Go to the main menu
Skip to content
Go to bottom
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
An Analysis of the Discovery of Chaos Based on Socio-Cognitive Perspectives
Kim, Jong-Baeg ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 711~720
The purpose of this study was to understand mechanisms of scientific discovery and how this can help students, as young scientists, to understand scientific ideas in the science classroom. To unravel this mechanism, this study employed the notion of chaos. This phenomena was rediscovered by Edward Lorenz. In this paper, the general concept of chaos was briefly discussed in relation with previous scientific theories such as Newtonian physics and quantum mechanics. Following this, discovery constraints in terms of available technology at the time was described. In addition, Lorenz's psychological processes during the discovery was also discussed. Based on analysis, major implications for the field of science education were the provision of relevant schemata, the use of cognitive tools, the presentation of problems with various representational forms, and the sharing of ideas with others.
The Effects of Small Group Drawing in Learning the Particulate Nature of Matter
Han, Jae-Young ; Kim, Hun-Sik ; Kim, Bo-Kyung ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 721~727
This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.
Relationships Between Student Cognitive . Affective Characteristics and Conceptual Understanding from Individual CAl for Science Learning
Noh, Tae-Hee ; Kim, Kyung-Sun ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 728~735
In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.
Development and Application of Self-Evaluation Test Items for Secondary Science Teacher Professional Growth
Kim, Sung-won ; Jeong, Se-Mi ; Hwang, Yoon-Jin ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 736~745
The purpose of this paper was to develop and execute self-appraisal test items on secondary science teachers. Test items included 6 sub-fields-subject knowledge, teaching strategies, teaching skills, assessment, laboratory management, and professional development - and 77 items. Using these test items, science teachers were able to evaluate their ability as prescribed by a 5-point Likert scale. Furthermore, teachers were able to comprehend fields showing their highest and lowest scores among the 6 sub-fields. They could then place special attention on the lowest field insuring self-growth as a science teacher. Self-appraisal test items were developed by analyzing related references on teacher evaluation criteria and standards. 220 subjects composed the sample on which these test items were executed. The results of this study were as follows. First, content validity of the test items was 80.8%. The range of sub-field reliabilities was .76 - .86 and the reliability coefficient of the entire test was .95. The range of correlation coefficient between each subfield was .54 - .69 and that of subfields and entire test was .54 - .79. The correlation coefficient between professional development and the whole test was .79, the highest coefficient observed. Second, significant difference was found according to teaching experience. More experienced teachers had higher scores in all 6 sub-fields (p<.05). In addition, a significant difference according to gender was observed in subject knowledge and laboratory management (p<.05); male teachers had higher scores than female teachers. Also, the higher the level of experience, the higher the scores for subject knowledge (p<.05). Lastly, the teacher's major did not result in any significant differences.
A Look at the Physics Concept Hierarchy of Pre-service Physics Teacher Through the Knowledge State Analysis Method
Park, Sang-Tae ; Byun, Du-Won ; Lee, Hee-Bok ; Kim, Jun-Tae ; Yuk, Keun-Cheol ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 746~753
In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.
Development of Experimental Modules Using Everyday Life Materials to Enhance Science Process Skills
Kim, Soo-Kyoung ; Cha, Hee-Young ; Kim, Jung-Bog ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 754~764
The purpose of this study was to develop experimental modules that would enhance science the process skills of secondary school students. The modules were composed of real-life materials on the subjects of light, movement, force, water, and heat. Each module consisted of four to six activities, and provided student worksheets and teacher guides. Physics teachers were invited to a workshop specially held to identify whether these modules would befit the improvement of student science process skills. A majority of the teachers believed the modules to be valuable instructional materials which might enhance student science process skills in the Korean secondary school science classes.
The Effects of Instruction using Science History on Science Achievement and Attitude of Middle School Students
Kang, Kyung-Hee ; Hur, Myung ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 765~772
The purpose of this study was to analyze the effects of instruction using science history on science achievement and attitude of students. A pretest-posttest control group design was employed. Subjects were comprised of 193(males 114, females 79) first grade middle school students. A control group of 94 students was instructed using traditional teaching methods and an experimental group of 99 students was instructed using the history of science. Two groups were taught 15 lessons during a 9-week period. To analyze the data statistically, an analysis of covariance(ANCOVA) was applied. The experimental group was significantly different from the control group inrespect to science achievement. There was no significant difference in science achievement between the two groups according to gender. Analysis results on the attitude towards science found the experimental group to significantly differ from the control group. There was no significant difference in attitudes towards science between the two groups according to gender.
Survey of High School Student and Chemistry Teacher Perceptions and Analysis of Textbook Contents Related to the Effect of Water Vapor in the Air on Evaporation and Boiling
Paik, Seoung-Hey ; Cho, Mi-Jeong ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 773~786
This study investigated high school student and chemistry teacher perceptions on the effect of water vapor in the air on evaporation and boiling of water by a questionnaire. In science textbooks evaporation and the boiling of water are related to the vaporization concept, boiling is related to vapor pressure and air pressure, and vapor pressure is related to the vapor concept in the air. High school student and chemistry teacher perceptions on these linkages were compared. Science textbooks were also analyzed for reasons behind these diverse perceptions. Results revealed that a majority of students conceptualized that vapor in the air was related to evaporation and boiling, but were unable to distinguish the evaporation phenomena at the macroscopic level and the evaporation of water molecules at the microscopic level. They also thought that vapor in the air affected vapor pressure and boiling. Although the percentage of teacher scientific conception was higher, a great number of teachers had diverse perceptions on evaporation and boiling just as students had. Common explanations of evaporation and boiling phenomena in science textbooks were at the macroscopic level. Moreover, there were few connections of concepts even if the explanations were at the microscopic level.
The Effects of Probability Activities in Thinking Science Program on the Development of Probabilistic Thinking of Elementary School Students
Kim, Eun-Jung ; Shin, Ae-Kyung ; Lee, Sang-Kwon ; Choi, Mee-Hwa ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 787~793
The purposes of this study were to investigate the development of probabilistic thinking in relation to the cognitive level of elementary school students and to analyze the effects of probability activities in Thinking Science(TS) program on the development of probabilistic thinking. 152 6th grade elementary school students compiled the sample group which was divided into an experimental group and a control group. Probability activities in TS program were used with the experimental group, while the normal curriculum was conducted with the control group. Both the experimental and control group were assessed with Science Reasoning Task II and a probabilistic thinking test before execution of this investigation and were post-tested with probabilistic thinking test after the project period was complete. Results of this study showed that the students in the concrete operational stage and transitional stage used subjective strategy together with quantitative strategy in probability problem-solving, and students in the early formal operational stage used quantitative strategy in probability problem-solving. It was also found that the higher the cognitive level of students, the higher the probabilistic thinking level. The probability activities of the TS program influenced the development of probabilistic thinking of elementary school students. Assessing the development of probabilistic thinking on the basis of the cognitive level found that the level of effectiveness was significantly higher for students in the early concrete operational stage and transitional stage than students in any other stage.
Science Teacher Perception and Status of Management of Science Classes or Clubs in Secondary Schools
Sim, Kwe-Cheol ; Kim, Hee-Soo ; Lee, Hee-Bok ; Ryu, Hai-Il ;
Journal of The Korean Association For Science Education, volume 25, issue 7, 2005, Pages 794~800
The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.