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 28, Issue 8 - Dec 2008
Volume 28, Issue 7 - Nov 2008
Volume 28, Issue 6 - Oct 2008
Volume 28, Issue 5 - Aug 2008
Volume 28, Issue 4 - Jun 2008
Volume 28, Issue 3 - May 2008
Volume 28, Issue 2 - Apr 2008
Volume 28, Issue 1 - Feb 2008
Selecting the target year
Secondary School Students' Images of Doing-Science-Well
Lee, Wang-Suk ; Kim, Hee-Kyong ; Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 1~14
The image of science is one of the recurrent topics in science education research. In particular, we believe that students' images of Doing-Science-Well could be used for identifying not only students' perceived goals of science learning, but also practical guidelines of effective science teaching. In this study, the students' images of Doing-Science-Well were investigated with the following two research questions: (i) what are student's images of Doing-Science-Well?; (ii) in what contexts do students perceive that someone is doing science well? Thirty seven students in a high school in Seoul, Korea were asked to write their personal experiences by which they realized that someone was doing science well. The main results of the study are the following: Firstly, the images of Doing-Science-Well could be categorized into 'Einstein type', 'Socrates type', 'MacGyver type' and six more types. Secondly, with regard to contexts, students tended to realize that somebody is doing science well in terms of two kinds of contexts: 4 physical contexts and 6 psychological contexts. The findings led us to develop a frame of judging Doing-Science-Well, which combines the types and two kinds of contexts. The frame illustrates the multiplicity of the images of Doing-Science-Well.
The Thinking Types of Pre-Service Chemical Cell Chemistry Teachers according to Grade
Han, Yu-Hwa ; Heo, Young-Hoi ; Paik, Seoung-Hey ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 15~23
This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.
Understanding the Water Cycle Process and Composition Elements of High School Students
Lee, Dong-Eun ; Jeong, Jin-Woo ; Kim, Yun-Ji ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 24~31
This study aims at examining the concepts that apply in understanding the water cycle, to inquire into the concept related to the unit of earth structure that are taught in the Earth Science I. Analysis of word association, drawing and questionnaires showed that it was difficult for them to understand the water cycle within the earth system, and to put components into one integrated system together. In other words, it showed that they have a low standard of understanding in connection with the water cycle, that their understanding of water cycle are simple thoughts rather than systematic thought. It showed that they had an understanding of the atmosphere and hydrosphere to some extent, but they took no notice of the effect of the lithosphere or biosphere, nor do they have an understanding of its effect. Analysis of questionnaires showed that they have no well understanding of water cycle of cyclic nature, and that they have low standard of understanding of the components of water cycle.
Qualitative and Quantitative Analysis of Paper-Pencil Test Items for Exploring its Appropriateness as a Selection Tool of the Gifted in Science
Lee, Ki-Young ; Dong, Hyo-Kwan ; Hong, Jun-Eui ; Kim, Hyun-Kyung ; Jo, Bong-Jae ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 32~46
The purpose of this study was to analyse the qualitative and quantitative characteristics of paper-pencil tests for exploring its appropriateness as a selection tool of the gifted in science. For this purpose, we developed two (internal and external) item analysis frameworks, and applied these frameworks to analyse qualitative characteristics. Also, we analysed the relationship between two characteristics. The results of analysing qualitative characteristics revealed that the portion of items with acceleration context exceeding middle school curriculum level was relatively large, which caused low content validity. Furthermore, there was considerable deviation in content and context by subject matter and year, which caused test unstability. Items measuring knowledge domain was the most prevalent, and too much weight on data interpretation & analysis domain in inquiry process skills. In case of creativity test, the portion of items measuring convergent thinking was much larger than that of divergent or associative thinking. Most of these items were represented by using pictures and tables rather than using graphs. Item types of multiple-choice and short answers were superior to essay types. Discrimination index, on the whole, was appropriate (above 0.3), but item difficulty showed a vast deviation (
). Correlation coefficients among subject matters and test tools were very low, and test reliabilities were also low. Low item difficulty & high discrimination index item types were distinguishable. Items with acceleration context were more discriminating than enrichment context. Implications of developing quality paper-pencil test items in the selection of gifted students are discussed.
Methodological Review of Research Literature on the Expertise of Science Teachers
Oh, Phil-Seok ; Lee, Sun-Kyung ; Lee, Gyoung-Ho ; Kim, Chan-Jong ; Kim, Heui-Baik ; Jeon, Chan-Hee ; Oh, Se-Dug ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 47~66
This is a qualitative review of research literature on the expertise of science teachers. The study first identified a common point of view which the relevant literature shared about teacher expertise. Research methods employed in previous studies were then categorized into four groups, and the characteristics of each group of research methods were discussed. The groups of research methods included uses of questionnaires and interviews, visual representations, classroom observations and discourse analyses, and narrative inquiry. The study finally suggested what aspects of science teachers' expertise should be considered and what sorts of research methods could be employed for future research in this area.
A Case Study on Student to Student Verbal Interaction on the Acid-Base Titration Experiment Using MBL
Ryu, Eun-Hee ; Lim, Hee-Young ; Kang, Seong-Joo ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 67~74
The purpose of this study was to investigate the effects of an MBL instrument in laboratory execution by analyzing an experimental time and student to student interactions in the MBL and traditional method of the acid-base titration experiment. The MBL method used a conductivity sensor and the traditional method used a current meter on the HCl/NaOH titrations. In comparison of the two methods, the traditional method required more time than the MBL and most of the extra time were used in the execution. In the execution, the MBL method showed more numbers of student to student interaction and higher level of verbal interaction than the traditional method.
Change and Characteristics of Interactions in a Homogeneous Group on Scientific Inquiry Experiments
Seong, Suk-Kyoung ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 75~88
The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.
The Effects of Explicit and Reflective Instruction about Nature of Science Using Episodes from the History of Science in 'Composition of Material' Unit of Middle School Science
Kim, Kyung-Sun ; Noh, Jeong-A ; Seo, In-Ho ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 89~99
In this study, we investigated the effects of explicit and reflective instruction about nature of science (NOS) using episodes from the history of science upon students' understanding about NOS, achievement, and enjoyment of science lessons. Four classes of ninth graders (N=129) at a coed middle school were divided into the control and the treatment groups. The students were taught about the composition of material for 11 classes. Before the instruction, most of the students in both the control and the treatment groups held naive views about NOS. After the instructions, the views about NOS of the control group students did not change, whereas the students in the treatment group held more adequate views about NOS. The high-level students in the treatment group showed more adequate views about NOS than the low-level students. However, there were no significant differences between the test scores of the two groups in the achievement and the enjoyment of science lessons.
Evaluating the Impact of Educational Programs at Science Education Center for the Gifted by its graduates who are currently attending college
Yeom, Seung-Yeol ; Jang, Kyung-Ae ; Kim, Sun-Ja ; Chung, Byung-Hoon ; Park, Jong-Wook ;
Journal of The Korean Association For Science Education, volume 28, issue 1, 2008, Pages 100~110
To evaluate the educational programs at Science Education Center for the Gifted (SECG) on how it had influenced its graduates, we have surveyed the graduates with questionnaires categorized into four sections: scientific motivation, self-confidence, knowledge/inquiry activities, and peer-to-peer interactions. Of the graduates who studied at SECG for more than two years and are currently attending college, we questioned 26 students and interviewed 10 students. According to our research data, most students evaluated highly the quality of education they received at SECG; especially, in the areas of science knowledge/inquiry activities and social interactions with their peers. Based on the results from the interviews, for these gifted students with highly developed aptitude in science, we concluded that interactions with real-world scientists, investigative approach to and application of newly-learned scientific concepts, and emphasis on interactive activities with other gifted students at SECG were regarded as effective in promoting motivations towards science and self-confidence.