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
New Discussion on Cognitive Conflict Using Conceptual Structure
Moon, Seong-Sook ; Kwon, Jae-Sool ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 359~382
There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.
Analysis of Description of Diffusion Phenomena in the 7th Grade Textbook and Diagnosis of Science Teachers' Understanding of the Diffusion Concepts
Koo, Sun-Ah ; Chae, Hee-K. ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 383~394
We analyzed the description of diffusion phenomena in a 7th-grade textbook, and investigated teachers' understanding and teaching methods on diffusion concepts. The data were collected from textbook analysis and questionnaires from 46 science teachers and interviews with 5 teachers. Based on texts' analysis by definition, example, and representation of the diffusion, we found that most of the representations were macroscopically explained by observing the movement of ink in water and smelling the fragrance of perfume in the air. The analysis of questionnaire and interviews also revealed that the definition and the explanation of the diffusion were too abstract for teachers to understand and teach the concept without further information about the microscopic concept of collision of the matter with the medium. Such examples and models lead science teachers to form indistinctive concepts such as dissolution, effusion, and evaporation. Furthermore, the analytical data showed that teachers' understanding of the diffusion concept has been heavily dependent upon the textbook and the level of the understanding was very similar with that of textual description.
An Analysis on Korean Women's U.S. Ph.D. Degree-seeking Process and Career Development in the Field of Science and Engineering
Lee, Soo-Young ; Jin, Mi-Sug ; Lee, Young-Min ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 395~408
The purpose of this study was to analyze Korean Women's U.S. Ph.D. Degree-seeking Process and career development in the field of science and engineering in the United States. We conducted the analysis on the basis of SED (Survey of Earned Doctorates) data of the National Science Foundation. Since 2001, the number of Korean Ph.D. degree recipients from United States universities has been increasing and about 25% of them were women. Their median age was 33.3 years old, and one third of them were the recipients of research and teaching assistantships while pursuing a Ph.D. degree. At the time of receiving the degree, 51.8% reported having definite commitments for employment or postdoctoral study or research. Over 70% of the degree holders were presumed to stay and work in the United States. The study finally addressed policy implications regarding their recruitment to Korea and a need for a longitudinal survey.
The Development of 4M Learning Cycle Teaching Model Based on the Integrated Mental Model Theory: Focusing on the Theoretical Basis & Development Procedure
Park, Ji-Yeon ; Lee, Gyoung-Ho ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 409~423
Many researches have reported that it is difficult to solve students' difficulties in learning science with teaching models focused on certain aspects because of various reasons. Recently, in science education research, the integrated perceptive has been to put emphasis on understanding complex situations of real teaching and learning. In this research context, the integrated mental model theory that were considered as a whole factor related to learning has been studied by integrating previous studies that related to students' conceptions and learning in various fields. Thus, it is needed that the teaching model be based on the integrated mental model theory to help students to solve their difficulties. The purpose of this research was to develop a new teaching model based on the integrated mental model theory to address this issue. We reviewed current studies on student difficulties and teaching models. After this, we developed 4M learning cycle teaching model. In this paper, we described the process of developing a new teaching model and discussed how to apply this teaching model to the practices. We also discussed the effects of 4M learning cycle teaching model based on the integrated mental model theory in learning science with its implications.
The Effects of Applying Instruction Using High School Students' Self-Generated Analogies for Concepts in Genetics
Kim, Dong-Ryeul ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 424~437
In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.
Trend Analysis of Students' Science Achievement in National Assessment of Educational Achievement from 2003 to 2006
Jeong, Eun-Young ; Choi, Won-Ho ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 438~452
The purposes of National Assessment of Educational Achievement(NAEA) are to assess Korean students' achievement of the educational goals as well as to diagnose the trends of educational achievement in order to monitor the quality of education at the national level. We analysed average scores in science achievement and trend of achievement level at the National Assessment of Educational Achievement(NAEA) from the year 2003 to 2006 for 6th, 9th and 10th graders. The results are as follows: For grades 6, 9, and 10, the average scores of NAEA did not tend to increase or decrease. About the trend analysis of gender, females outperformed males for grade 6, but males outperformed females for grade 10. For grade 6, the ratio of females in Advanced level was more than that of the males in the same level. For grades 9 and 10, the ratio of male was higher than the females. For grades 6, 9 and 10, the ratio of males in Below-Basic level was more than that of females in the same level. The results of the educational achievement of urbanization shows that students in rural area scored the lowest. And the ratio of Below-basic level students was highest in rural area. It is needed that educational surroundings be improved to lessen the score difference both between genders and regions. An additional study is needed to used the results of NAEA for the improvement of curriculum and educational policy.
An Investigation on High School Students' Perceptions of Environmental Scientists and Their Work by Using the Draw-An-Environmental-Scientist-Test
Joo, Young ; Kim, Kyung-Sun ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 453~463
This study investigated the students' perceptions of environmental scientists and their work and the factors influencing the students' images of them by using the Draw-An-Environmental-Scientist-Test (DAEST). The DAEST was administered to 413 students in 10th and 11th grades selected from three high schools in Seoul. The results revealed that the students' images of environmental scientists were different from the stereotypical images of scientists. In the students' drawings, it was difficult to distinguish the gender and age of environmental scientists. Most students also perceived environmental scientists collecting data on environmental pollution by using experimental equipments and a laptop computer in the field. The students answered that the factors affecting their images of environmental scientists were mass media, school education, internet, and so on. According to the students' grade and gender, there were differences in the perceptions of environmental scientists and their work, and there were factors that influenced their images. Educational implications of these findings are discussed.
Investigating Elementary School Teachers' Self-Images of Science Teaching
Kang, Hun-Sik ; Kim, Myoung-Soon ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 464~470
In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.
Analysis of Connection Errors by Students' Field Independence-Dependence in Learning Chemistry Concepts with Multiple External Representations
Kang, Hun-Sik ; Lee, Jong-Hyun ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 471~481
This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.
The Development of a Model for the Enhancement of Creative and Critical Thinking Skills through Hypotheses generating Activities and It's Applications on Teaching Science
Kang, Soon-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 482~494
The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.
An Analysis on the Level of Evidence used in Gifted Elementary Students' Debate
Cho, Hyun-Jun ; Yang, Il-Ho ; Lee, Hyo-Nyong ; Song, Yun-Mi ;
Journal of The Korean Association For Science Education, volume 28, issue 5, 2008, Pages 495~505
The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.