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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 25, Issue 7 - Dec 2005
Volume 25, Issue 6 - Oct 2005
Volume 25, Issue 5 - Sep 2005
Volume 25, Issue 4 - Aug 2005
Volume 25, Issue 3 - Jun 2005
Volume 25, Issue 2 - Apr 2005
Volume 25, Issue 1 - Feb 2005
Selecting the target year
Pattern Examination of Students' Achievement Goal by Cluster Analysis
Jeon, Kyung-Moon ; Park, Hyun-Ju ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 321~326
The purpose of this study was to identify distinctive achievement goal patterns of students and examine their influence on learning strategies (deep/surface) and science achievement. Cluster analysis procedure was performed to classify students on the basis of task, performance, and performance-avoidance goal scores. The results produced 3 clusters of students with different achievement goal patterns: high task goal (cluster 1), high task-high performance goal (cluster 2), and low task-low performance goal (cluster 3). One-way ANOVA results revealed that the scores of cluster 2 were significantly higher than those of clusters 1 and 3 in deep learning strategy. The science achievement test scores of clusters 1 and 2 were higher than those of cluster 3. Looking at surface learning strategy, however, the test scores of cluster 3 were significantly higher than those of clusters 1 and 2. The educational implications of these findings are discussed.
The Effect of STS Instruction through Science to Enhance Hypothetical Deductive Thinking Skills for Creativity - Water Section of Chemistry I
Kang, Soon-Hee ; Kim, Eun-Sook ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 327~335
This study investigates student achievement and science-related attitudes on STS hypothetical deductive instruction strategy in the water section of high school chemistry. Two 11th grade co-ed high school classes participated in the study; one control group and one treatment group. After being taught for 10 class periods during the second semester. ANCOVA analysis revealled no significant difference (p>.05) between two groups' achievement tests. However, analysis by ANCOVA did show that the scores for science-related attitudes in the treatment group were significantly higher than those of the control group (p<.05). In particular, the scores of science learning contents and science value about science-related attitude were significantly higher in the treatment group.
Understanding the present position of STS education in national and international science museums through analysis of exhibits on STS-related content
Choi, Kyung-Hee ; Chang, Hyun-Sook ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 336~345
This study examined the efforts of both national and international science museums and centers to educate the public on recent developments in science, technology, social issues, and ethical issues by analyzing STS-related content exhibits. The results indicated that all science centers informed the public about recent science technology and relevant social and ethical issues by a variety of channels. However, science museums in Korea merely introduced new science and technology at the rudimentary level and used attractions to gather people's attention, which contributed in eliciting distorted thoughts on science and new technology. Science centers in Korea are in need of an upgrade. By analyzing science museums in foreign countries, a unique education on STS themes or scientific issues in Korea can be developed.
Reformation and Application of an Introductory Chemistry Laboratory at the University for Teacher Education
Yi, Hwa-Jeong ; Kang, Seong-Joo ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 346~352
The purpose of this study was to develop problem-solving experiments and investigate the effects of these experiments on student attitudes. According to results the experiments were effective in changing student attitude from 'dead reckoners' to 'empiricists'. In addition, these experiments effectively changed perceptions about experiments, especially in the sub-categories of difference recognition, degree of inquiry, and use of debate.
Cognition of Students Gifted in Science on Pseudo Science
Jhun, Young-Seok ; Shin, Young-Joon ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 353~363
In this thesis, the cognition of students gifted in science on pseudo science was studied in order to acquire basic data to develop a learning program. As a first step, the difference of cognition on pseudo science between science-gifted students and general students in elementary, middle and high schools was studied. Findings revealed that science-gifted students had more negative thought on pseudo science than general students. In addition, there was no progress in their cognition on pseudo science as entered higher grades. Secondly, the cognition of students in a science high school, three times over a 6-month period, was studied. Through this study, it was found that student concepts of pseudo science was not firm, and it is quite possible to induce students to think logically and rationally with the help of a well-organized learning program. Lastly, the factors that might affect student ideas on pseudo science were researched. Students were affected by media such as television and books and also by personal experience. Therefore, students should be trained to correctly judge information presented in the media as authentic or false. Moreover, they should also be provided chances to look back on positive astrological experiences.
Influence of Students' Perceptions of Motivational Climate Emphasized by Science Teachers and Peers on Achievement Goals
Jeon, Kyung-Moon ; Park, Hyun-Ju ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 364~370
The purpose of this study was to examine middle school students' (N= 153) perceptions of motivational climate (teacher learning/teacher comparison/peer learning/peer comparison/peer worry) and their achievement goals (task/performance/performance-avoidance). The influence of perceptions of motivational climate emphasized by science teachers and/or peers on achievement goals was explored by stepwise regression. Although there was no difference in male/female perceptions of motivational climate, there was significant difference in their achievement goals. Regression result indicated that the pursuit of learning by peers made the strongest contribution to students' task goal. On the other hand, promotion via comparison by science teachers or peers had little effect on inducing performance goal. Anxieties about mistakes were found to be the strongest contribution to predictions on students' performance-avoidance goal. The promotion of comparison by science teachers was related to not only performance goal, but also performance-avoidance goal. Lastly educational implications for intervention efforts designed to enhance the quality of student motivational development in science education are discussed.
Trends and Significance of Research about Beliefs in Physics Education and Cultural Approaches
Im, Sung-Min ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 371~381
In this study recent trends of research about beliefs in physics education were discussed and cultural approaches were suggested. Cultural aspects in the contexts of science education were discussed and diverse aspects of beliefs in physics education-beliefs about nature, physics, learning physics, value and expectation, and learning physics-were analyzed considerating cultural aspects. Finally, directions for future studies about beliefs and cultural approaches in physics education were suggested.
The Effect of the Results of Ascertaining Prediction on High School Students' Cognitive Conflict and Conceptual Change by Physics Achievement
Choi, Hyuk-Joon ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 382~389
This study examined the effect of the results of ascertaining prediction on cognitive conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The cognitive conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more cognitive conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on cognitive conflict and conceptual change.
University Students' Understanding of the Nature of Science
Park, Hyun-Ju ; Lee, Kum-Hee ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 390~399
The purpose of this study was to examine university students' understanding of the nature of science, an aspect of scientific literacy, which is the goal of modern science education. To accomplish this, the differences and similarities by gender and major. on college students' understanding of the nature of science were investigated. 'Understanding of the Nature of Science' developed by Lee (2003) was implemented for this study. The instrument has three sub-scales; a scientific world view, scientific inquiry, and scientific enterprise. The instrument is only expected to give, and provides meaningful information on student understanding of the nature of science. A total of 120 college students, majoring in science education, liberal arts, and physical exercise participated in this study. Science education major students were verified to have a better understanding of the nature of science followed by liberal arts students and then physical exercise students. Moreover, men revealed slightly more comprehension that of women. More than 80% of students, majoring in science education, answered 11 out of 23 questions, approximately 50%. In the area of scientific inquiry, both science education and liberal arts students showed more comprehension that those in physical exercise. All participants showed relatively lower comprehension of the definition of scientific contribution than other subjects, but displayed a greater comprehension of the ethics of science. On the other hand, most students have relatively low apprehension in the contribution of science, while higher apprehension in the ethics of science.
Characteristics of Explanatory Hypothesis Formation by Anxiety Types in High School Students Cognitive Conflict about Action-Reaction Task (II)
Kim, Yeoun-Soo ; Cho, Yeoung-Hean ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 25, issue 3, 2005, Pages 400~410
According to the cognitive conflict process model, student anxiety factor is known to have both positive and negative effects on student response behaviors in a conflict situation for conceptual change learning. However, there is little research that reveals what type of anxiety, either constructive or destructive, is related when conducting step-by-step experiments to resolve cognitive conflicts. This study attempted to learn the characteristic of explanatory hypothesis according to anxiety type after conducting five step-by-step experiments related to action and reaction concept. Results found that students who belonged to the types of 'conviction in logical misconception', 'insisting on additional variables', and 'reasonable modification' suggested explanatory hypothesis close to physical nature. On the other hand, those who showed the other five types of anxiety ('compatible predictions', 'dependence on others', 'fusion of past experience', 'lack of confidence', and 'conflict with past experience') suggested temporary supported hypothesis or simple explanatory hypothesis according to student intuition and simple observation. These results indicate that students in the above-mentioned five categories need more external interactions with instructors based on the type of anxiety related to student behavior. In addition, the results present student characteristics which instructors should be more attentive to when using step-by-step experiments to resolve cognitive conflicts.