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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 27, Issue 9 - Dec 2007
Volume 27, Issue 8 - Nov 2007
Volume 27, Issue 6 - Oct 2007
Volume 27, Issue 7 - Oct 2007
Volume 27, Issue 5 - Aug 2007
Volume 27, Issue 4 - Apr 2007
Volume 27, Issue 3 - Apr 2007
Volume 27, Issue 2 - Mar 2007
Volume 27, Issue 1 - Feb 2007
Selecting the target year
A Comparative Study on Physics Inquiry Activities of Science Textbooks for Secondary School in Korea and Singapore
Lee, Jae-Bong ; Shin, Kwang-Moon ; Park, Jong-Chan ; Kim, Dong-Hoon ; Lee, Sung-Muk ; Kim, Tae-Il ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 547~558
The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.
A Case Study on Social Interaction Acconling to Gender-Grouping
Kim, Ki-Han ; Park, Jong-Seok ; Park, Jong-Wook ; Kim, Sun-Ja ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 559~569
The purpose of this case study is to analyze the characteristics of social interaction according to gender-grouping in the application of LTTS program. For this study, mixed-gender group A (one boy and three girls or one girl and three boys), mixed-gender group B (two boys and two girls) and same-gender group (4 boys or 4 girls) were formed. Social interactions during group discussions were audio-/video-taped. Social interactions between one boy and one girl in each group were analyzed. The type of social interactions were classified as cognitive and affective interactions. The boy and the girl in the same gender group tended to make suggestion actively, but sometimes they ordered peers to participate or prevented peers from participating. On the other hand, they didn't tend to make suggestion about problem-solving in mixed-gender group A, but made suggestion against peer's opinion using appropriate reasons. The frequency of affective interactions in the mixed gender group B were higher.
The Analysis of Causal Relationship among Students' Science-related Career Choice and its Factors
Yoon, Jin ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 570~582
The purpose of this study was to analyze the causal relationship among students' science-related career choice and its factors. The causal relationship was analyzed using structural equation modeling. According to the most fitting model, science career aspiration had a direct and total effect of 0.95 (standardized coefficient) on the science career choice, and personal factor had an indirect and total effect of 0.75 on the science career choice, educational factor, 0.46, and social factor, 0.11. Personal factor had a direct and total effect of 0.79 on the science career aspiration, educational factor with total effect of 0.48 (direct effect -0.21, indirect effect 0.69), and social factor with direct and total effect of 0.12. On the other hand, educational factor had a direct and total effect of 0.72 on the social factor, and a direct and total effect of 0.77 on the personal factor. The difference in the causal effect among grades and between gender was analyzed. The difference was only in the magnitude of influence among grades, showing the same tendency with the total number of students, but the difference between gender was contrastive. For the boys, social factor had the biggest effect on the science career choice, next was personal factor, and the educational factor had the smallest effect. The girls' science career choice influenced mostly from personal factor, and the other two factors' effects were not high. The social effect was negative for the girls' science career choice. The implications of proper science career education were discussed from these results, considering the causal relationship among factors of science career choice and its factors.
Analysis of Social Factors Affecting Gender Differences in Science-Related Attitudes
Ha, Min-Su ; Cha, Hee-Young ; Kim, Su-Won ; Lee, Kyung-Hwa ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 583~591
This study investigated gender differences in science-related attitude and to analyze association patterns among social factors affecting the differences. The relationships between student's science-related attitude and four variables - schools, teachers, friends and parents influencing the attitude were analysed. The questionnaire, which identifies whether the four variables influence students' science-related attitudes, were specially constructed and simultaneously administered with test of science-related attitudes (TOSRA) to 603 subjects: junior high, and high school students. Both boys and girls were not significantly different at TOSRA scores; however, by multiple regression analysis, the boys' TOSRA scores were influenced by the variable of parents and the girls' scores were influenced by teachers and friends. Social factors evoking gender differences on science-related attitude do not influence equally at everyday life of boys and girls. As the gender differences in science-related attitude decrease, perceptual changes of parents and teachers, the two most influential factors to make the differences should be important to drag females in science-related work as a desired occupation for women.
A Case Study of Middle School Students' Conceptual Change on the Concept of Force: Conceptual Ecological Approach
Park, Ji-Eun ; Lee, Sun-Kyung ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 592~608
This study explored the types of conceptual change of 'force' within middle school students' conceptual ecologies. This qualitative study was implemented with the use of classroom observations and two interviews with the participants. 11 middle school students (7 females and 4 males) joined in this study. The interviews with the participants were conducted individually before and after the 'force' unit. The collected data were all transcribed and analyzed interpretively. The results of this study consisted of two parts. First, the participants' conceptual ecologies of 'force' were categorized into 4: epistemological commitments (fixed or interactional explanatory consistency), analogy (attribute, working), metaphysical beliefs (people-oriented ontology, animism, causationism, mixed), and past experiences. Second, two representative cases including 'stable' and 'transitional' states were explained based on the interactions within their own conceptual ecologies. We can see students' conceptions with the integrated perspective in the sense that this results tried to get contextual and interactional understandings of the status of the conception and the possibilities of conceptual change. In addition, it implied that conceptual change research should have the perspective of conceptual ecology evolution in the future.
Five Voices about Science Month Festival
Maeng, Seung-Ho ; Lee, Sun-Kyung ; Kim, Chan-Jong ; Lee, Jeong-A ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 609~622
The Science Month Festival which is held in our schools provides students with more access to science to expand their science base. However current Science Month Festival is recognized as a pro forma event without it's educational ideal. For this reason, the Science Month Festival has been criticized. This study was aimed to reconsider Science Month Festival by straining at the voices of subjects which were connected to it directly or indirectly. The results showed that every subject didn't make public discourse which makes mutual connections dialectically. Therefore, the voices of dissatisfaction couldn't make alternative plans to solve the problems. Finally, we proposed transaction between private and public discourses in subjects for substance for the Science Month Festival.
The Effect of Factors in Assessment on the Science Learning Motivation of High Achieving Students
Park, Min-Jung ; Kim, Yun-Bog ; Jeon, Dong-Ryul ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 623~630
The assessment affects the learning motivation of students. If we know what factors in assessment affect motivation, we could find the method for stimulating the motivation. In this study, we used two kinds of method, the recollection paper and the questionnaire. 54 undergraduates of a university in Seoul made the recollection paper about the science learning before, and 63 undergraduates also answered the question for the effect of factors in assessment on the science learning motivation. In result, the factors in assessment that affect the science learning motivation of high achieving students are the achievement, difficulty, validity, and preparation for science fair. This study suggests that difficulty and validity of assessments remarkably affects the science motivation and the science fair is more affective to the science motivation than regular examination in school. Therefore we suggest two methods for the science motivation of high achieving students. The first method is to make questions that can assess scientific thinking faculty and investigating faculty without pre-learning and memorizing. The second method is to encourage various activities in science to increase the number of chance for participating in them.
The Influences of Student-Centered Analogical Instruction Using Physical Analogies in Chemistry Concept Learning
Byun, Soon-Hwa ; Kim, Kyung-Sun ; Choi, Sook-Yeong ; Noh, Tae-Hee ; Cha, Jeong-Ho ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 631~638
This study investigated the influences of a student-centered analogical instruction using physical analogies upon students' conception and application, retention of conception and application, perceptions of science classroom environment, and perceptions of analogical instruction. Six classes of seventh graders (N=208) at a middle school in Seoul were assigned to the control, the teacher-centered analogy (TCA), and the student-centered analogy (SCA) groups. They were taught about 'three states of matter' and 'motion of molecules' for 8 class hours. Analysis of the results revealed that the scores of the SCA group were significantly higher than those of the other groups in the conception test, retention test of conception and application, and perception test of science classroom environment. The scores of the SCA group in the application test were also higher than those of the other groups, but there was a significant difference only between the control and the SCA groups. The TCA group performed significantly better than the control group only in the test of the retention of application. In addition, the students in the SCA group exhibited more positive perceptions of the analogical instruction than those in the TCA group. Educational implications are discussed.
A Comparative Study on Illustrations of Science Textbooks in Korean and American Elementary Schools -Focus on Biology Section of 3rd-6th Grades
Chung, Choong-Duk ; Oh, Hong-Sik ; Choi, Jin-Seok ; Kang, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 639~644
This study intended to examine the differences through comparative analysis of the illustrations in the 3rd - 6th grade elementary science textbooks. The analysis of the types and illustrations in the Korean and American textbooks revealed that the textbooks of both countries provide many photographs and illustrations, so as to deliver data mainly in the form of realistic illustration. In Korean textbooks, pictures and cartoons were mainly used with photographs to guide the students into experiments and to enhance their interests and curiosity. In contrast, the American textbooks place more emphasis on diagrams and photographs to train the students in analyzing and interpreting data. The Korean textbooks should place more emphasis on the diagrams in order to encourage elementary school students to analyze and interpret the given data. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considered in future Korean textbooks.
Analysis of the Manners of Using Scientific Models in Secondary Earth Science Classrooms: With a Focus on Lessons in the Domains of Atmospheric and Oceanic Earth Sciences
Oh, Phil-Seok ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 645~662
The purpose of this study was to explore the manners in which models are used in secondary science classrooms. A total of thirteen video-recordings of science lessons dealing with the domains of atmospheric and oceanic earth sciences and their verbatim transcripts were analysed both quantitatively and qualitatively. Interviews with three inservice science teachers were also conducted. Six interrelated assertions were generated as the result of the study: 1) The most frequently used models in secondary earth science classrooms include two-dimensional pictorial, symbolic, iconic, and diagrammatic ones; 2) Science teachers employ models as a mode of representation to make the subject matter available to students; 3) In earth science classrooms, teachers use typical forms of models in intensive manners; 4) Students themselves deal with models on a few occasions, but they just follow similar procedures with the same models; 5) Teachers talk rarely about the nature of scientific models and provide few opportunities for students to think about it; and, 6) Teachers in practice think that the value of using models should be appraised in consideration of the pedagogical intentions of the teacher. Implications for science education and science education research were discussed.
The Influence of the Systematic Analogies Used at the Interpretation of Experimental Results on High School Students' Conceptual Change of Enzymes
Lee, Won-Kyung ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 27, issue 7, 2007, Pages 663~675
Chemical reactions in cells are so complicated and abstract that students have difficulty in understanding them. In this study, classes with the application of systematic analogies used at the interpretation of experimental results were taught to 10th-grade students in order to help them to understand the concept of enzymes, which play an important role in chemical reactions in cells. Effects of the classes on their understanding of the concept of enzymes and the role of systematic analogies were analyzed. The gap of understanding between the test group and the control group was significant at 0.05, indicating that systematic analogies are effective for students' understanding of the concept of enzymes. Looking into the concept of enzymes by individual element, the effect of systematic analogies was shown to be large for equilibrium-like processes, such as the enzyme structure change caused by temperature and pH; and the continuous and random actions of enzymes, which students have difficulty in understanding. For these processes, systematic analogies played a positive role in improving their conceptual status. The visualizations and familiarity of analogs increased their intelligibility regarding the concept of enzyme. Also, the systematic analogies increases their plausibility by helping to connect phenomena, taking place in the enzyme reaction experiments, with scientific concepts as scaffold. Accordingly, it was possible to explain experimental results as scientific concepts in a consistent manner. In addition, analogies familiar to students played a positive role from the affective perspective by promoting students' interest and helping them to approach hard scientific concepts.