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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
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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 20, Issue 4 - Dec 2000
Volume 20, Issue 3 - Sep 2000
Volume 20, Issue 2 - Jun 2000
Volume 20, Issue 1 - Mar 2000
Selecting the target year
Investigation on the Students' Abilities of Reading Scales and Conceptions Related with Measuring Instruments and Units
Soh, Jong-Ah ; Jong, Hee-Kyong ; Jung, Yong-Jae ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 1~11
This study investigated both elementary and middle school students' abilities of reading scales and students' conceptions of measuring instruments and units. Seventy two students with 5th grade, sixty nine students with 7th grade, and eighty students with 9th grade were participated. Performance tests and written questionnaires were used. To assess their scale reading abilities, individual performance test was used. Every student should measure length of an envelope, temperature of water, volume of water, etc. And to find out students' conceptions related with measuring instruments and units, written questionnaires with pictures and photographs were used. Some of the students' abilities of reading scales were considerably poor. The results of a two-plate-balance and measuring-cylinder were worse than those of a ruler, a spring-balance, and a thermometer. Many of the students had misconceptions related with measuring instruments. Some of them did not know exactly the meaning of volume, or mass, or force. So they did not know what to measure with the measuring instruments. Also students were confused with several units of volume, force, weight and mass.
A Study on the Relationships among Students' Perceptions of Computerized Science Learning Environments, Computer-Related Attitudes, and Computer Experiences
Noh, Tae-Hee ; Cha, Jeong-Ho ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 12~19
The relationships among students' perceptions of computerized science learning environments, computer-related attitudes. and computer experiences were investigated with a sample of 164 9thgraders (80 boys and 84 girls) from two middle schools. The Computerized Science Learning Environment Inventory (CSLEI) and the Computer-Related Attitudes Scale (CRAS) were administered, and students' computer experiences were examined. Students' perceptions of preferred learning environments were also studied with the preferred form of the CSLEI, and compared with those of actual learning environments. Gender differences in the perceptions of computerized science learning environments, computer-related attitudes, and computer experiences were also studied. Students' perceptions of preferred learning environments were significantly better than those of actual learning environments in all subscales of the CSLEI except gender equity. There was no gender difference in the perceptions of computerized science learning environments. However, boys were found to have more positive computer-related attitudes and more computer experiences than girls. Students' perceptions of computerized science learning environments were significantly correlated with computer-related attitudes in resource adequacy subscale, but not with computer experiences. Significant relationships between computer-related attitudes and computer experiences were also found.
A Study on Science Teachers' Perceptions of the 6th High School Science Curriculum and Their Practices
Noh, Tae-Hee ; Kwon, Hyeok-Soon ; Kim, Hye-Kyoung ; Park, Sung-Jae ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 20~28
We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.
An Explorative Analysis of Hypothesis-Generation by Pre-service Science Teachers
Kwon, Yong-Ju ; Yang, II-Ho ; Chung, Won-Woo ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 29~42
Hypothesis is defined as a single proposition proposed as a possible explanation for the occurrence of some observed phenomena. The purpose of this study was to analyze and categorize hypotheses generated by students on the cause of difference between the structures of muscles of the fishes and the terrestrial animals. A hypothesis-generating test was administered to 23 three college students who were majoring in science education. The study showed that college students generated manipulative and theoretical hypotheses as proposed explanations for the structural difference between muscles of the fishes and the terrestrial animals. Furthermore, students generated several hypotheses which were categorized by the quality of abductive process based on the degree of likeness between experienced knowledge and current phenomena. This study also discusses the implications of these findings for teaching and research in science education.
The Effect of Cooperative Learning with Respect to Students' Extraversion and Introversion
Noh, Tae-Hee ; Han, Jae-Young ; Seo, In-Ho ; Jeon, Kyung-Moon ; Cha, Jeong-Ho ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 43~51
In this study, the effects of extraversion/introversion grouping and the differences between extroverts and introverts in cooperative learning strategy applied to general science class were investigated. Ninety-three 10th-graders were grouped into homogeneous and heterogeneous cooperative groups with respect to extraversion and introversion, and were taught about matter for 10 class periods. Prior to the instructions, three tests regarding the extraversion/introversion, logical thinking, and learning motivation were administered. After the instructions, their achievements, process skills, self-esteem, communication apprehension, and learning motivation were examined. Two-way ANCOVA results revealed that there were no main and interactive effects in the scores of the achievement and the process skills tests. However, significant interactive effect was found in the self-esteem. While the difference in the self-esteem of the introverts and the extroverts was small in the homogeneous group, the self-esteem of the extroverts was higher than that of the introverts in the heterogeneous group. The communication apprehension of the introverts was significantly lower than that of the extroverts. Students' perceptions to their group activities and group members were also studied.
The Process of the Quickening and Development of Science-Technology- Society Education in the United Kingdom (II) - During the 2nd Half of the 20th Century -
Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 52~76
Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.
The Analyses of the Change Process of Students' Physics Conceptions by the Types of Conflict Situations
Kim, Ji-Na ; Lee, Young-Jick ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 77~87
The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.
A Study of High School Students' Philosophical Views on Science
Ban, Eun-Key ; Lee, Sun-Kyung ; Kim, Uh-Hee ; Park, Hyun-Ju ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 88~100
This study was to investigate high school students' philosophical views on science and positions of constructivists; Popper, Lakatos, Toulmin, and Kuhn. The results of this study were as follows: First, most students had the eclectic position(69%): similar percentages in sex(male 67%, female 75%), stream(liberal art 72%, science 74%), and of having experience on reading books or magazines related to the philosophy of science(ever 78%, never 64%). Second, in analysis of ANDVA of science philosphical perspectives by experience of reading books, magazines, and matters related to the philosophy of science, significant difference was revealed(p<.01). Students who had ever heard of or read about the philosophy of science were tend to have Empiricism. Third, ANDVA analysis of constructivist philosphical perspectives showed that male students were nearer to Kuhn's position than female(p<.05) and students in science stream were closer to Popper than in liberal art(p<.05). And male students in science party showed a great tendency to consent Popper's perspective(p<.01). This result seems to suggest that male students tended to think social aspects more deeply than female and held Kuhn's position.
An Investigation on Science Teachers' Evaluation Practices in the Secondary Schools
Kim, Ho-Jin ; Kwack, Dae-Oh ; Sung, Min-Wung ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 101~111
The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment. Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998. The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses. The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation. The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation. In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33%. Also there were a few teachers who did not evaluate the attitude domain as 8%. The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability. We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum.
An Analytic Study of Science Gifted/Talented Education Program of U.S.A. by ERIC Search
Hong, Sook-Hee ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 112~136
In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.
The Change of Middle School Students' Motivation for Investigation through the Extended Science Investigations
Yoon, Hye-Gyoung ; Pak, Sung-Jae ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 137~153
In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.
Degree of Science Problem Solving by the Information Processing Types and Cognitive Styles of Elementary School Students
Shin, Ae-Kyung ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 155~165
The purpose of this study was to find out the degree of science problem solving by the information processing types and cognitive styles of 235 6th grade students. The results of this study were as follows. First, as the students got higher scores in the two types of information processing, they could solve more science achievement items and creative problem solving items correctly. And as the students got higher scores in simultaneous information processing test, they could solve more scientific concept understanding items. Secondly, as the students were more field-independent, they could solve more science achievement items and creative problem solving items. And especially in solving scientific concept understanding items, much higher field-independence was required. Finally, there was a significant difference on the distributions of cognitive styles by the information processing types. As the students got higher scores in the two types of information processing, their cognitive style tended to be more field-independent.
Study on Attitude of Science Gifted and Talented Middle School Students toward Science
So, Keum-Hyun ; Shim, Kew-Cheol ; Lee, Hyun-Uk ; Chang, Nam-Kee ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 166~173
Purpose of this study is to investigate on the attitude toward science of science gifted and talented(G/T) middle school students. The inventory instrument used for study was a revision of TOSRA which consisted of six domains. Subjects were 131 students who had entered into Center for Science G/T Education, Seoul National University in 1999. This center is composed of five divisions: mathematics, physics, chemistry, biology, and earth science. There was no difference between genders totally, but the attitude level of male was higher than that of female in 'career interest in science' domain. Compared among domains, while the attitude score toward leisure interest in science' was the highest, 'normality of scientist' was the lowest. Whereas the attitude level was no difference among divisions except chemistry, that of chemistry division was higher than mathematics in 'adoption of scientific attitudes' domain. Thus, it is needed to provide social and national encouragement for superior science G/T students as well as to develope special programs for them so as to achieve their dreams and to contribute to scientific development of nations.
The Effect of Grouping by Students' Communication Apprehension in Cooperative Learning
Noh, Tae-Hee ; Seo, In-Ho ; Han, Jae-Young ; Jeon, Kyung-Moon ; Cha, Jeong-Ho ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 174~182
In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.
The Effects of a Portfolio System on Pre-service Elementary School Teachers' Science Teaching Self-Efficacy Beliefs
Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 20, issue 1, 2000, Pages 183~192
The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.