Undergraduate Courses
Last updated in 2018
| Course Titles | Course Number | Department |
|---|---|---|
| Special Topics in Solid State Physics | 717.506 | Physics Major |
| Reading and Research | 717.803 | Physics Major |
| Seminar in Physic Education | 717.522A | Physics Major |
| Topics in Teaching Physics | 717.604A | Physics Major |
| Evaluation in Physics Education | 717.626 | Physics Major |
| Instruction Theory of Physics | 717.603 | Physics Major |
| Theory of Relativity | 717.615 | Physics Major |
| Physics in Daily Life | 717.650A | Physics Major |
| Quantum Mechanics Education | 717.521A | Physics Major |
| Acoustics Education | 717.525A | Physics Major |
| Seminar in Theoretical Physics 1 | 717.701 | Physics Major |
| Seminar in Theoretical Physics 2 | 717.702 | Physics Major |
| Electromagnetism Education | 717.520A | Physics Major |
| Modern Physics Education | 717.624 | Physics Major |
| Fusion Education in Science, Mathematics | 716.903 | Science Education |
| Science Teachers as Researchers into Their Own Practice | 716.904 | Science Education |
| Qualitative Research Methods and Research Ethics in Science Education | M1869.000100 | Science Education |
| Foundations of Science Education | 716.601 | Science Education |
| Science Education Seminar 1 | 716.633 | Science Education |
| Science Education Seminar 2 | 716.634 | Science Education |
| Quantitative Research Methods in Science Education | 716.620 | Science Education |
| Theories of Science Literacy | 716.915 | Science Education |
| History of Science Education | 716.635 | Science Education |
| Socio-cultural Approach in Science Education | 716.638 | Science Education |
| Qualitative Research Methods in Science Education | 716.616 | Science Education |
| Philosophy of Science Education | M1868.000100 | Science Education |
| Science Education Forum 2 | 716.908 | Science Education |
| Science Museum and Informal Science Education | 716.640 | Science Education |
| Classroom Interactions in the Science Classroom | 716.913 | Science Education |
| Teaching/Learning Method and Assessment in Science-Gifted Education | 716.813 | Science Education |
| Theories and Issues in Science-Gifted Education | 716.811 | Science Education |
| Research in Science Gifted Education | 716.910 | Science Education |
| Creativity and Science-Gifted Education | 716.812 | Science Education |
| Integrating Children’s Literature and Science Content Instruction in the Primary and Middle Grades | 716.914 | Science Education |
Descriptions For Graduates Course
717.522B Seminar in Physic Education 3-3-0
Students will select more than one research topics and report their progress in the form of seminar. Students are expected to select their topics from the journals for general readers in physics.
717.604A Topics in Teaching Physics 3-3-0
Through discussions on recent research results and issues in domestic and oversea, students will compare, evaluate, and understand historical trends, curriculum, and learning theories of physics.
717.626 Evaluation in Physics Education 3-3-0
Students will apply their understandings in theories of assessments through development of assessment methods and tools in physical concepts, inquiry, and affective domain at nation wide, school and classroom level. Also how to improve the reliability and validity of assessment tools in physics will be discussed.
717.603 Instruction Theory of Physics 3-3-0
This course discusses the characteristics of the current theories on learning physics. It covers effective teaching methods in such areas as mechanics, electromagnetism, optics, as well as modern and thermal physics.
717.650A Physics in Daily Life 3-3-0
Connecting science to everyday tools and appliances is one of the important missions of the secondary school science teaching. In this subject, we will investigate in depth the scientific principles involved in manufacturing electronic appliances, office tools, medical equipments, transportation tools, and sensors and analyze the results for use in thesecondary school science teaching.
717.521A Quantum Mechanics Education 3-2-2
On top of undergraduate courses, this course explore more advanced aspects of quantum mechanics and effective teaching & learning methods and design of experiments and demonstration for secondary students and pre-service teacher. This course will cover the following topics operators in Hilbert space, perturbation theory, many-body problems, scattering theories, and their applications.
717.525A Acoustics Education 3-2-2
Theories and applications of sound and vibration are provided to analyze and appreciate sound as a natural and cultural phenomenon For example, vibrating strings, bars and plates, acoustic wave equation, transmission and absorption of sound, radiation as well as analysis methods like as FFT analysis, experimental modal testing, audio tests and measurements, and psychoacoustics. In addition, students’ concepts and activities in sound are analyzed and demonstration and new activities are designed and developed.
717.702 Seminar in Theoretical Physics2 3-3-0
Students present paper research about development process of modern theorical physics, a matter of concern and interest and the future prospect. Student research a matter of concern and interest and discuss with professor about it. For example, the principal subject is material physics, statistical physics and cosmology.
717.520A Electromagnetism Education 3-3-0
This course discusses basic concepts of electromagnetics and related educational issues. It deals with such topics as electric and magnetic fields, Maxwell equations, and propagation of electromagnetic waves. In addition, the course delves into the effective teaching methods for this field.
717.624 Modern Physics Education 3-3-0
This course deals with various topics in modern physics appeared after 1900. During the course, we discuss how to teach concepts in modern physics effectively by summarizing the basic notions in special relativity, general relativity and quantum theory. First goal of the course is the accurate understanding of the theories themselves. And we pursue the principal goal which is to seek the improved ways in teaching modern physics by sharing teachers’ difficulties in educational practices and discussing on the specific contents knowledge.
Science Education
716.903 Fusion Education in Science, Mathematics and Computer Technology 3-3-0
We learn mathematical functions and handling (including animation) in Excel software which is very user-friendly to deal with mathematical expressions relating to nature in science teaching. This class should be one of fusion educations dealing with science, mathematics and computer technology.
716.904 Science Teachers as Researchers into Their Own Practice 3-3-0
This course focuses on science teachers’ professional development through action research into their own practice, as a means to life-long learning. Teacher’s professional development should relate closely to the enhancement of student learning and, therefore, the aim of this course is to provide a detailed examination of the methodology and practice of action research and a study of perception and learning. These are brought together in a detailed exploration of Learning Study, as one practical example of action research that can be used by science teachers in Korean schools. The course draws on international perspectives that can be applied in the local context of Korea. The course sessions take the form of interactive seminars with discussion in both English and Korean, to be enjoyed by all who are concerned with science teachers’ professional development and the enhancement of student learning, as a means to improving science education in schools.
716.915 Theories of Science Literacy 3-3-0
Important media for interpersonal communication in science classroom, language, is dealt with in terms of talking, writing, and discourse. Major topics are scientific grammar, discourse analysis in science classroom, verbal interaction and so forth. In addition, science literacy for students of twenty-first century is dealt with through the introduction of environmental literacy. Major topics of study are understanding the goals, content, teaching methods of science education. Environmental literacy is approached by various cases, aims, content, and ways of fostering it. Ideal goals and content of science literacy in Korean context will be explored.
716.635 History of Science Education 3-3-0
This course will explore the beginning and historical change of modern science education since the 19th century. The historical change of science education will be discussed in terms of its ideal and goals around the following issues: early science teaching, school science curriculum and introduction of science practical work during the 19th century; science citizenship & everyday science movement, scientific inquiry, STS & constructivist movements, scientific literacy, informal science education etc. during the 20th century.
716.638 Socio-cultural Approach in Science Education 3-3-0
The purpose of this course is understanding studies based on socio-cultural approach, and bring up competencies to conduct research. Accomplishments of this tradition from early scholars such as Vygotsky, Leon’tev, and Luria, and later scholars such as Engestrom, Wetsch and others would be introduced. Major studies in science education based on sociocultural approach would also be dealt with, and contemporary trends would be summarized. Research plans about science teaching, science teachers practice, science education policy based on this approach would be recommended to be developed and pilot tested in this course.
716.616 Qualitative Research Methods in Science Education 3-3-0
This course will focus on the philosophical background of qualitative research and issues in qualitative research on science education. It will provide an introduction to the history, theory, assumptions, design, and methods of qualitative inquiry in educational settings. The course seeks to ground students in the founding principles of qualitative and ethnographic research as they have been used to describe social phenomena. The central focus of the course will be on how these assumptions have changed over time. Therefore, the primary objective will be to discuss paradigms and their usefulness in understanding the assumptions of all inquiry.
M1868.000100 Philosophy of Science Education 3-3-0
In this course, by reviewing changes in the views on the philosophy of science and the philosophy of education, which have directly and indirectly influenced school science education, students will attempt philosophical interpretations and critical analyses of the ideological foundations, aims, and objectives of science education. through this course, students will study the issues of the philosophy of science education by critically reading relevant classics and recent researches.
716.908 Science Education Forum2 1-1-0
In this course, discussions on creative convergences between recent outcomes from cutting edge science, science education, psychology, education and etc. are expected. Graduate students are expected to improve their research abilities to the world class level.
716.640 Science Museum and Informal Science Education 3-3-0
Understanding the science education domains, content, method, and research and development at facilities or institutions such as science center, science museum, natural history museum for public understanding of science is the major goal of this course. The developmental history, the domains of educational goals for science museums, exhibition characteristics, dialogic inquiry among visitors, discourse characteristics of docents, research and development of exhibition and educational programs is going to be dealt with. Effective ways to connect school science and science museums would be also included.
716.913 Classroom Interactions in the Science Classroom 3-3-0
This course introduces the concept that teacher and students jointly constitute the reality of the classroom. The course includes the language of classroom systems and classroom culture; focuses on the decomposition of classroom events into teacher actions, student actions, and conditions; and analyzes how each person’s actions cause another person’s reaction. The course readings, lectures, and interactive activities will focus on supporting students to a) become familiar with different types of interactions and patterns of interaction in the classroom; b) examine factors that influence these interactions; c) explore research on approaches to science teaching (including direct instruction, inquiry teaching, and use of small groups) and develop a repertoire of teaching moves (e.g., questioning strategies) that promote positive learning interactions; and d) examine equity and diversity issues in classroom science teaching and identify research-based methods for insuring that all students have an opportunity to learn science.
716.813 Teaching/Learning Method and Assessment in Science-Gifted Education 3-3-0
Various program models for the gifted such as Renzulli’s enrichment triad model, Kaplan’s differentiated curriculum for the gifted, Betts’s autonomous learner model, and Clark’s integrative educational will be investigated in this course. Also, acceleration and enrichment, mentorship, gifted programs in other countries, relationships between gifted program models and courses in science education will be discussed in depth.
716.811 Theories and Issues in Science-Gifted Education 3-3-0
In this introductory course on gifted education, general education will be discussed. Topics will cover the theoretical and historical background of gifted children and youth, various identification processes, differentiated curricula for the gifted, different kinds of gifted program models, relationship between gifted education and science education, characteristics and identification of scientifically gifted students, and needs of science-gifted education.
716.910 Research in Science Gifted Education 3-3-0
Through investigating the trends of recent research in Science gifted education and experiencing various research, students can grow a basic skills to independent research. Students define the domain of main research interests related science education, they can find the problems and understand general flow of research and finally plan it.
716.812 Creativity and Science-Gifted Education 3-3-0
“Creativity” is the most frequently emphasized purpose of education these days. This course will cover the definition of creativity, relationship between giftedness and creativity, various methods of assessing creativity, theoretical background of creativity, current trends in research on creativity, development strategies for creativity and higher level thinking skills in science-gifted education, and role of creativity in science gifted education.
716.914 Integrating Children’s Literature and Science Content Instruction in the Primary and Middle Grades 3-3-0
This course is designed to introduce students to the genre of children’s picture books (both fiction and non-fiction) for science content instruction in the elementary and middle grades. Students will learn to critically assess both the content and the quality of children’s literature to be able to select age and concept appropriate titles for different instructional purposes. This course also introduces students to current research examining effective methods for utilizing children’s literature to develop and teach integrated content across the curriculum. Students will be expected to explore a wide variety of picture books and will have the opportunity to develop a content specific project focusing on utilizing picture books to teach science in grades K-8. This course is recommended for pre- and in-service science teachers in primary and middle grade levels. The course reading, lecture, and interactive activities will focus on supporting students to a) identify outstanding children’s literature that can be used to promote science instruction; b) design age-appropriate activities that stimulate and extend children’s literary experiences; c) discuss effective instructional techniques that feature children’s literature in science teaching and learning; and d) develop a lesson/unit to integrate literature into science content area.
