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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 15, Issue 4 - Dec 1995
Volume 15, Issue 3 - Sep 1995
Volume 15, Issue 2 - Jun 1995
Volume 15, Issue 1 - Mar 1995
Selecting the target year
An Analysis of Preceding-Research on Science-Teacher and Science-Teacher Education in Korea and America
Hong, Sung-Il ; Woo, Jong-Ok ; Jeong, Jin-Woo ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 241~249
There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows : The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three : (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service ), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.
Investigation on Appendices of Science Textbooks in Korean Middle Schools
Rhee, Gyeong-Goo ; Kwack, Dae-Oh ; Sung, Min-Wung ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 250~262
Investigation on the appendices was carried out to acquire teaching materials about improvement of a appendices and development of teaching-learning activities for science textbooks in Korean middle schools. We analysed the appendices for 30 kinds of science textbooks used in Korean middle schools during
years. In the results there were three kinds of pattern for the appendices, such as appendix, non-appendix, and similar appendix without appendix title. The content of appendices were summarized as six categories. such as list of science and scientist history, SI unit-constants and symbols, handling methods of instruments for basic experiments, measuring methods and inquiry activity, safety and precautions, and supplementary data with figures and tables. The appendices of six categories were mostly a content of general and integrated science, and were concentrated in the first grader's textbooks. There were many appendices about the methods for basic experiments such as 'How to Use of Experimental Appliances' in the first grader's science textbooks, but there was no or lack of them in the second and the third grader's science textbooks in the middle school. By the ratio to the pages of appendices which were included according to curriculum changes. the ratio was found to be 4.47% which was the highest in middle school science textbooks at the second curriculum and to be 3.47% which was the highest in high school biology textbooks at the second curriculum. The results of this study indicated that the science textbooks should include as many appendices as possible, because teachers could utilize them in teaching activities and students should be able to be given much help in self-learning.
The effect on problem solving according to mental demand of items and chunking.
Ahn, Soo-Young ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 263~274
The purpose of this study was to find out effect of problem solving by mental demand of items and chunking level of problem solver on the item. The principal findings of study were as follows ; 1) According to increase of mental demand of items. students' achievement score appeared to decrease and the more mental demand an item needed. the higher or at least the same hierarchical item was. These results showed that mental demand of item was main factor which decided difficulties of problem solving. 2) Though items have the same mental demand. students' achievement score were different between balance beam task and 2nd law task (achievement score of balance beam task < achievement score of 2nd law task). 3) Achievement score of LM group who used chunked knowledge to solve balance beam task were higher than non LM group who used non chunked knowledge. 4) The level of chunked knowledge was different between two tasks when non LM group solved items of two tasks. On the other hand, LM group used the same level of chunked knowledge to solve items of two tasks. 5) Achievement score of non LM group was the same between items of two tasks after treatment due to chunking effect by treatment. But achievement score of LM group didn't change before and after treatment. The chunking effect by treatment had an effect on non LM group, but it was not on LM group.
A Study on Introducing the Science of History to Correct Misconception
Lee, Sun-Kyung ; Kim, Uh-Hee ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 275~283
The purpose of this study was to suggest that the history of science be introduced to students in the secondary school to help understand the developmental process of the scientific concepts, especially the concept 'heat'. Reviewing the national and international researches related to students' concept 'heat' revealed that many students tend to grasp the wrong concept of heat based on the caloric theory. Studies on definitions and explanations of the concept 'heat' and related concepts in secondary school science textbooks indicated that the way 'heat' was described could not help students to correct their misconceptions. In conclusion we need to include the historical and developmental process of scientific concepts such as heat in textbooks.
The Effects of the Learning Cycle Model by Learner's Characteristics in Junior High School
Jeong, Jin-Su ; Chung, Wan-Ho ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 284~290
This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.
The Attitude of Teachers and Parents toward the Gifts in Science and the Behavioral characteristics of Science Gifted Student
Oh, Kyung-Ae ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 291~302
Most middle school and high school students learns under the same study plans and educational courses. Such an equal level education policies prevent the science-gifted from developing and promoting their ability. So it is severely necessary to sort out the gifted in science and make them develop their ability. In this paper, the attitudes of teachers and parents toward the science-gifted student in middle school were investigated as well as the characteristics of the gifted. One hundred science teachers of middle school who recommended the gifted in science and their parents in Seoul area were questionnaired. The follows are the consequences of investigation. 1. Most teachers and parents of the gifted considered that the school should do a special care for the gifted in science. That is, they prefer the enrichment course to the acceleration course for it. 2. The teachers play the role of motivating the study and promotion very well, but do not well as either the advisor or the cooperator with the parents because of their excessive work and lack of professional knowledgement about education of the gifted. 3. The parents play the role of the advisor or the counselor well, but do not well as the cooperator with school. 4. Among the characteristics of the gifted, there are not any differences between boys and girls in conduct characteristics. But there are meaningful difference in emotion characteristics. 5. The education of the gifted is very important for developing of country and personal promotion. So the administrative and financial support are necessary in order to sort out the gifted in science earlier and provide various programs.
Effects of STS Programs on Science-Related Attitude of Junior High School Students
Kwon, Yong-Ju ; Chung, Wan-Ho ; Kim, Young-Shin ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 303~309
The purpose of this study was to evaluate the effects of STS Programs on science-related attitude of junior high school students. For this study, samples of 198 students who are in grade 8 were selected. The eight STS Programs were used in this study. One group pretest-posttest design was used in this study as an experimental design. The TOSRA was used in this study as the science-related attitude evaluation instrument. The major results of this study are as followings: 1. The effects of STS programs about the junior high school students' science-related attitude indicated that there were no statistically significant differences between pretest and posttest. 2. Total students were classified as high(above about mean) or low (bellow about mean) on the basis of science-related attitude pretest scores. The low level students have improved from using of STS programs in teaching science on science-related attitude scores. The high level students have dropped from using of STS programs in teaching science on science-related attitude scores.
Effects of STS Program on Environmental Education
Cho, Hyun-Soon ; Chung, Young-Lan ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 310~315
The development of science and technology not only improved the quality of life of human being, but also brought about environmental problems. Consequently, consensus has been established that early environmental education for youngsters is critical for the preservation of clean environment. A conventional way of teaching has not been very effective for changing their attitude and behavior regarding environmental problems. STS program, which has been one of the major trend in science education, intends to teach science through everyday experience rather than knowledge. This study purports to examine the effectiveness of STS program on environmental problems compared to conventional teaching method. Six week program was developed and applied to subchapter 'Environmental Pollutions & Our Lives' of 3rd grade middle school science text book. The results of this study can be summarized as follows. 1. STS program was significantly effective in changing students' attitude(p<.001). It was effective not only changing their thinking but also changing their behavior. 2. There was no difference between the STS program and conventional teaching method in improving students' knowledge(p>.05). 3. The correlation between the level of knowledge achievement and the attitude on environment was very low(r=.0564,p>.05).
The perceptions of teachers attended at environmental education program for certificate at environmental education program for certificate of the second-major regarding environmental education
Choi, Kyung-Hee ; Park, Jong-Yoon ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 316~324
The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.
An Analysis of Learning Objectives of Biology Contents in SATIS 14-16
Kang, Soon-Ja ; Chung, Young-Lan ; Lee, Sun-Kil ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 325~331
The purpose of this study is to analyze learning objectives of biology contents in SATIS 14-16. Modified the 5th NAEP three dimentional science assessment framework was used to analyze learning objectives of SATIS 14-16. This study will be a basic data for the development of STS programs in KOREA. The following results were obtained. 1. In a content dimension, 'structures and functions of organism'(63.9%) was the most frequently found, followed by 'the nature and our Iives'(22.1%), 'a continuity of Iife'(9.4%) and 'our surrounding Iives'(4.7%). 2. In a cognitive dimension, an understanding of scientific knowledge(32.7%) was the most frequently found, followed by an improvement of inquiry ability(25.6%), attitude(24.7%), and scientific knowledge and its application(17.0%). 3. In a context dimension, a personal context(32.8%) was the most frequently found, followed by a social context(27.3%), a scientific context(20.0%) and a technological context(20.0%). 4. There were some differences in behavior when each content was compared. In 'surrounding lives' and 'a continuity of life', an understanding of scientific knowledge was the most frequently found. In 'structures and functions of organism' and 'the nature and our lives', proportions of four behavioral catagories were relatively even. 5. There were some differences in context when each content was compared. In 'surrounding lives', scientific context was the most frequently found, whereas in 'structures and functions of lives', individual context was found the most frequently. In 'a continuity of life', scientific and social context were found more frequently than others. In 'the nature and our lives', social context was the most frequent one.
A Study of Valid Measurement in Science Related Attitude(I)
Woo, Jong-Ok ; Lee, Kyung-Hoon ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 332~348
The use of attitude as a psychological concepts dates back to 1918(Thomas and Znaniecki). Assessment of attitudes has been conducted by a number of researchers since then in a wide range of contexts: religion, government, industry, community interrelations, and education; and sociology and psychology. In science, the number of research summaries and meta-analyses points to the significance of the concept of attitude toward science. However, in spite of the wide spread use of attitude assessment in science, many of the existing instruments have severe limitations. Those limitations serve as the rationale for the construction of a new instrument to assess attitudes toward science The term "attitude" and "science" are somewhat ambiguous, taking on different meanings for different people in different contexts. Very often an assessment includes several dimensions of attitude and, therefore, provides no clear idea of what was really measured. As a result there is no consistency with respect to the construct among attitude instruments. To clarify this issue, Gauld(1982), Munby(1983a, 1983b), Blosser(1984) and Haladyna and Shaughnessy(1982) offer some guiding descriptions. Attitude as it relates to science is divided into two areas-scientific attitude and attitude toward science. Scientific attitude refers to a particular approach a person assumes for solving problems, for assessing ideas and information, and for making decisions. It includes such scientific methods and predispositions as objectivity, suspended judgement, critical evaluation, and skepticism. Munby(1983a, 1983b) characterized scientific attitude as thinking as scientists do, that is, acting on evidence in a disciplined way. Attitude toward science. on the other hand, may address scientific attitudes, scientists, scientific careers, methods of teaching science, scientific interests, parts of curriculum, or the subject of science in the classroom (Blosser,1984). It may refer to belief about processes, theoretical products, technological products, or the science-technology relationship (Munby, 1983).
High School Students' Views about Some Topics of the Epistemology of Science
Woo, Jong-Ok ; Soh, Won-Joo ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 349~362
As science programs emphasize an understanding of the nature of science, it is needed to assess students' views on a wide range of science-technology-society topics. The purpose of this study is to investigate the views of high school students about some selected topics of the epistemology of science. The selected topics include the meaning of science, scientific assumptions, values in science, conceptual inventions in science, scientific method, consensus making in science, and characteristics of the knowledge produced in science. Identified preconceptions in the study are as follows: Science was seen as improving the world(20%), and technology was defined as the application of science(35%). Almost half of the sample(49%) subscribed to a view consistent with a creationist posture and large group of students(46%) expressed a purely ontological view. Only minority of the students(5%) discounted the role played by private science values, but one half of the sample denied the fact that gender-related values can influence the knowledge that scientist construct(53%). Only a small potion of the sample(5%) held a view contrasting to contemporary epistemology of science, but the majority(67%) expressed a simplistic hierarchical relationship in which hypotheses become theories and theories become laws. One third of the students(33%) held a preconception that the scientific method composed of questioning, hypothesizing, collecting data, and concluding. Students did not appreciate the role of consensus making in science(33%). An out-dated epistemic perspective describes the progress of science as simply an accumulation of knowledge(4%). In general, it was concluded that most high school students did not hold efficient understanding on the nature of science. It can be said that no adequate and consistent instruction took place to provide students with an authentic view of the nature of science.
The Role of Cognitive Strategic Questioning in the Changes of Students' Conceptions about Heat and Temperature
Kim, Jin-Man ; Pak, Sung-Jae ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 363~370
STS의 의미와 STS 교육의 속성
Jo, Hui-Hyeong ;
Journal of The Korean Association For Science Education, volume 15, issue 3, 1995, Pages 371~378