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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 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
An Analysis of Structural Features, Contents, and Cognitive Levels of Questions of Korea and Secondary Textbooks in the Evolution Unit
Park, Sung-Il ; Kang, Nam-Ha ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 697~712
The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.
Assessment of Korean Preservice Elementary Teachers' Science Teaching-anxiety and Science Teaching-efficacy
Choi, Sung-Youn ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 713~723
Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.
Exploring Korean Children's Imaginary Science Drawings: A Case of Science-art Integration
Mun, Kong-Ju ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 724~729
Well-integrated science instruction with art often motivates students to more engage in science learning and to freely express their thoughts and feelings on what they have learned in science classes. This study, therefore, attempted to explore Korean children's imaginary science drawings. Ninety elementary students (
graders) in Seoul, South Korea, participated in this study. The guiding research questions were 1) what overall characteristics of students' imaginary science drawings are and how these characteristics represent children's image of science, and 2) what educational value of children's imaginary science drawing activity as a case of science-art integration is. Data sources included a set of children's drawings and individual interviews with selected students. From the drawings, it was found that most of the subjects that children drew tended to be limited to the space. In addition, the children tended to assimilate science into technology that makes our life more convenient. We also found imaginary science drawing can be a good science-art integrated instruction method. Imaginary science drawing has educational benefits; one is a tool to investigate children's thoughts and knowledge of science while the other is method that motivate children to learn science effectively.
Use of Alternative Assessments to Rectify Common Students' Misconceptions: A Case Study of "mini-project" in GCE 'A' Level Physics in a Singapore School
Lim, Ai Phing ; Yau, Che Ming ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 730~748
Students often have tenacious physics misconceptions and many studies were conducted on engendering conceptual change. Correspondingly, there is much literature on alternative assessment and its role in student learning. This is a comparison study on using alternative assessments to improve common students' misconceptions in GCE Advanced Level Physics. This research also aims to affirm alternative assessment as a valid tool for learning and promote its use. This study involved two classes with 24 students each. For four weeks, electromagnetism was taught to students using the same classroom pedagogies but with different assignments. The control group completeda standard drill-and-practice assignment while the experimental group finished an alternative assessment. From the preliminary results, students who undertook the alternative assessment and the traditional assessment both improved, however, the treatment group did not perform statistically significantly better than the control group. The reasons will be discussed and commented and it is expected to have significant improvement on rectifying misconceptionsupon next batch of experimentation groups.
Discussions for linking the Nature of Science (NOS) with Scientific Inquiry
Park, Jong-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 749~758
Even though the importance of the nature of science (NOS) and scientific inquiry in science learning have been emphasized by many science educators and science curriculums, the link between the NOS and scientific inquiry has not been discussed sufficiently. In this article, I discussed that various aspects of NOS are already embedded in defining and characterizing the authentic scientific inquiry and that we need to have special concern about how the NOS should be treated and interpreted when introducing it into scientific inquiry. And I summarized two approaches to teach the NOS and scientific inquiry; teaching the NOS through scientific inquiry and teaching scientific inquiry through the NOS. Finally, some next studies based on this article are introduced.
Teaching Models for Scientific Inquiry Activity through the Nature of Science (NOS)
Park, Jong-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 759~767
This article arose from the previous studies, which suggested a synthetic list for the nature of science (NOS), discussed the relationship between the NOS and scientific inquiry and the development of the NOS in the context of scientific inquiry. In this article, for teaching scientific inquiry through the NOS, I proposed three teaching models - reflection, interaction, and the direct model -. Within these teaching models, understanding the NOS is viewed as a prerequisite condition for the improved performance of scientific inquiry. In the reflection model, the NOS is embedded and reflected in scientific inquiry without explicit introduction or direct explanation of the NOS. In the interaction model, concrete interaction between scientific inquiry and the NOS is encouraged during the process of scientific inquiry. In the direct model, subsequent to directly comprehending the NOS at the first stage of activity, students conduct scientific inquiry based on their understanding of the NOS. The intention of this present article is to facilitate the use of these models to develop teaching materials for more authentic scientific inquiry.
New In-service Education Program on Science Experiments to Develop Professionality of Science Teachers
Han, Jae-young ; Sim, Jae-Ho ; Ryu, Sung-Chul ; Ihm, Hyuk ; Choi, Jung-Hoon ; Shin, Young-Joon ; Son, Jeong-Woo ; Hong, Jun-Euy ; Hwang, Book-Kee ;
Journal of The Korean Association For Science Education, volume 28, issue 7, 2008, Pages 768~778
The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on science experiments where in-service teachers become the lecturers in the program and provide information that is bound to the context of real lessons. This program is consisted of following 10 steps of work, which was implemented in 5 months: sharing the philosophy of the program, selecting science experiments, first application of the experiments, discussion on the first application, learning how to edit the movie clips of the lesson, second application of the experiments, in depth discussion on the second application, developing the experiment package, giving lecture to other science teachers, and evaluating the program. We describe the process of the program developed and implemented in detail to suggest a model of science teacher education program on science experiments and discuss educational implications. This program is characterized by the emphasis of the context closely linked to the real lessons, the problem solving in a real situation, and the collaboration of teachers, professors and science education researcher in a teacher education.