Heui-Baik Kim

Ultraviolet photoelectron spectroscopy study of colossal magnetoresistive La0.7−xPrxCa0.3MnO3

We have investigated the electronic structure of colossal magnetoresistive perovskite manganites La0.72xPrxCa0.3MnO3 using ultraviolet photoelectron spectroscopy as a function of temperature and Pr concentration x (x ¼ 0:13; 0.3, and 0.4). Unusual temperature-dependent and x-dependent spectral changes are observed in the entire valence band region. Since Pr doping does not introduce carriers into the system but brings about strong lattice distortion effects which exert significant influence on the p ‐ d hybridization, the degree of mixing between Mn 3d and O2p levels is considered to be the major factor responsible for the spectral weight transfers with temperature and Pr doping level. The observed changes are not consistent with the results of local-density-approximation (LDA) band calculation, but can be understood by the density-of-states from the LDA þ U calculation or configuration-interaction cluster calculations. This implies that a strong correlation effect between d electrons plays an important role in these manganites. High resolution spectra near the Fermi level shows a clear metallic edge at low temperature for low Pr concentration sample ðx ¼ 0:13Þ; but the metallic Fermi edge disappears at higher Pr doping levels (x ¼ 0:3 and 0.4) even at the temperature below Tc where the bulk metal ‐ insulator transition occurs. This may be due to the low effective carrier density resulting from the reduced ferromagnetic ordering and the lattice distortion, or the pseudo-gap phenomena and the surface effect. q 2002 Elsevier Science Ltd. All rights reserved.

Relation between the Personal and Social Factors and the Interacting Role of Science Gifted Students in Social Co-construction of Scientific Model Class

This study try to analyze the effect that personal and social factors affects the interactions among science gifted students. For this, I analyze the interacting role of science gifted students in social co-construction and scientific model constructing class for phase change and rising-sinking time of moon and categorize according to type. I analyze aspects of interaction and association of each elements in the students after I understand character type self conception friendship a parents-children relationship relation with teachers derived from advanced research through questionnaire and depth interview. After analyzing, I find the following-close friendship form or not and usual school class participation appear important factors that have strong connection with the aspect of the interactions. Also, character type, self conception and relation of parents affect the interactions relatively lower. Through this study, We identify two things. Firstly, We must consider individual`s inside factors for making animatedly the interaction among the students. Secondly, We get considering factors that devise the strategies for making the interaction animatedly.

An Exploration of the Factors Related with Preference for and Participation in Science-related Activities of Elementary School Student

In this study, we explored the factors related with preference for and participation in science-related activities of elementary school students. We developed a questionnaire to measure the characteristics of students such as motivation toward science learning, science aspiration, family science orientation, parental educational level and occupation, and the degrees of preference and participation of science-related activities. The questionnaire was administered to about 400 fourth graders in Seoul. The results revealed that the students with higher motivation toward science learning and/or science aspiration preferred and participated more in most activities. It was also found that parental educational level and occupation did not make an appreciable difference in preference and participation. The students who perceived their parents to be science-oriented, however, preferred and participated more in most activities. These results may offer practical implications for effective uses of both school and out-of-school science activities in elementary science education.

Experimental science: Joseph Priestley’s influence in the infrastructure of the seventeenth-century science education

Abstract This paper discusses the emergence of science education in the seventeenth century with the influences of Joseph Priestley on the Dissenting Academies. Primarily, this paper analyses Priestley’s ideas from some of his letters to scientists during his time and his ideas from his books Miscellaneous Observations Relating to Education (1778) and the Essay on a Course of Liberal Education for Civil and Active Life (1765). As an expository essay, analysis shows that the inclusion of experimental science education dates back from the Dissenting Academies when they explicitly aligned science education for practical life. With Priestley’s advocacy on experimental learning in science, his idea of hands-on science education encouraged other dissenters to seek and understand the changing natural world. His advocacy states that knowledge and understanding of the natural world builds the foundation for rationally evaluating the developments derived from permissible scientific theories. Not setting aside religious studies, Priestley promoted a radical education which ended the restrictions to the privileged and powerful few so that it opened up the access of learning for everyone whose capacity may range from scientific, religious, political, or educational propensities.

Becoming teacher-researchers: teachers’ reflections on collaborative professional development

Abstract Background In many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting on their practice. In recent years, some models of PD that incorporate the qualities of sustainability, collaboration and classroom-based research have gained popularity. Classroom-based research with teachers, however, is not always considered by teachers themselves to be an attractive or meaningful model for professional development. This is due to the notion that teachers may be hesitant to engage in research, because of reasons that include a lack of time, weak motivation, a sense that it is a low priority and the belief that research results are irrelevant to the immediate needs of the teaching and learning situation. Purpose This study aimed to challenge this perception by supporting teachers to become empowered to participate in classroom-based research. It was conducted in the context of exploring what needs to be improved in response to recent curriculum reforms in the Philippines. The study set out to analyse the reflections of in-service teachers who considered the significance of their partnership with university science researchers in a year-long, research-based collaborative professional development activity. As the professional development activity was in its early stage of implementation, it was hoped that insights could be gained into the important factors of the activity, to support its development and design. Methods In this qualitative study, teachers’ reflections about their collaborative research-based PD with university researchers were categorised. Data were obtained from audio and video-taped transcripts, supplemented by formal interviews. Qualitative thematic analysis of conversations was strengthened by using the constant comparison method of Grounded Theory in order to formulate themes from the data transcripts. Findings Results suggested that through collaboration, sustainability, trust and commitment, the teachers recognised the advantages of classroom-based research in the improvement of their instructional capacities. Through the analysis of the teacher reflections, the study yielded three major themes that are significant in the consideration of classroom-based research: (1) increased understanding of classroom dynamics; (2) shared ownership and involvement; and (3) reflective practice to connect and resolve ideas against prior beliefs. With the full involvement of the teachers, it appeared that the classroom research-based PD employed in this study helped to empower teachers and assisted in eliminating negative notions of research: the PD became, instead, an opportunity for immediate learning.

Modeling Activity on Blood Filtration in the Nephron

Abstract Students have little opportunity to observe or experiment with blood filtration in the nephron. Thus, we have developed a modeling activity on the blood filtration in the nephron for middle school students. The students present their mental models of the principles of blood filtration in small groups. They then participate in a hands-on activity to conduct the blood filtration process using a syringe filter, then revising their initial models based on the activity and data analysis. Through this modeling activity, the students can build their knowledge about the excretion principle.

The Influence of Prompts on Students’ Thinking Processes in Dinosaur Exhibits

The purpose of this study was to identify the influence of prompts for scientific reasoning on students’ thinking processes in dinosaur exhibits at the Gwacheon National Science Museum in Seoul, Korea. First, students visited the exhibitions without any prompts and were asked to explain what they saw and understood. Then, we provided questions and cues as prompts related to the exhibits and asked the students to revise their explanations. Fourteen third and fourth grade students participated in this study and explored the exhibits either alone or in a group. Dialogues between students and researchers were recorded, transcribed, and analyzed. Without prompts, students were able to describe only the information of exhibits and their prior knowledge, and failed to link the exhibits, labels, and previous knowledge to their explanations. On the other hand, when either questions or cues were provided, they were able to connect the exhibit information to their prior knowledge through inferential thinking.

Exploring Middle School Students' Attitudinal Changes Towards Science Through Participation in Club Activities in Creating and Publishing a Science Magazine

The interest in and the attitude towards science are areas which need special attention in secondary science education from the perspective of a student’s subject choice and career decision. Based on this viewpoint and on an ethnographic perspective, this study was designed to explore how learners’ autonomous participation develop if provided with opportunities for various scientific practices and publications in the form of creating and publishing a science magazine as an extra-curricular club activity and what kinds of influence the participation has on learners’ attitudes and interest towards science.

Fostering Creativity and Sustainability through the 2009 Science Curriculum in Korea

Fostering scientific literacy in citizens is one of the main goals in science education, which includes higher-thinking abilities such as critical thinking skills and creativity, and it contributes to active participation in a knowledge-based, open society. Recently, education for sustainable development (ESD) has been considered as a critical strategy for solving unsustainable issues in the world such as climate change and biodiversity, which stresses complexity and harmony among the social, economic and environmental perspectives on those issues.

Model Creation and Model Developing Process of Science Gifted Students in Scientific Model Constructing Class for Phase Change of the Moon

This study try to analyze feature of model creation and model developing process for gifted students and the activity of students and teachers affected those processes in scientific model constructing class for phase change of moon. For this, I teach scientific model constructing class for science gifted students. I shoot video and record the voice for whole class and each group activity, have a face-to-face talk for selected group members, analyze the paper of activities. I reconstruct model creation and model developing process for each groups and each students, draw a influence that activity aspects of the students and role of the teacher affected modelling process based on those data. After analyzing, I find that discussion in the group contribute model creation and model developing process and developing process of each model changed according to the similarity between target model and first model. The more the students actively participate group activities, the more first model is diversified and final model is more elaborated. Also, the teacher influence model creation and developing process.