and longitude, and use the data to calculate the circumference of the earth.

2. Content

1) The student measures the observation time, book length, shadow length, latitude, and longitude at home in an online classroom environment and submits a photo of the experiment as an online questionnaire.

2) Using the quadratic function regression formula for multiple data collected over a period of time, a graph of the change in shadow length over time is obtained.

3) Find the length of the shortest shadow from the obtained graph and calculate the circumference of the earth using Eratosthenes' method.

Measuring Water temperature, upgrade with us

Shin-Hye Kim (Yongmun Middle School)

1. Overview

An introduction to sharing and communication by teachers only with Jaegwaman, who upgrades measuring experiments of the boiling point and freezing point of water from textbook experiments.

2. Content

1) Sharing and connecting the experimental method through sharing posts and comments in the cafe only for Jaegwaman

2) Sharing of experimental methods and contents through ‘open chat room’ only for Jaegwaman

3) Linking experiment related contents through the regular talk show <Jaegwaman Tok tok>

4) Answering related questions

Science class using super simple room escape game

Kim Jeong-sik (Gwangju High School)

1. Overview

Among the room escape games used in online classes, an super simple room escape game that can be easily created and used every hour is introduced, and cases shared and developed through the science teacher community ‘Creating an interesting science class’ are introduced.

2. Content

1) Introduction of room escape game using Google questionnaire

2) Introduction of how to make and use a super simple escape room game that can be easily made and used

3) Introduction of web programs used in room escape games

4) Introduction of sharing examples of escape games developed by

several teachers

5) Answering related questions

2022 Science Curriculum

Shin Young-jun (Kyungin University of Education)

Session C: 2022 Science Curriculum

Session C: 2022 Science Curriculum

The direction of the 2022 revised curriculum is a competency-building curriculum. What is the plan for the overall restructuring of the 2022 revised competency-building science curriculum, what core concepts will be restructured,  what are the teaching and learning methods and directions of evaluation, and how will the content system of  2022 be revised curriculum be structured? Researchers who have conducted basic research for the development of the 2022 revised science curriculum will present and discuss the research results.

The presentation will be divided into five sub-themes.

hour	topic	Presenter
13:00 ~ 13:30	Presentation 1. Science and Curriculum Restructuring Plan	Shin Young-jun (Kyungin National University)
13:30 ~ 14:00	Presentation 2. Meaning and direction of the science competency development curriculum	Kwak Young-soon (Korea National University of Education)
14:00 ~ 14:30	Presentation 3. Revision plan for elementary and middle school science curriculum	Im Seong-min (Daegu University)
14:30 ~ 15:00	Presentation 4. Revision of the high school curriculum in accordance with the implementation of the high school credit system	Shim Gyu-cheol (Gongju University)
15:00 ~ 15:30	Presentation 5. Revision of Teaching- Learning and Evaluation Methods	Jae-Bong Lee (Evaluation Institute)

Dream of middle school ‘Akkum seon(아꿈선)’

Jaesik Min (Samil Girls’ High School)

Session D : Online Science Education

Session D : Online Science Education

□ Overview of content

The YouTube generation, a generation that had never existed before, began to appear. It is a very old scene for young children to eat while watching a smartphone video in a restaurant, and In the ranking of primary school students' desired occupations, YouTubers, creator hosted by one person  began to rank in earnest. Even the older generation, called the 5060s, spend more time watching YouTube than on TV. Online classes were activated last year due to COVID-19, However, the most difficult part of the online class was the experimental class. Therefore, we intend to use YouTube to develop and disseminate science experiment programs with incumbent teachers so that students can easily access and follow them and use them in online and offline classes.

□ Content planning direction

A. Promotion strategy/method

○ Production of experiment video contents with high field applicability

- Produces contents that can be applied within the curriculum according to each subject and curriculum, such as the 'Akkum seon' for elementary school students, and contents suitable for creative experience activities and club activities

- Production of realistic experiment videos by incumbent teachers

○ Produced as a video that can be used in online, offline and blended learning classes

- Designed to be used in online classes as well as offline classes for teachers who are having difficulties in student-participatory, activity-oriented classes due to COVID-19

- Organize the instructional plan so that anyone can teach through          video

○ Establish a scientific experiment video platform

- Rather than providing individual or subject-specific content, we create content that involves the participation of teachers from science organizations across the country to create science-related secondary education courses.

B. propulsion system

○ Composed of researchers who will perform professional video production in each field as scientific experts

- Teacher with more than 10 years of experience in science education, engineering education, science and technology, etc.

- Researchers and advisors are composed of the executives of science teacher groups in each region

○ Production of content for each major in each field

- At a gathering of people who love chemistry, content is produced using experts in each field, such as content development in the field of chemistry.

- In addition to physics, chemistry, life science, and earth science contents, production of contents applicable to creative experiential activities club activities

○ Utilize intro and character creation for copyright resolution

- Create your own character

- Image, sound effect/background music, font copyright-free site

image	music site	font
pixabay.com	www.youtube.com/audiolibrary	hangeul.naver.com
Visualhunt.com	www.freesound.org	www.komacon.kr
freeqration.com	www.jamendo.com	www.kopus.org
cc0.photo	www.bensound.com	www.thefaceshop.com
Adobe color CC	www.musopen.org/music	webtoon.daum.net
Unsplash.com		www.woowahan.com

○ Detailed Promotion Method

business promotion	Promotion method	Promotion schedule
Content Competition	ㅇ (Company) Open call for groups affiliated with the Science, Science and Technology Association - Program adjustment by group	In May
□
Content video development	ㅇ Video production - Share storyboards - Record video ㅇ Video editing ㅇ Feedback through external expert review	May to November
□
Upload video	ㅇ Upload video - Upload a total of 50 programs at least once a week - Upload evenly for each area	September-November
□
Feedback and publicity	ㅇ Feedback through video utilization classes - Video editing and supplementation ㅇ Publicity for teachers belonging to the former college	September-November
□
Final report preparation	- Report writing	December

Development of experiment video materials in the science teacher community

Dain Shin (Changdeok Girls’ High School)

Due to the current Corona-19 situation and the characteristics of the MZ generation, the need for class video materials has emerged around the world. Science classes using video materials showed positive effects on academic achievement by helping students understand and remember science content (Kim Ki-jung, 2013). The educational program using video data related to advanced science and technology improved middle school students'attitudes, career paths, and interest in science and technology.

Therefore, even if it is not the Corona situation, science videos related to classes play a positive role in enhancing the effectiveness of science classes.

From the second semester of 2015, I started the flipped learning and made my class videos, and since 2018, I have been steadily producing experimental videos in the science teacher community. In this process, I went through a lot of trial and error and thought about how to increase the efficiency of investment. Through various experiences, I gradually learned about the procedures, formats, and tools that helped develop experiment video materials in the community. Therefore, in this session presentation, we would like to share these contents with the science teachers in the field. First of all, I would like to introduce useful tools related to experiment video shooting, such as a writing program and tools necessary for shooting and editing. Second, I would like to share the process and useful communication methods when working collaboratively, rather than making videos by individual teachers alone. Third, we would like to share some precautions such as copyright and solutions for video production. When presenting each content, we try to enhance understanding by giving examples of the presenter's actual production. Afterwards, during the Q&A session, ideas about the development of experiment video materials in the science teacher community will be shared and opinions will be exchanged.

In general, the most preferred science class video material by students is ‘Content based’ in terms of content and ‘Model/Schematic Map’ in terms of form (Kim Ki-Jeong, 2013). However, in my experience, the videos that teachers produce the most in the science teacher community are biased towards science experiment videos. Therefore, additional discussion is needed on the fundamental reason for the creation of experiment videos among various video materials and ways to diversify the types of videos in the science teacher community.

Development of science experiment video material

Kim Tae-young (Shinjeong High School)

Life science teachers who didn't know anything about filming equipment gathered to share their experiences of making science experiment videos. White balance that replaces lighting when shooting, why a smartphone is better than a camcorder worth millions of dollars, noise reduction using transceiver if you share your experiences of failure with science teachers who will start producing science experiment videos, I think it will save time and produce a lot of high-quality videos. This will be an opportunity for Korean middle and high school students to have more interest in science.

The main object when developing science experiment video materials

Dongjun Lee (Chiak Middle School)

I am running the official YouTube channel as a member of the National Association of Science Teachers (Science, Science and Culture Association). In the meantime, there have been many attempts to produce science experiment videos that can be used in class based on platforms such as YouTube. However, since the subject of development is not the teacher, there was a limit to capturing the voices of the school field.

Accordingly, from this year on, the National Association of Science Teachers  has been uploading experimental videos created by front-line school teachers with the subtitle of ‘Enjoyable Science Experiment’. In the meantime, I would like to share my experiences with you while in charge of building a video channel.

1. Designation of administrators by task and setting of privileges

2. Focus on building a video channel

3. Tools and SWs that can be used for production

4. Notes on video editing

5. Points to note when uploading

6. Make the videos you produce look cohesive

Online club activities for teacher and student club activities

Gong Im Joo (Bukpyeong High School)

Based on my experience as a tutor at the 2021 Science Jamboree, held online from August 4 to 6, 2021, I would like to present the topic of 'Online Club Activities for teacher and student.

[Presentation Overview]

1. Introduction of topics participating in Science Jamboree

2. Motivation measures for club students to participate in competitions

3. Precautions when conducting online experiments

4. What to improve

5. The Future of Online Experiments

I would like to share with teachers the experience of leading students to lead online presentations and present online experiments and to talk about ways to activate online experiments by diagnosing operational problems and suggesting ways to supplement them.

I would like to share with the teachers the experiences that led students to lead online presentations, diagnose problems during experiment operation, suggest ways to supplement them and talk about how online experiments can be activated.

Sharing of video material development experience

Session E: Elementary Science Education

Session E: Elementary Science Education

Individualized data for science experiments in preparation for distance learning

Chi-Hoon Chang (Hado Elementary School)

Main material (study book, experiment package)	Supplementary material (used video)

1. Purpose of production

A. When the fifth grade science class was conducted non-face-to-face, each family could directly conduct a science experiment.

B. Individualize the experiments presented in the curriculum using materials and tools readily available at home and around.

C. In addition to textbooks, materials are packaged into ‘video materials’ that contain the science experiments process and results.

2. Applicable grade and subject: 5th grade elementary school students, Science

3. How to use data and educational effect

How to use the material	educational effect
-The textbook consists of a total of 2 books divided by the semester of the 5th grade and it is made to allow individualized experiments using tools and materials that are easily available at home. -Science experiment tools and materials corresponding to the learning topic were packaged and made easy to obtain. -In connection with the main textbook, materials and tools are prepared at home so that they can be referenced for scientific experiments.	-Science experiments can be conducted in distance learning situations. -Individual science experiments are possible - You can improve your scientific research ability in the process of conducting science experiments on your own by referring to the video.

Student- Centered + Teacher Competency Reinforcement

- Experimental design type flipped experiment class

Park Ji-woong (Jinancheoncho)

1. Reconstruction of Elementary School Science Experiments

Class research and development of practical instructional materials to improve the core competency of the 2015 revised curriculum and scientific subject expertise are more important in the current situation moving to the 2022 revised curriculum. From the 2009 revision curriculum, elementary school science textbooks are structured according to the formula of cause-process-result, and actively provide students with elements of interest in science and experiments with a focus on fun and activities. For example, the class content on the change in the state of water in the second semester of 4th grade is "Let's find out why the ice melts". If you observe the change in the state of ice when you put the same number of ice in two Petri dishes, when you leave it as it is, and when you blow hot air with a hair dryer, you can see that the reason the ice melts is because of heat. However, if this order is changed to cause-result-process, students' thinking ability will be completely different. In other words, if you give two ices and give them a mission to melt one ice in the fastest time in any way, the students will learn how to melt ice through various thoughts. and Through this process, they will be able to find the conditions necessary to melt the ice on their own.  Furthermore, if you were asked to find a way to melt the ice last, students would find many ways to block the heat.

2. Research results and application examples

A. Analysis Data of Flipped Experiment

(Experimental analysis by unit, Linking Science Units and Studying Higher Concepts, guidance on misconceptions)

A. object : In general, an object has a shape and can be touched. Or it refers to an object made for a certain purpose. As a dictionary meaning, an object occupies a part of space and refers to a thing that can recognize its substance through senses (Kwon Yoo-taek, 1980), and an object made of matter (Wikipedia. 2016). Teacher's guides suggest that objects have mass and shape and occupy a certain space (Ministry of Education. 2009).

B. matter : In general, a substance refers to a material that makes up an object, but it is sometimes used interchangeably with an object in view of the size or shape of the material. As a dictionary meaning, material refers to the basic basis of an object, anything that occupies a part of space and whose existence can be known through the senses (Kwon Yoo-taek, 1980), the material that makes up an object, or the original basis (Wikipedia, 2016). are doing In the teacher's guide, a substance is presented as a material to make an object or a material to make an object at the elementary science level, and a substance is a mixture of a pure substance including a compound and a mixture at the middle school science level (Ministry of Education, 2009). Since teachers need to understand more in-depth content than the content of the third grade level, we want to take a closer look at pure substances and mixtures (Ministry of Education. 2009).

1) pure substance : A pure substance is a substance that has a certain compositional ratio and cannot be separated into other substances by physical methods. Pure substances can be broadly divided into compounds in which two or more types of elements are combined and elemental substances consisting of one type of element. For example, water can be divided into hydrogen and oxygen when electrolyzed into a compound composed of hydrogen and oxygen. However, single element substances such as gold, iron, hydrogen, and oxygen are single element substances that cannot be separated by chemical methods. A pure substance has a freezing point, a melting point, and a boiling point. It has a specific value in physical properties such as density.

2) mixture : A mixture refers to a substance that can be easily separated by a physical method because it consists of two or more types of pure substances. A mixture that exists in a uniform concentration, such as sugar water, is called a homogeneous mixture. These include liquid solutions such as sugar water or brine, and alloys such as brass or stainless steel. Among mixtures, there are mixtures in which the constituent substances are heterogeneously mixed, which are called heterogeneous mixtures, such as milk, rock. Concrete is an example. A heterogeneous mixture in a liquid state does not mix when left standing for a long time and is separated by a density difference.

Main points to look at in the thesis (3rd year 1st semester science)

[Unit 2] Properties of matter

Most of the students responded only to the general properties of objects or materials presented in textbooks, but failed to present various types of objects or properties of materials.

For example, the type of object that students responded the most was school supplies, and this was limited to examples presented in textbooks (pencil, scissors, eraser, desk, chair). In other words, it appears that the 3rd graders of elementary school have very little interest in objects that exist around them, contrary to expectations.

In addition, most of the types of materials that students responded the most were plastic, wood, iron, rubber, and glass, and this was also similar to the example presented in the textbook. In addition, since all of the materials in the examples are solid materials, it was found that the students thought limitedly to the type of material they learned when thinking about the materials of the surrounding objects.

Therefore, it is necessary to enable students to have interest in the various objects that exist around them and the materials that make up them, and to do activities that do not limit the materials used in the objects to the range of solids.

[Table 1] Textbook Analysis Contents

	Field	unit	Exp. content	Why do we need an upside-down experiment?
Grade 5 - 1 Semester	heat and energy (thermal equilibrium)	2. Temperature and heat	How to use the thermometer	In the textbook, this experiment is described in the form of explicitly telling how to use the thermometer. Each observer reads a different temperature value even when they see the same experiment scene, and the experimental activity in a way that makes students think about how to read the thermometer results on their own seems to be meaningful.
			Measuring the change in temperature of two substances with different temperatures when they come into contact		<Difficult to find elements backwards> An experiment in which a can of cold water is placed in a beaker filled with warm water and the change in temperature is observed.
			Learn about heat transfer in solids	<Difficult to find elements backwards> Experiment to learn heat conduction by observing the color change of the thermochromic adhesive attached to the copper plate while heating three copper plates
			Comparing the speed at which heat moves in different types of solid materials	The existing textbook experiment is an experiment to observe the speed of conduction by placing a copper plate, a glass plate, and an iron plate in hot water. - Experiment 1. Observation of melting order of butter - Experiment 2. Thermochromic tape change observed in sequence The thermochromic tape or butter is melted first, and the result order is given, and an experiment to confirm the order can be given, making it difficult to think with the equipment and materials.
			Learn about heat transfer in liquids.	This is an experiment to learn convection by placing warm water under the tank with ink in a square tank full of water using a dropper, and observing the changes. You can think of a way to show it first and have the students devise a way to find the cause of the effect.

grade	semester	unit name	Required Experiment Topics		Experiment contents
4	2	2. Changes in the state of water	state change		Observe the change in volume and weight of water as it freezes
Upside down experimentation
materials		experimental method		Why do we need an upside-down experiment?
Plastic test tube with stopper, water and oil pen. Electronic scale, beaker with crushed ice. Petri dish with salt, spoon, glass stick, toilet paper		1. Pour half of the water into a plastic test tube, close the stopper, and mark the water level with a black oil pen. 2. Weigh the plastic test tube with an electronic scale. 3. Add salt to crushed ice, mix well with a glass rod, and insert a plastic test tube in the center of the beaker to freeze the water. 4. When the water is completely frozen, take out the plastic test tube, mark the level of the frozen water with a red marker, and compare it with the volume before freezing. Weigh it with an electronic scale and compare it with the weight before freezing.		Weigh it with an electronic scale and compare it with the weight before freezing. The experimental process in textbooks is highly likely to be an activity for children to see the results with their own eyes rather than to think for themselves with questions. Before experimenting with the change in volume and weight of water when it freezes, give them time to think about what they think will be and why they think so. As water gradually freezes, it would be good for children to check whether the weight and volume change in the middle, rather than weighing only at the beginning and the end, and have time to think about whether their concerns and reasons are correct. In order to broaden this thinking, the reverse experiment will be useful.

B. Offline exchanges and open experiments

(Open Experiment of 2015 Revised Curriculum (Elementary School Years 3-6), PCK study of  linked experiment in middle and high school)

C. Online exchanges and online research activities

(Internet sharing distributionof thesis summary data and class research data and feedback activities)

Development and application of science talent education

program for lower grades(Focusing on test tool)

Seo Yoon-kyung (Garak Elementary School)

1. Overview

Students' talents are continuously developed through the interaction of innate abilities (Gifts), environmental factors, and internal factors. In this study, we propose a science talent test tool customized to the lower grades to prevent the problem of science talent loss and provide appropriate help to lower grade students who have innate abilities but are in an environment where it is difficult to receive appropriate support.

2. Development and application of science talent education program for lower grades

Recruitment : Recruitment through local children's centers and elementary schools

Development of low-grade science talent test tool : Prior research, Field expert(2 persons) development, Faculty Review(4 persons)

Low-grade  Science Talent Test : 8 students in 1st and 2nd grades in the metropolitan area, 2021. 6. 7 ~ 6. 29

Development of a science talent education program for the lower grades : 20th class storytelling-based inquiry program, Textbooks for teachers, student worksheets, experiment kits for each class

Operation of science talent education program for lower grades : 2021.7.19.~ 8.31, Operation of 1:1 mentoring method

Program operation evaluation : Mentoring Report, Student/Parent Survey

3. Composition of Science Talent Test Tool for Lower Grades

Tests for teachers and parents	□	Elements related to scientific talent	□	student test
Checklist		innate ability Current scientific performance capabilities environmental factors personal intrinsic factor		Screening test Dynamic performance evaluation

A. Screening test for students: It consists of 13 questions related to basic research ability, and it is designed in a format to answer the questions while looking at explanations and guidance in consideration of the characteristics of low-grade students who cannot read well or understand the problem situation.

B. Checklist for Teachers and Parents: Consists of 15 Likert scale questions, the purpose of which is to collect data on environmental or affective factors that are difficult to judge by direct evaluation.

C. Dynamic performance evaluation for students: It consists of observing the actual inquiry performance process of two tasks selected by the student out of eight inquiry tasks.  It is designed as an interactive assessment in the context of providing sufficient scaffolding and guidance to identify potential talents.

4. Implications

Through the process of developing a customized science talent test tool for the lower grades of elementary school, each identification case, the identification result, and the subsequent mentoring program results, the method of accurately judging the scientific talent of lower grade students and the educational direction for scientific talent development will be discussed.

Development of non-face-to-face maker education materials for elementary school students

Dream Big as a Maker Science Teachers Club

1. Research topic

Development of scientific creative maker education program suitable for the non-face-to-face era

2. Main Research Content

A.  Analysis of the necessity and direction of elementary school maker education

B. Elementary school maker education promotion strategy and development plan setting

C. Deriving an online maker activity operation plan that elementary school students can easily access and experience

3. Research Procedures and Methods

Business Promotion Goals		detailed goals		research method
Deduction of the necessity and direction of elementary school maker education	➡	A) Analysis of the current status and characteristics of elementary school maker education B) Analysis of the needs and necessity of elementary school maker education C) Setting the direction of elementary school maker education	➡	• Literature study • Research Council • Expert Council
□
Deduction of maker activity operation plan that elementary school students can easily access and experience	➡	A) Analysis of Elementary School Maker Curriculum and Infrastructure B) Derivation of operation plan linked with maker education and education infrastructure C) Interim report and seminar	➡	• Research studies •Research Council •Consulting/ Seminar
□
Elementary school maker education promotion strategy and development plan setting	➡	A) Promotion strategy for elementary school maker education -Development/application of elementary school maker program B) Presenting a roadmap for management and development of elementary school maker education	➡	•Research Council • Expert Council
□
Write result report	➡	1) Organization of final products and Derivation of implications 2) Final report/ presentation	➡	•Research Council

4. Summary of Performance

A. Derivation of educational direction for elementary school maker            education

Through the analysis of prior research and technical advice, it was possible to derive the direction of the maker class that can be easily applied in elementary schools.

B. Production of Maker Teaching and Learning Curriculum for                 Elementary School Students

In order to provide project-oriented classes that can solve problems in real life using materials that elementary school students can easily access (PET bottles, corrugated cardboard, newspaper, and tissue paper), the teaching and learning process plan is divided into 4 lessons for each material, for a total of 16 lessons. produce

C. Production of online maker workbooks and activity video materials for elementary school students

To make it easy for elementary school students to participate in class and induce active participation, we produce a maker workbook for students that includes various information and materials, 2 lessons for each material, for a total of 8 lessons.

Analysis of activity-oriented science gifted selection results

Go Hyun-ah (Eulji Elementary School)

1. Overview

Science gifted education aims to nurture talents with scientific core competencies and creativity by providing high-quality educational programs by early discovering science gifted students with potential. However, the existing science gifted selection process centered on paper-and-writing evaluation had an advantage in the ‘gifted-made students’ through the training process using previous questions. In order to compensate for these problems, from the 2021 school year, after conducting online pre-education, the ‘activity-oriented science gifted selection’ process was introduced, which evaluates and selects the tasks submitted by students. This study intends to examine the implications of the change to the activity-oriented gifted selection method through the analysis of the science gifted selection results of the S Education University in 2022 (focused on the results of the 1st assignment evaluation).

2. Activity-oriented science gifted selection process

Freshman Recruitment

Elementary school: 3rd to 5th grade

Middle school: 6th grade

▶

Online pre-education

Material development (4th session)

Development of online pre-education materials with the participation of field experts

Faculty Review

▶

Online lecture

Progress by class at 1 week intervals

▶

Submit assignments

(by session)

A scanned copy of a handwritten activity sheet

Activity photo

Presentation video

▶

Assignment evaluation

Evaluation of submitted tasks

Selection of candidates for the 2nd (interview evaluation) screening

3. Online pre-education content and submitted tasks (focused on the 1st session)

A. Subject: Observing Shadows

B. Contents

1) Observation of shadow changes according to distance and rotation angle

2) Predicting the shape of the shadow

3) Free exploration: observing the shadow of an egg

C. Submission task

1) Activity sheet that was recorded while observing changes in shadows and photo of the experimental scene

2) Video of Experiment result presentation

4. Implications

With the introduction of a screening process that is selected after preliminary education, all applicants are given the opportunity to receive science gifted education for a certain period of time, so that many students can experience gifted education. In addition, after receiving the same education, students are selected based on the results of online assignments submitted by the students, providing ample opportunities to reach their potential and it can be said that it is positive in that it provides practical scientific experiences such as observation, measurement, result in analysis and reasoning targeting the real world.

Let's measure the size of honey hotteok!

(the activities of measuring the Earth )

Jung Yu-rim (Munseong Middle School)

1. Research Questions

⦁Curriculum: Science Unit 3 in the second year of middle school. solar system

⦁Achievement Criteria: Know how to measure the size of the Earth and be able to obtain its size.

⦁Activity Topic: Through the activity of measuring the size of honey hotteok, you can easily understand how to measure the size of the Earth.

※ hotteok is sweet Korean pancake

How to measure the size of the Earth is the content of the first sub-unit starting the second year science unit 3, and it is the content that students struggle with for various reasons when they start unit 3 every year. The reason that students have difficulty understanding this content is that first, it requires a mathematical background to understand the principle. Second, it is difficult to understand because the actual size of the Earth cannot be estimated. Third, it is difficult to understand the activities of Eratosthenes through pictures.

For these three reasons, students participate in class with difficulty throughout Unit 3. Activities are designed to address these issues.

2. Research Methods

⦁ Activity goal: To measure the circumference of a perfect honey hotteok.

⦁ Activity preparation: part of honey hotteok, ruler, protractor, thread, toothpick, worksheet, pen

⦁ Activity method: Each group directly becomes Eratosthenes and uses each preparation to calculate the circumference of a complete honey hotteok.

3. Study Results and Conclusions

Using the principle Eratosthenes measured the Earth, students can obtain the perfect size of honey hotteok by using only a portion of honey hotteok. The students had a lively discussion about the use of the correct materials, and the teacher provided three hints to set the right direction during the lesson. After receiving the hint, most of the students accurately calculated the circumference of honey hotteok, and their understanding improved during discussion with the members.

10 dynamic experiments using cycloid curves

Park Hyung-gun (Shincheon High School)

1. Research Motivation

By designing a mechanics experiment device using a cycloid curve, it is easy to understand various concepts related to mechanics through direct manipulation of various dynamics experiments and to be easily used in physics mechanics classes and inquiry experiments to broaden creative inquiry.

2. Research contents

A. 10 dynamic experiments using cycloid curves and research worksheet

(1) strongest descent curve       (2) isochronous curve   (3) relationship between momentum and impulse

(4) Conservation of momentum in collision    (5) Principle of reducing shock in collision  (6) Collision between small car and large car

(7) Galilean bevel test apparatus     (8) Simultaneous fall test     (10) Cycloidal pendulum isochronous

(9) Galileo Thought Experiment

B. Experiment reaserch Worksheet

1) Comparison of motion according to gravity

2) Conservation of momentum in different collision

situations

3) Exploring the shock absorber received in a crash

3. Study Results

You can easily and accurately understand scientific principles and enhance the learning effect through 10 pilot experiments or direct experience of various dynamics-related experiments in textbooks, and you can know the necessity and usefulness of mathematical expressions of scientific principles through actual dynamics experiments. It is expected to cultivate creative convergence and scientific problem-solving skills by finding cases that can be used by connecting scientific principles to real life, and by exploring creative applications.

Appropriate technology education applied to school field

Hyungjin Kim (Daewon Girls' High School)

The Korean curriculum is based on Hongik Ingan(devotion to the welfare of mankind), but in the school field, the focus is on the entrance exam, so students often study with a focus on solving exam questions rather than on understanding concepts. As a result, even the knowledge we know is often not usable in real life. Also, the demand for character education is increasing due to excessive competition. As an alternative to this, we would like to apply appropriate technology education to schools.

In order to solve social problems under the theme of a sustainable society and the underprivileged class who are the targets of appropriate technology, it is fundamentally necessary to agree on the subject of interest and acquire reliable information about the problematic situation. In addition, you should present solutions to problems with various ideas, share opinions with team members, persuade each other, and unite your thoughts. In this process, you will deepen your thinking and expand the scope of your understanding.

Through the process of refining the idea and scientific verification, you can make a prototype yourself, check whether there are any unexpected problems, make corrections, and go to the field to test whether there will be any problems even if it is applied to the field. In this process, you can develop a sense of cooperation and leadership, increase your curiosity about nature and your ability to design experiments, achieve a sense of reality, above all, by putting your ideas into practice, you can feel the reward of contributing to the world through science.

Scientific inquiry to present and verify ideas will be the motivation to lead to living science education that can be applied to real life. The thought of linking the knowledge familiar to solving exam questions with real life will lead to more in-depth thinking and learning of science, and at the same time, to become a citizen with scientific literacy.

In this presentation, starting with the 2016 Appropriate Technology Idea Sketch Contest, we will introduce appropriate technology education that can be used in the school field. We will introduce how appropriate technology was developed through middle school free semester classes, middle and high school after-school classes, and club activities, and contain the process of change of students. Through the experience of implementing the free semester system for three years, we would like to suggest the ideal direction for appropriate technology education and to share appropriate technology teaching methods that can be used in middle and high schools.

Introduction to the 2021, 27th Online Science Jamboree Operation

Park Sang-hee (Sungshin Girls' High School)

1. Introduction of the event

This event is a science event hosted by the Seoul Secondary Science Experimental Education Research Association (the people who make exciting science). Science Jamboree is a format in which clubs of various schools present science activities prepared by their own schools and participate in science activities prepared by other schools.

2. Purpose of the event

A. It promotes friendship and information exchange through cooperative activities between participating school science clubs.

B. By actively participating in scientific activities, self-directed learning ability is improved.

C. To properly understand scientific phenomena and principles by stimulating exploratory thinking.

3. Event operation status for the last 4 years

(Founded by Shin Gwa-ram in 1993, the first competition in 1994, and the Unline competition in 21 years)

Science Jamboree	2017(24th)	2018(25th)	2019(26th)	2020(27th)
Event Date	8.8 ~ 8.10	8.6 ~ 8.8	8.5 ~ 8.7	8.4 ~ 8.6
Event venue	Seoul Office of Education Chuknyeongsan Education Center	Seoul Office of Education Chuknyeongsan Education Center	Seoul Office of Education Daeseong-ri Education Center	Online operation Participating school and home
Participating school	18teams(14 schools) 2 middle, 12 high	18teams(15schools) 3 middle, 12 high	6teams(6schools) 2 middle, 4 high	7teams(7schools) 3 middle, 4 high
Number of participants(student)	219 total M: 135 W: 84	269 total M: 158 W: 111	106 total M: 58 W: 48	78 total M: 39 W: 39

4. Comparison of advantages and disadvantages of camp

operation methods and online operation method

Camp type operation 2 nights 3 days accommodation type	Online operation, 3 days non-stay, online
- Accommodation expenses (training center usage expenses, cooking expenses) - Students can show off their talents and have active exchanges. - Lectures can be conducted while correcting students' feedback during lectures, but space are limited. - As summer vacation is shortened, the participating schools are not much.	- No overnight stay. - Overcome regional limitations by online (if only a tutor is secured, it can be operated nationwide) - Online lectures are available for multiple students. - There is difficulty in presenting the experiment. Difficulty in online explaining - There is no accommodation, so the burden of participation can be reduced.

5. Introduction of 2021, 27th event management surveys and reviews( Students' favorite activity in Jamboree :  ex) science experiments)

Experiment presentations and experiment class activities (66%), student lectures and additional presentations of experiments (0%), Appropriate technology lecture (0%), senior lecture by alumni (8.3%), meeting with alumni senior and junior (25%)

1Reasons and methods for further strengthening evolutionary education

Park Sang-gyu (Gojan High School)

◇ Overview

Humanity, who has suffered from COVID-19 and the pandemic (global pandemic) has empirically understood that ecosystem destruction is no longer a problem for others. Through the mutation of a virus that has nucleic acids, he realized that vaccines might be ineffective, and learned the principle of natural selection by wearing a mask and keeping distance. However, our educational system does not provide specific and detailed principles and application methods for this evolutionary phenomenon. Only when concepts can be accurately understood and applied through creative exploration and expansive thinking about evolution and biodiversity can a pandemic be prevented and a rapid response to a pandemic can occur. In addition, since evolution is the fundamental principle of life phenomena, all life phenomena must be raised to a level that can be explained evolutionarily.

◇ body

Evolution is the condition that defines life, and unless it evolves, it is not life. However, in a situation that cannot be observed with the naked eye and misconceptions(evolution into humans, linear evolution, unobserved phenomena, things that require a very long time, etc.) are learned through various media, it is not easy for us to teach and understand evolution accurately to students. Then, if you apply the current issue to the class, you will be able to feel the evolution a little closer. If everyone knows what a coronavirus is and goes through various mutations, this is evolution phenomenon. There is controversy over whether viruses can be viewed as living things, but if we define evolution as a change in the gene pool after all, the situation we are experiencing right now is the evolution of viruses. In addition, the process of gradually weakening a powerful virus by wearing a mask and maintaining distance can be explained by the principle of natural selection. In the first place, the cause of COVID-19 is human behavior that invaded the habitats of intermediate organisms such as bats and pangolins, and through this, it can be emphasized that biodiversity and environmental conservation are important. A lack of accurate understanding of evolution and biodiversity can lead to belief in conspiracy theories or the wrong attitude to shift the blame to wildlife. This is due to a lack of understanding of life science based on human-centered thinking in the past, and this concept will eventually lead to a repeat of this vicious cycle due to a poor understanding of evolution. Therefore, it is only by accurately understanding evolution that we can know the cause of the pandemic and quickly respond to risks by making a vaccine or wearing a mask.

So how should we teach evolution?

It is difficult to understand the vast evolutionary concept with the evolutionary concept presented as a unit in the Life Science II textbook. Cases such as the comparison of the theory of  Lamarckism and natural selection to explain the giraffe's neck, and industrial industrial melanism make it easy to understand the principle of evolution, but are too old and difficult to demonstrate. Therefore, it is necessary to present examples(E. coli, Serrata, lizards, guppies, etc.) of evolution observed through the latest research data, to discuss the units of natural selection, to investigate species species, to share evolutionary readings, and to conduct self-directed inquiry learning using books and media.

Intensive training for biology teachers is also required. More than half of Korean biology teachers teach biology subjects to students without an evolutionary understanding of life phenomena (Lee & Cha, 2011). Therefore, there will be cases where misconceptions are taught because they teach with wrong concepts without realizing the importance of evolution. There is also a study result showing that teachers who have experience in evolutionary education research have a higher rate of using evolutionary concepts (Ko, Cha, Lim, 2017). In the end, proper evolution education is possible only when evolution education for teachers is given priority, and various educational programs and inquiry activities will proceed smoothly.

Textbooks should also be made substantial and diversified. Listening to the voices of field teachers, the theory of evolution is presented to students in the first year of high school in the integrated science subject, not in Life Science I in the second year of high school, but is presented in the last unit of Life Science II in the third year of high school. That is why it is difficult to teach consistently. In fact, evolution can explain all life phenomena because it is the source of life phenomena. However, it is difficult to find textbooks that emphasize the integrative role of evolution, and the textbooks according to the 2015 revised science and curriculum do not contain evolution-related content from an integrated perspective, and it cannot be said that the linkage of the concept of evolution within the textbook has been effectively achieved. (Jung, Cha, Ganchimeg, 2019). It is difficult to find it not only in textbooks but also as contents for research activities. At most, only natural selection experiments are included, and there are virtually no other interesting materials such as media materials. Therefore, when various contents and related textbooks meet and create synergy, evolutionary education can proceed actively.

Applicants for this presentation have about 42 video materials that are directly produced and organized based on case studies so that they can understand the theory of evolution and correct misconceptions. We use these materials for inquiry classes, flipped learning classes, and discussion classes and we plan to mention this during the presentation.

Global Science Camp

Session G : G.S.E. (Global Science Edcuation)

Session G : G.S.E. (Global Science Edcuation)

Presider : Hunkoog Jho

1. Playing with physics: how to make students think scientifically Kyudeok Lee(Sejong Science High School, Korea) & Chanhee Jun(Sandong Middle School, Korea)

2. How much sugar is in this beverage? Wonkeun Choi(Seoul Science High School for the Gifted, Korea)

3. Explore leaf around us: How could gifted students learn from each other? Jinsol Kim(Gyeonggi Science High School for the Gifted, Korea)

Special Session for International Science Education Forum

Kim Young-hak

One of special session introduces an effort to make a global network for science education. The Korean associations launched a project named ‘Global Science Camp’ joining secondary pupils from different countries. A total of 260 pupils from six countries (Korea, Lao, Malaysia, Philippines, Sweden and Thai) are participating in the camp from August to October. Global Science Camp provides pupils with three different topics and encouraged them to investigate one of their favourite topics and share their ideas to friends all over the world. The slogan of the camp, ‘science, treasure-hunting game’, reflects our will to engender ubiquitous learning on a daily basis. A couple of mentors in the camp will share their experiences the global camp in the special session.

Playing with physics: how to make students think scientifically

Kyudeok Lee* & Chanhee Jun**

*Sejong Science High School, Korea

**Sandong Middle School, Korea

Main goal of our program is to discover relevant factors to play items all around the Asian regions, jegi, and to figure out how to enjoy them easier. The program intended to engage students with their daily basis and to help them do investigations at home. Students were asked to introduce traditional games in their countries, make their own effective jegi and share their outputs to others. Through the activities, students could learn not only scientific knowledge such as the role of drag on the jegi but also the way to collaborate each other beyond spatiotemporal conditions.

How much sugar is in this beverage?

Wonkeun Choi

Seoul Science High School for the Gifted, Korea

The goal of this program is to design a device for measuring refractive index of a solution, and to find out how much sugar is in the beverages. To approach our goal, students had a chance to understand the concept of concentration and refractive index. They made our own device to observe the refractive index of some materials (air, water, olive oil, 10% sugar solution, and 35% sugar solution). After checking if the device is working properly, they reached the goal to figure out the sugar content in our beverages using our device and calibration curve of sugar solutions.

Explore leaf around us:

How could gifted students learn from each other?

Jinsol Kim

Gyeonggi Science High School for the Gifted, Korea

The goal of this program titled, ‘Explore leaf around us’, aimed at observing natural phenomena around us and doing some investigations at home. The program consisted of three stages. In the first stage, students collected different kinds of leaves and observed the features of them such as shape, color, venation, margin, surface, etc. In the next stage, students completed ‘Leaf Disk Assay’ with several leaves collected by themselves and had a chance to learn about the photosynthesis by hands-on activity. Students were asked to find out the way to make the leaves float on the water. In the last stage, students were asked to do scientific inquiry relevant to the photosynthesis. For instance, they made hypotheses influencing the photosynthesis such as light intensity, light source, CO2 concentration and temperature. Students could experience the whole process of scientific inquiry by following three stages in the program.

[Sharing Science Education]

Application of Design Thinking Model in Science Education

Carren Anne Y. Dalisay

( Philippine Science High School – SOCCSKSARGEN Region Campus )

In a nutshell, design thinking is a way to define and solve tough challenges. It focuses heavily on rapid prototype solutions and learning from mistakes. In education, a design thinking curriculum immerses students and teachers (i.e., the designers) in real-world problem solving. The journey begins with empathy work—an opportunity for understanding the needs and motivations of a group of people (i.e., the end users). Using this data as a guide, designers then work collaboratively to define a problem. Problems take the form of a question such as, “How might we design a classroom habitat for plants and animals to co-exist?” Or, “How might we create machines based on historical models?” Or even, “How might we create a playground space for disabled students?”

From there, designers brainstorm solutions, design a prototype and test their product. The process rarely takes a linear approach. At any point in the process, designers may return to different parts of the process to fine-tune their work before eventually moving forward.

[ Physics Speakerships ]

Accelerated Collaborative Aid for Non-Physics Graduate Teachers in Teaching Physics

Marjun M. Tugade Special Science Teacher

( Philippine Science High School – SOCCSKSARGEN Region Campus )

From quantum to megasize particles, the physical world is governed by Physics (within our body and those surround us). It is an interesting notion to hear but when it comes to the technicalities of the subject matter, most people are very resistant, find it hard, and boring.

By population, only few teachers here in the Philippines graduated with a degree in Physics that is why it is so hard for many educational institutions to find the qualified teachers to teach this subject in high school levels. To cover up the problem, most institutions resorted to select the next best available option to teach the subject. It calls for the selected teachers to work and study harder since it is beyond their field of expertise. To help alleviate, I conducted speakerships on the different topics in Physics to the different teachers, starting in my alma mater, to help aid their difficulties. In order to increase the appreciation and interest of the participants, the topics were explained in a more personal level, rather than the bookish way.

It was observed from the faces of the participants that they are happy and proud while listening. I, together with the other teachers, found this activity satisfying and helpful in reaching excellence despite limitations.

Learning Community and Teacher’s Growth

Kim Young-hak (Unam High School)

< Learning community and teacher professional development >

"When we dream alone, it is only a dream, but when we dream together, it is the beginning of a new reality."

Here’s an online platform where teachers share and discuss science classroom ideas. They collaborate on figuring out new science education projects to make teacher professional development effective.

1. Overview

To foreign science teachers, the online science teacher community, ‘Creating Interesting Science Classes’, introduces examples of teachers thinking, practicing, and co-growth, and suggests ways to exchange international science teachers.

2. Content

1) ‘Creating fun science classes’ to introduce the science teacher community

2) Introduce 4 specific examples of how learning takes place and sharing learning among teachers in an online community

3) Shared growth of teachers through sharing

4) International science teacher exchange & joint research project proposal

5) Q&A

Utilization of textbook experiment contents that contain experimental results that are different from expected

Ki-hyang Kim (Sejong Academy of Science and Arts)

Recently, the importance of scientific process knowledge has been highlighted in science education, and methods of applying scientific practices performed by scientists to school science inquiry classes are being studied. The purpose of this program was developed as a way to apply science practice to school science research classes using anomalies observed in textbook research experiments. Experimental results different from the theoretical expectations observed during inquiry experiments (hereafter anomalous phenomena) were regarded as negative factors such as interfering with concept learning and lowering students’ interest in science, and were pointed out as a cause of questioning the effectiveness of the inquiry experiment. However, the anomalous phenomenon observed in the textbook research experiment can be used as a material that provides a learning experience that cannot be provided in the existing school research. In other words, anomalies can be used as materials for scientific practice that can experience the development and use of models and recognize the limitations of models. Based on two kinds of anomalous phenomena discovered in the electrolysis experiment of water, an online science practice education program and a student experiment science practice education program were developed separately. The online science practice education program is based on the phenomenon that hydrogen and oxygen gas cannot be obtained in the electrolysis of water in a volume ratio of 2:1. The student experiment science practice education program was based on the phenomenon that the pH of the solution changes after the electrolysis of water. Based on the analysis results of the cause of the anomaly, the program was configured to recognize the limitations of the model presented in the textbook and to experience the variability of the model, the multiplicity of the model, and the modeling process.

The main activities of steps 1 and 2 are prediction using existing models and discovery of anomalies through experimentation, respectively. This is followed by the evaluation of the existing model and the activity of proposing a new model to explain the phenomenon. The main activities in Steps 3 and 4 are to conduct experiments for model validation and to revise and evaluate the model based on evidence. The overall activity is guided by the meaning of modeling and science practice education programs to raise awareness about modeling. Anomalous phenomena observed during exploratory experiments lead to unstructured problems because there are no fixed answers and solutions. Anomalies can also provide an opportunity to recognize the limitations of the model being tested experimentally.

SSI education through discussion and debate

-Focused on current scientific issues-

Kyung-Tae Kim (Inheon High School)

Many teachers expect that through the form and process of discussion and debate, competencies such as critical thinking and communication skills will be developed. Discussion/debate is a learning process in which students collect and analyze data and organize and express their thoughts before the development of competency is expected. Rather than listening to lectures, they come in contact with knowledge more subjectively, and interact with others based on their knowledge and their own thoughts.

Social issues related to science and technology (SSI) provide a good opportunity to connect knowledge and life and to understand society. Through SSI education, students can explore scientific knowledge and understand and empathize with the complex social and diverse members surrounding SSI. Furthermore, it connects knowledge and life by proceeding to the discovery of problems and the search for solutions. SSI stimulates current students to recognize themselves as citizens, and leads them to think about their roles and actions in society. A convincing understanding of the importance of correctly understanding scientific knowledge follows naturally.

When dealing with SSI in class, the discussion/debate method is a useful format given the educational goals we expect. This enables students to become masters of the link between knowledge and life. Discussion/debate tools play an important role in using the discussion/debate method as a learning process and an opportunity to develop major competencies. Discussion tools have the disadvantage of limiting students' thoughts and ways of expressing themselves with fences and frameworks, but they can serve as a framework for easily expressing one's thoughts and understanding other's thoughts. In a space called a classroom where various students exist, the discussion tool leads more students to the arena of interaction. Structured discussion and debate through discussion tools can further enhance the effectiveness of SSI education.

Through SSI education using discussion tools, I would like to introduce a case in which students expected an opportunity to grow as citizens who understand and deal with the problems of our society beyond learning current science-related issues. In addition, we expect to have an opportunity to introduce the case of SSI education using online discussion tools in the Corona situation and to draw together what SSI education will look like through discussion and debate in the post-corona situation.

Development of an educational program centered on debate and discussion to develop scientific thinking skills

Jonghyuk Lee (Dankook University)

1. Purpose of program development

This program is designed to promote students' critical thinking and enhance scientific thinking ability while continuously reviewing and verifying students' views and external data through argumentation and discussion activities on individual cases in science that are closely related to students' lives.

2. Teaching and Learning Strategies

A. Case-based approach

By introducing scientific cases that are relevant to students' lives, it was intended to help them understand the process of generating and justifying scientific knowledge in a more friendly and concrete way.

B. Provide scaffolding based on argument structure

By using the argument analysis form based on Toulmin's argument pattern as a scaffold, we would like to guide students who are not familiar with argumentation and discussion activities to systematically review agenda arguments, explanations of phenomena, and problem-solving methods.

3. Composition of the program

A. Organization of student activity topics

The topics of debate and discussion activities students will undertake include five categories : (1) personal decision-making, (2) social decision-making, (3) engineering problem-solving, (4) construction of scientific knowledge, (5) distinction between scientific and non-scientific ones. In addition, 4 sub-themes for each category were set based on case studies.

B. structure of student activity

Present cases and challenges	□	Analysis of the argument structure of the agenda	□	Exploring the rationale and support of the agenda	□	Argument of validity and soundness through discussion	□	Organization of discussion results

4. Expected effect

When students interpret information given in the scientific community as democratic citizens, by critically examining and systematically comparing various explanations of events based on valid evidence, it is possible to improve scientific thinking ability to rationally handle problems including uncertainty.

Case study: Online Interactive Art-Science Convergence Classes

Wonjong Jeong (Pangok Middle School)

In online classes, students tend to lose concentration easily and become bored. With one-way knowledge transfer classes, students are likely to lose interest and focus on something else. Accordingly, it is thought that students need to continuously communicate with teachers and conduct activity-oriented classes.

In online classes, interactive communication should induce students' responses and continue to stimulate learning. In this regard, I would like to introduce an example of an art convergence STEAM class that I planned and conducted, and provide ideas that can be used in each science education field.

In an interactive class, the function tool to continuously grasp each student's appearance is required. To this end, online classes were conducted and communication with the students was conducted while all students were kept on the screen in the form of a gallery view. In class activities, questions were frequently asked through the chat window so that students could frequently submit answers to the teacher. Questions related to learning, as well as everyday questions and fun quizzes, were used in parallel to reduce boredom in class, maintain fun in class, and increase immersion in class.

In the Art Convergence STEAM class, materials related to the subject were prepared in advance for artistic experiences such as expressing various science topics through drawings, humanities, listening to music, and writing song lyrics. In the energy-related unit in the second year of middle school, students' participation was high when they conducted a project-type online class to design their own garden on the topic of how to design a green garden at home in relation to energy conservation. The students designed a special energy-saving garden in their own home and presented it with pictures. Among the students' works, the best work was selected through voting and prizes were awarded. In this way, it was confirmed that the satisfaction of the students was high during the three-hour project class.

As an example of a class about how to increase participation in science classes, even to students who are not interested in science, I think the art convergence STEAM class can be very effective. Convergence classes can be burdensome, but I want to give them a try and share a fun science class experiences with my students.

Development of data literacy education program using ocean data

Park So-Yena (Environmental Science and Technology-KESTI)

In the 4th industrial age, ‘digital competency’, ‘data literacy’ and ‘marine literacy’ are emerging as core competencies of the future society.

Accordingly, the importance of convergence talent education was revealed in line with the changes in D, N, A (Data, Network, AI)-based values. In line with this, as part of the ‘Korean New Deal Comprehensive Measures’, the necessity of converting school maritime education to the ‘Digital New Deal’ is increasing. Therefore, the need for educational programs to understand the marine environment by linking the school curriculum with data literacy is increasing.

Accordingly, the Environmental Science and Technology Institute developed an online education program that links data and subjects to contribute to nurturing talented people in the future society, and developed various marine education programs to support online classes that are lengthened due to COVID-19. Since 2016, as part of the Ministry of Oceans and Fisheries ‘Building a system for joint utilization of maritime information in jurisdictional areas’,  various marine education programs have been developed and operated  such as the Ocean Science Data Repository (JOISS), the Ocean Data Science Blog (SEALAB), the Ocean Academy (Data 보Go!, 海보Go!), the online education app ‘Sea View Classroom’ and teacher training.  As such, KESTI supports data literacy education using ocean data and is currently piloting the program at a science-focused school in Incheon Metropolitan City. In this presentation, we would like to introduce the ‘Dive into OCEANDATA literacy’ teacher training program held in August 2021 and examples of data literacy classes using ocean data.

Invited guests

Mr. Lee Hyun-guk, Seoul Cheongryong Elementary School

[Dispatched to Seoul Science Exhibition Center]

Mr. Hwang Hwi Bangsan High School

Mr. Lee Ji-ah Sejong Science High School

Session Presenter

Session A : Teacher Ahn Pil-hyun

Session B : Teacher Kim Joo-hyung, Daejeon, Banseok High School

Session C : Researcher Ock Soo Hong, Science Creativity Foundation

Session D : Teacher Gong Im-Joo

Session E : Teacher Yoon-Kyung Seo

Session F : Teacher Yurim Jung, Moonseong middleschool

Session G : Professor Cho Heon-guk, Dankook University

Session H : Teacher Ki-hyang Kim, Sejong Academy of Science and Arts

1st Global Science Education Forum Resources

Issue date : December 4, 2021

Publisher : Park Moon-soo, President, Korea Federation of Science and Education Societies

Issued by : 7th floor, Minguk Building, 17 Arirang-ro, Seongbuk-gu, Seoul (Incorporated) Korea Federation of Science Education Societies

Tel : (02) 745-4464~5 Fax: (02) 745-4466

Website : http://www.kofses.or.kr