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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 23, Issue 6 - Dec 2003
Volume 23, Issue 5 - Oct 2003
Volume 23, Issue 4 - Aug 2003
Volume 23, Issue 3 - Jun 2003
Volume 23, Issue 2 - Apr 2003
Volume 23, Issue 1 - Feb 2003
Selecting the target year
Effect of NIE program on High School Students' Environmental Knowledge, Attitude, and Behavior
Shin, Dong-Hee ; Lee, Je-Sun ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 599~608
The purpose of this study was to investigate the effectiveness of NIE(newspaper in education) program in improving students' environmental knowledge, attitudes, and behavior. Whereas 92 tenth-grade girls were controlled as a lecture-type group, who were taught mostly with science textbooks, 95 tenth-grade girls were experimented as an NIE group, who actively utilized newspaper into classroom discussion. After 12 units were conducted in each group, girls of NIE group improved significantly more than those of lecture-type group in environmental knowledge, attitudes, and behavior. Such effectiveness of NIE learning commonly appeared throughout all achievement levels, except that environmental knowledge of lower-achieved girls did not show significant differences between two groups. This result proposes the need for active consideration of NIE learning in developing new environmental education program.
The Effect of Molecular Level Drawing-based Instruction
Noh, Tae-Hee ; You, Ji-Yeon ; Han, Jae-Young ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 609~616
This study investigated the effects of 3-level systematic drawing upon students' achievement, conceptions, learning motivation, perceptions of involvement and attitudes toward science instruction. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 8 class periods. Two-way ANCOVA results revealed that the scores of achievement test, a conceptions test, motivation and attitudes toward science instruction tests for the treatment group were significantly higher than those for the control group. But there was no difference in the scores of the perceptions of involvement test.
Integrating Concept Mapping and the Learning Cycle to Teach Genetics and Reproduction to High School Students
Chung, Young-Lan ; Lee, Eun-Pa ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 617~626
Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.
Analysis of Learning Concepts Related to Metabolism Presented in the Life Filed of Science Textbooks According to the National Common Basic Curriculum
Shim, Kew-Cheol ; Yi, Bu-Yeon ; Kim, Hyun-Sup ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 627~633
This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.
Sixth Graders' Inquiry Understanding for Scientific Evidence and Explanation
Jeong, Hei-Sawn ; Oh, Eun-A ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 634~649
The aim of this paper was to diagnose Korean sixth graders' understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assess students' understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students' inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.
The Change of Students' Views on the Relationship between Science/Technology and Society during the High School 'Science'Course
Noh, Tae-Hee ; Kim, Heui-Baik ; Kim, Young-Hee ; Seong, Eul-Sun ; Hong, Jung-Lim ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 650~659
The purpose of this study was to investigate the change of students' views on the relationship between science/technology and society during the high school 'Science' course implemented under the 7th science curriculum. Participants were 241 tenth graders in Seoul. An instrument consisted of ten items selected from the VOSTS (Views On Science-Technology-Society). The surveys were administered at the beginning and the end of the course. The results indicated that the high school 'Science' course, on the whole, could not make students have adequate understanding about the relationship between science/technology and society.
An Analysis of Conceptual Difficulties in Electrolysis of High School Students, In-service Chemistry Teachers, and Chemistry Teachers
Park, Jin-Hee ; Paik, Seoung-Hey ; Kim, Dong-Uk ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 660~670
This study examined the conceptions of high school students, In-service chemistry teachers, and chemistry teachers related to the electrolysis phenomena by questionnaires and follow-up interviews. High school chemistry II textbooks were analyzed for finding the cause of the misconceptions of the teachers and students. From the analysis, it was found that many teachers represented to students the reduction-oxidation reaction and the electrodes of electrolysis are opposite to the reaction of a chemical cell without explanation of the principles. It means that students would learn the electrolysis phenomena by rote. But the teachers thought that it was not necessary to explain the principles to students because the students could not understand. Also, some of the teacher had misconceptions in electrolysis of solution taking no account of water electrolysis. They only considered the reduction-oxidation reactions of the ions already were contained in solution. They did not considered the ions generated by the electrolysis. This tendency is similar to In-service chemistry teachers and high school students. Also, this tendency can be found in chemistry II textbooks.
Pedagogical Content Knowledge and Predictor Variables in Science Teaching of Practicing Elementary Teachers
Park, Sung-Hye ;
Journal of The Korean Association For Science Education, volume 23, issue 6, 2003, Pages 671~683
The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.