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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
The Index of the Stability of Misconceptions
Lee, Yung-Jick ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 310~316
One of the major characteristics in misconceptions is the stability over time. However, the concept of stability has not been defined clearly yet even though some trials to quantify the stability has been done. In this study, the researcher tried to establish a stability index of students' misconception for the quantification. In this study, the stability of a misconception was defined using mean correct choice (MC), the slope of correct choice (C), mean incorrent choice(MI) and the slope of incorrect choice(I) as follows; I=1/3 (1-C) (1+I)(1-MC)(1+MI). The index developed in the study was examined using artificial data. In this study, the index seemed to represent the charicteristics of the stability inferred by theoretically. This means the index developed in this study has some validity for the time being. Howerever, since artificial data were used to exame the index, it showed be reexamined using real data in the future study.
A Longitudinal Study on Achievement of Science Inquiry Skills
Woo, Jong-Ok ; Lee, Kyung-Hoon ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 317~326
The purpose of this study was to examine the longitudinal achievement of Science Inquiry Skills. The study compared two data sets collected in May 1992 and April 1993 using the TSIS(Test of Science Inquiry Skills). TSIS consists of 36items which measure 12 science process skills. TSIS's reliability(K-R 20) is O. 86 and test-retest reliability is O.7822.
Learning Effects of SPACE Instructional Strategy on Children's Conceptual Change of Plants Growth
Chung, Wan-Ho ; Choi, Byung-Soon ; Kim, Jeong-Ho ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 327~333
The purpose of this study was to investigate children's ideas about growth of plants and their conceptural change after instruction to apply SPACE (Science Processes And Concepts Exploration) Learning strategy. For this study, a total of 55 students from infants to 5th grade were sampled. Data were obtained by the individual interview procedure and summarized by using network analysis. The major results of this study were as follows : 1. A very small number of students responded reforming or reorganisation of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Some of the students showed that growth occurs continuously. Many students explaned occurence of growth about Plants related to the night, monning, or evening. 4. With the explaning about the necessary conditions for caterpillar growth, students mentioned conditions related in terms of human experience. 5. Many young childrens showed tendency of the egocentric and human-centered view of the world. Students scientific concepts increased significantly with age. Many students conceptions depend on the context-specificity ideas.
Surevey on the Attitudes toward Science and Science Courses of Primary and Secondary Students
Hur, Myung ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 334~340
A survey on the attitudes toward science and science courses was conducted with three hundred students of primary and secondary schools. The instrument used for measuring attitudes was TOSRA(Fraser, 1981). The subjects was sampled by stratified cluster sampling method. The major findings of this study are as follows. 1. The attitude scores has no significant differences among the students of large city, mid-sized city and rural areas. 2. The attitude scores of male and female students has ststistically significant difference. 3. Primary students has significantly higher attitude scores than secondary students. 4. In case of senior high schools, science-major students has significantly higher attitude scores than humanity-major students.
The Relationship between Students' Science Anxiety and Achivement
Kim, Beom-Ki ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 341~358
In this study, the researcher analyzed relationship between stuents' science anxiety and achivement, and investigated the tendency of the science anxiety by students' variables. For the survey of this study. 5,304 stuents were sampled from the population of Korean secondary school. The researcher adopted R&D procedure for the development of SAMS(science anxiety measurement scale) and the SAT(science achivement test). The instrument SAMS consisted of 38-item scale. Cronbach a for SAMS was 0.92, concurrent validity was 0.66. SAT consist of 2O-item, the reliable coefficent of KR-20 was 0.70. The data were analyzed by using Pearson-Product coefficient and Regression analysis for the correlation between dependent and independent variable. The tendency of science anxiety were analyzed Multi-way analysis of variance, and all hypotheses were evaluated as the significant level of 0.001. Results of this study were summarized as follows : 1) The relationship between the science anxiety and the achivement showed negative correlation(r=-O.24) in all grades. 2) The relationship between the male and the female showed negative correlation (male;r=-Q.23. female=-O.22), but 11ths' humanities course and female of the science course didn't showed correlation. 3) The size of city where the school located showed negative correlation to the students anxiety(big city;-O27. medium;-O.24, small city;-O.22). 4) Tendency of students' science anxiety according to the variable of grades and sex variables was found to significant difference. The effects of interaction were found to significant difference between two variables of grade and sex. sex and local, local and grade. The effects among three variables were formed to significant difference grade, sex and local.
The Types and Characteristics of Science Inquiry Problems: An Analysis Based Upon the Laudanian Philosophy of Science
Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 359~365
Scientificc inquiry has been a major goal and a vehicle to teach science in schools since Curriculum Reform Era. Based upon the Laudanian philosophy of science, scientific inquiry problems were classified and their characteristics were identified. Science inquiry problems could be classified as empirical and conceptual problems. Empirical problems consist of unsolved, solved, and anomalous problems. Internal and external conceptual problems are included in conceptual problems. Effective teaching methods for solving empirical and conceptual science problems are discussed. The implications of Laudanian philosophy of science for science teaching were also discussed.
An Analysis of Current Science Instruction Consistency by Micro Instructional Design Theory
Paik, Seoung-Hey ; Kim, Seung-Hwa ; Hong, Sung-Il ; Yang, II-Ho ; Lee, Jae-Cheon ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 366~376
In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne's assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new instructional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased-Generalities(RpG), A Remember-Verbatim-Generalities(RvG), A Remember-Paraphrased-Examples (Rpeg). A Remember-Verbatim-Examples (Rveg). The analyses are composed of 3 parts; Justifying the task level of objectives, Objective-test consistency, and Test-presentation consistency. The objectives, the presentations and the tests given in a teacher's guide and a textbook are analyzed. The results show that the task levels and the content levels of the objectives are not consistent with those of the tests. And the indices of the test-presentation consistency indicate the presentation problems of the instructional materials.
Study on Perceptions of the Image of Science Teacher and the View of Science Teaching Profession
Cho, Hee-Hyung ; Pak, Sung-Jae ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 377~388
This research was developed to investigate the apprehension of the ideal image of science teacher and the view of science teaching profession. The samples were drawn from middle/high schools students, university students of colleges of education, science teachers of secondary schools. principals of middle schools and masters of high schools, and professors majoring in science and/or science education. Data were collected through the use of questionaires. The samples responded differently to the Questions depending on their personal needs and professional viewpoints. Very few of the students wanted to be a science teacher in the future. Even the many numbers of college students gave up becoming a science teacher. Furthermore greater portion of science teachers were not satisfied with their profession as science teaching. More findings are described in the paper.
Science Textbooks under the Rule of CHOSUN Government General
Nagata, Eiji ; Song, Min-Young ;
Journal of The Korean Association For Science Education, volume 13, issue 3, 1993, Pages 389~395
Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.