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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of The Korean Association For Science Education
Journal Basic Information
Journal DOI :
The Korean Association for Research In Science Education
Editor in Chief :
Volume & Issues
Volume 13, Issue 3 - Dec 1993
Volume 13, Issue 2 - Aug 1993
Volume 13, Issue 1 - Apr 1993
Selecting the target year
SOURCES OF NAIVE THEORIES IN ASTRONOMICAL PHENOMENA
Chae, Dong-Hyun ; Lee, Won-Kook ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 1~11
A Study on the Role Establishment and the Activition Plan of Science Education Centers and Science Resource Centers
Kim, Chang-Sik ; Kim, Dai-Shik ; Shin, Sung-Hyun ; Kim, Jong-Hee ; Lee, Ky-Tae ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 12~30
The role establishment and the activation plan were proposed for 11 Science Institute of Education and 4 Education and Science Institutes located in 15 cities/provinces and Science Resource Centers of 179 municipal/provincial Educational Departments. We had conducted a survey of present status of those institutes and also the fact finding survey was conducted toward office workers asking what activities they must conduct, those they are processing well at present and those they don't like to conduct by quesionaire. It was found that since Science Institute of Education and Education and Science Institutes are under the direct control of Board of Education of cities/provinces, there were the Acts. However, many restrictions were in Science Resource Center because they have not the Acts under controled by municipal/provincial Educational Departments. As a result of a study, the standard of equipments and facilities and the activation plan of those institutes were suggested.
An Analysis of the Characteristics on the Middle School Students' Thinking Processes in Solving Physics Problems
Park, Hac-Kyoo ; Lee, Yong-Hyun ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 31~47
This study was intended to find the characteristics of the middle school students' thinking processes and problem spaces when they solved the physics problems. Ten ninth grade students in Chon-Buk Do, Korea were participated in this study. The researcher investigated their thinking processes in solving 5 physics problems on electric circuit. "Thinking aloud" method was used as a research method. The students' thinking processes were recorded using an audio tape recorder and transfered into protocols. The protocols were analyzed by problem solving process coding system which was developed by Lee(1987) on the basis of Larkin's problem solving process model. The results are as follows : (1) On the average 2.85 items were solved among 5 test items, and only one person could solve all of the items correctly. (2) Problems were solved in sequence of understanding the problem, planning, carrying out the plan, and evaluating steps regardless of the problem difficulty. (3) In regard to the thinking process steps, there was no difference between the good solvers and the poor ones. But in the detail performance of problem solving, the former was different from the latter in respect with using the design of general solving procedure. (4) The basic problem spaces by the item analysis were divided into two classes. One was the problem space by using Qualitative approach in problem solving, and the other was one by using Quantitative approach. As novices in physics problem solving, most of the students used the problem space by using the Quantitative approach.
Teachers' Images of Scientists and Their Respected Scientists
Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 48~55
In this study, kindergarten teachers' and secondary science teachers', total number of 117 in Taegu, images of scientists and their respected scientists were explored through the Draw-A-Scientists-Test and Network Analysis methods. Main results of the study can be summarized as follows: 1) Teachers, in general, showed some stereotyped images of scientists. But kindergarten teachers have more stereotyped ones than secondary science teachers do. 2) Teachers tended to respect some scientists through those scientists' personal characteristics, especially affective ones. But while kindergarten teachers seemed to consider scientists' contributions to society and their affective characteristis more important, secondary science teacher tendeded to consider scientists' contributions to science and their cognitive characteristics.
The Comparative Analysis of Inquiry Activity in Primary Science Curricular Materials of Korea and SCIIS
Kim, Jin-Yong ; Chun, Wan-Ho ; Hur, Myung ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 56~65
The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.
The Trend Analysis of Korea STS Education Movement and a survey Study on Applying STS Education in Korea
Chung, Wan-Ho ; Kwon, Yong-Ju ; Kim, Young-Shin ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 66~79
The purposes of this study are to analyse trend of STS movement in Korea and to collect basic data on application of STS to school science education. It investigated, from 1990 to March 1993, journals of 6 associations, a monthly magazine of science education, and printed materials of seminars or workshops about science education. It also surveied a question to 47 science teachers and 26 researchers who had experienced STS workshop. The results of the study are as follows: (1) The studies of STS increased since 1990, but they are made at a introduction or background of STS. (2) The 98.7% of the respondents want to apply STS in school science education. (3) They responded that a device for the application of STS which is added last part of each chapter or last chapter, will use the STS program that made by subject, still maintain current science curriculum. (4) They responded that the knowledge & compreshion domain and inquiry process domain contain more high than others. 5) The STS subjects for application to the school science education are as follows; Environment pollution, science for living, ethics of science, human health and disease, information communication, an ecosystem destruction, development and storage of natural resources. This study suggested that establishment of a research institute for systematic research of STS, in-service training, a new evaluation process, a balancing of other subjects and increasing learning hour and changing objectives.
Development of a Test of Science Inquiry Skills Elementary School Students
Chung, Wan-Ho ; Hur, Myung ; Eun, Kyong-Yang ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 80~91
The purpose of this study is to develop an reliable instrument for evaluating science inquiry skills through an R&D procedure. A total of ten seience inquiry skills were selected for the development of the instrument, ie, observation, classifying, recognizing problems, measuring, inferring, formulating hypothesis, controlling variables, experimenting, interpreting and drowing a conclusion. And three items were developed for each sceince inquiry skill, totaling up to thirty items. The content areas of developed items are divided into three categories, material and energy, life and environment, and the earth and the space. There are 10 items for each category. The content validity and the objectivity of developed items were checked, verified in the two field trials and revised according to the analysis of items by seven experienced specialists with the degree of doctors in science education and five teachers who were studying for their master's degree in science education. According to the results of the second field trial. the content validity of the instrument was 91.1%, reliablity(K-R 20) 0.78, defficulty index 49.13%, discrimination index 0.42, mean achivement 61.85%, standard deviation 5.11, and standard error 2.40. Considering the above results, the developed instrument in this study is regarded as a appropriate instrument for evaluating science inquiry skills of elementary school students.
Children's Conception on Evaporation and Condensation
Choi, Byung-Soon ; Kim, Hyo-Narn ; Kang, Soon-Hee ; Shin, In-Cheol ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 92~99
The purpose of this study was to investigate and analyze the conception of elementary school students on evaporation and condensation, and then to verify the types of the conception. Forty-eight children from six elementary schools were sampled by stratified random sampling in Seoul and other provinces. They responded to the questionaire and the interview. This study was carried out according to the process of the basic study, the preliminary study, and the main study. The materials collected were classified and analyzed according to the types of children's ideas. The findings of this study were as follows. 1. The vocabulary used to describe the evaporation phenomena varied according to the situations, and the scientific term "evaporation" was more frequently used by the older groups. 2. Most children answered that the last location of water were air/sky/cloud. Air/cloud which represents the scientific conception of the location of water were mentioned by children of all ages. The higher the grade of the children were, the more scientific conception the children mentioned, however. 3. Most children referred to the heat as the factor of evaporation. Wind, on the other hand was mentioned by less than 10% of lower graders, and by about 30% of higher graders. 4. The result of asking children whether they thought it was possible to get the evaporated water back showed that about 70% of lower graders denied the possibility of the water being reversible. About 60% of higher graders. however, recognized that the water will be returned as rain or condensation. This increase may be associated with formal teaching of water cycle. 5. In the ideas of evaporation and condensation, some of the children have supernatural ideas and animism, which are most younger chilren's characteristics.
Middle School Students' Conceptual Change about Science Concepts Through Traditional Teaching and Learning
Kim, Dai-Shik ; Park, In-Keun ; Sung, Eun-Rno ; Kook, Dong-Shik ; Kim, Ik-Gyun ; Son, Young-Cheo ; Ro, Seung-Ho ; Kim, Hak-Ki ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 100~120
Middle school students' conceptual changes on physics, chemistry, biology and earth science concepts which were intentionally selected by researchers had been investigated through traditional teaching and learning by paper and pencil tests and P.O.E. The weak points had been studied by individual interviews about the problems of traditional science classroom teaching after students' testing and learning about science concepts. As results, students' conceptual changes could be hardly found through traditional teaching and learning except several concepts in biology, The weak points of traditional science classroom teaching and learning were as follows: 1) Teachers teach science as finding answers. 2) The conventional science test is not performed to find students' concepts out but to recall simple knowledge or calculus. 3) Students hesitate to ask teacher Questions in science class because of their colleagues' or teachers' blame. These mean that science teachers need specially designed teaching methods on the students' concepts and reseachers had to study about science classroom socialogy, what happened in science classrooms.
CRITERIA for EXCELLENCE
Gwon, Nan-Ju ; Gwon, Jae-Sul ;
Journal of The Korean Association For Science Education, volume 13, issue 1, 1993, Pages 121~132