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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
Degree of Cognitive Conflict by Learner Personality and the Method of Presenting Anomalous Data in Science Learning
Choi, Hyuk-Joon ; Hong, Yun-Hee ; Lee, Jae-Nam ; Kwon, Mi-Rang ; Seo, Sang-Oh ; Kim, Ji-Na ; Kim, Jun-Tae ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 441~449
The purpose of this study was to examine the degree of cognitive conflict by learner personality and the method of presenting anomalous data to induce cognitive conflict. The participants of this study were 461 high school students. To arose cognitive conflict, an actual demonstration was done for half of the participants and a logical article for the rest. MBTI (Myers-Briggs Type Indicator) was used to find the learner personality types, and CCLT (Cognitive Conflict Level Test) was used to measure the degree of cognitive conflict aroused when anomalous data was confronted. The results of this study indicated that learner personality types influence the degree of cognitive conflict. First, participants were divided into two personality types via preferences on each of the four preference indices; extraversion (E) or introversion (I), sensing (S) or intuition (N), thinking (T) or feeling (F), judgment (J) or perception (P). The cognitive conflict scores of the thinking types were significantly higher than those of the feeling types. Participants were also divided four personality types according to personality functional types: ST, SF, NT and NF. SF type showed a significantly lower cognitive conflict score than any of the other types. According to the type of learner personality, cognitive conflict was influenced differently by the method of presenting anomalous data. For example, the judgment types had a higher cognitive conflict score by logical argument, and the perception types showed a higher score by demonstration. In conclusion, learner cognitive conflicts were influenced by personality types and the methods of presenting anomalous data.
The Effect of Web-based Learning by Studying the Motion of the Moon
Shim, Ki-Chang ; Kim, Hee-Soo ; Chung, Jung-In ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 450~464
The purpose of this study was to design a web-based project learning that is suitable for teaching concepts by studying the motion of the Moon for middle school students and to investigate the effects of the lesson applying designed learning. Designed learning was conducted with 48 ninth graders, who were individually interviewed; 5 males and females students out of the total. The types and factors of the unscientific concepts on the motion of the Moon were analyzed by the pre-test using interviews and questionnaires being evaluated to the degree of concept level that was developed in this study. After the pre-test students were instructed to do the web-based project learning where they could observe the motion of the moon for a month and discuss the results from the observation. After the web-based project learning, the effect of learning was examined by applying the post-test to the students and by analyzing the comparison of the pre-test and the post-test. The web-based project learning was effective for the conceptual change of the motion of the Moon (p<.001). According to the post-test, it positively affected the students and improved their integrated processing skills. Specifically, it had effects on conducting experiments (p<.001), controlling variables and defining operations (p<.05) in integrated processing skills.
The Effect of Reciprocal Peer Tutoring Strategy for Inducing Structured Students' Interaction in Middle School Science Instruction
Noh, Tae-Hee ; Kim, So-Yeon ; Kim, Kyung-Sun ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 465~471
In this study, the effects of reciprocal peer tutoring strategy on science achievement, science learning motivation, and self-esteem were investigated. Three classes of eighth graders (N=94) at a coed middle school were sampled for the study. They were divided into the comparison group, the cooperative learning (CL) group, and the reciprocal peer tutoring (RPT) group. Students were taught about the separation of mixtures for 13 class hours. Mid-term science examination scores were used as a blocking variable. The two-way ANCOVA results revealed that there were no significant differences among the three groups in the science achievement test, although the scores of the RPT group were higher than those of the comparison group. In all the subtests of the science learning motivation questionnaire, the scores of the RPT group were significantly higher than those of the comparison group. The scores of the RPT group were significantly higher than those of the other groups especially in the confidence part of the science learning motivation questionnaire. In the self-esteem test, the low achievers in the RPT group scored significantly higher than those in the CL group.
Developmental Study of an Inquiry-Based Professional Development Program for In-Service Secondary Science Teachers
Park, Kuk-Tae ; Park, Hyun-Ju ; Kim, Kyung-Mee ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 472~479
The purpose of this study was to develop an inquiry-based professional development program for in-service secondary science teachers and to investigate it's application. The inquiry-based professional development program was reconstructed based on SSCS problem-solving model, which is composed of 4 stages of search, solve, create, and share. The 28 science teachers' understanding of the SSCS program were investigated as implementing the program. As a result of this study, 8 SSCS modules have developed as the science teachers have searched, solved, created, and shared various situated problems. The science teachers found themselves to have positive perception of SSCS program. The SSCS program was effective in changing the learners' teaching/learning attitude and to develop individual scientific thinking. To make the SSCS problem solving successful and more effective, both science teachers' professionalism and pedagogical knowledge for selecting topic as the levels of learner should be considered.
A Comparative Study on Science Textbooks for Primary and Secondary Education in Korea and Japan - Focusing on the Field of Physics -
Shim, So-Jin ; Choe, Young-Joon ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 480~493
The development of modem technology made people more aware of the importance of science education, which was followed by research on textbooks based on the new curriculum. This study compared physics textbooks that were published after the new curriculum started in 2000 and 2002 in Korea and Japan, respectively, and aimed to become a reference for further improvement of science curriculum and textbook reform. The results were as follows : 1. The number of teaching topics in Korean science textbook is greater than those in Japan. 2. In detail, the field of physics appeared to be relatively more important in Korea's textbooks, while it was the field of biology that was given more weight in textbooks in Japan. 3. The textbooks in Korea and Japan covered in more detail the concepts of 'power and energy' and 'electricity and magnetism', respectively. 4. The textbooks in Korea introduced the contents of magnetism initially, whereas their counterparts in Japan, the contents of light. As a whole, the contents of the science textbooks in Korea and Japan were very similar. However, more detailed concepts were included in Korea's textbooks, and therefore, Korea's textbooks seemed to have richer contents than Japan.
Research on the Current Science Teaching Evaluation System and Directions for Improving Teaching Evaluation
Kwak, Young-Sun ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 494~502
This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.
The Generating Processes of Scientific Emotion in the Generation of Biological Hypotheses
Kwon, Yong-Ju ; Shin, Dong-Hoon ; Park, Ji-Young ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 503~513
The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.
Beliefs About Gifted Education and Classroom Practices of the Science Teachers at Science Academy in Korea
Kim, Kyung-Jin ; Kwon, Byung-Doo ; Kim, Chan-Jong ; Choe, Seung-Um ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 514~525
The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.
Analysis of Physics Problem Solving Processes of High School Students to Qualitative and Quantitative Problems
Park, Yune-Bae ; Cho, Yoon-Kyung ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 526~532
The purpose of this study was to analyze physics problem solving processes to qualitative and quantitative problems in the area of 'Force and Motion' in high school science. The students who have already learned the area of 'Force and Motion' during the first semester of 10th grade have taken physics test to choose students who have basic knowledge of physics. Eight students were selected. After explaining the purpose and the procedure of this study, think-aloud method was instructed to the students, and the students practiced it. After that, the students solved three problems in each quantitative and qualitative type. Then, the questionnaire of belief system on physics and physics problem solving and the prerequisite knowledge test were administered. By recording the students' solving processes, protocol was made and analyzed. After solving problems, the students expressed their confidence, intimacy, and preference. Quantitative problems needed much time at planning step than qualitative problems did. Moreover, solving time was longer and repeating frequency was more than those of qualitative problems. It seemed because even though the students qualitatively knew the answer, they should determine the given quantitative conditions, consider formulae, and recall the specific numbers. Since the students usually got access to many quantitative items in their physics study, they were accustomed to solve problems by using formulae. In addition, they put confidence in formulae, so they tended to solve problems quantitatively. As the result, they preferred quantitative problems to qualitative problems.
Drawing and Writing as Methods to Assist Students in Connecting and Integrating External Representations in Learning the Particulate Nature of Matter with Multiple Representations
Kang, Hun-Sik ; Kim, Bo-Kyung ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 25, issue 4, 2005, Pages 533~540
This study investigated the effects of drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=224) at a coed middle school were assigned to a control group, a drawing group, and a writing group. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Students observed macroscopic phenomena through experiments. After this observation, students in the control group learned the topic with both external visual and verbal representations simultaneously. Students in the drawing group drew their mental model from the external verbal representation provided, and then compared their drawing with external visual representation. Students in the writing group wrote their mental model from the external visual representation provided, and then compared their writing to the external verbal representation. The two-way ANCOVA results revealed that the scores of a conception test for the writing group were significantly higher than those for the control group. While the drawing group performed better than the control group, the difference is relatively smaller. There were no significant interactions between the instruction and spatial visualization ability in the scores of the conception test. Most students perceived the writing or drawing activities helpful in understanding the concepts, and a few students responded that the writing or drawing activity was interesting. Educational implications were discussed.