Educational data have been exploding with the rapid increase of on-line education. The mining and analysis of the on-line education, together with the analysis of the off-line educational data, can provide useful information on both the status of the current science education and also the direction of the future science education. Through the course students will learn to understand underlying principles of machine learning, theory of big data and the method of big data mining, and will apply the results of learning to analyzing off-line and on-line science education and social phenomena. Students will also study how to design models for maximally extracting features from data based on the concept of probability. In particular, the lecture covers both discriminative and generative models of multi-layer perceptrons, convolution neural networks, recurrent neural networks, auto-encoders, generative adversarial networks, Boltzmann machines, and deep belief networks. Students will practise these topics in analyzing large scale learning such as MOOC and to mine educational big data. This course is a good companion of the educational statistics, but does not require knowledges on statistics or computer programing skill as prerequisites since basic mathematics and computer programming will be covered in the class.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

“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.

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.