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
The Influences of Cognitive Conflict and Situational Interest by a Discrepant Event on the Conceptual Change Process in Learning the Concept of Combustion
Choi, Sook-Yeong ; Kang, Suk-Jin ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 779~785
In this study, we investigated the role of a discrepant event from both cognitive and motivational perspectives in learning the concept of combustion. A preconception test, a test of response to a discrepant event, and a situational interest questionnaire were administered to 433 eighth graders. After learning the concept of combustion, the tests of attention, effort, and conceptual understanding were administered as post-tests. The reponses of 208 students who had been found to possess the target misconception were analyzed. The percentages of rejection and exclusion responses were relatively high compared to the previous studies about density concept, whereas a proportion of belief change was low. The results of the path analysis indicated that situational interest after presenting an alternative hypothesis had a direct effect and an indirect effect via attention and effort on conceptual understanding. Situational interest induced by a discrepant event directly influenced cognitive conflict after presenting an alternative hypothesis.
A Suggestion for a Creative Teaching-learning Program for Gifted Science Students Using Abductive Inference Strategies
Oh, Jun-Young ; Kim, Sang-Su ; Kang, Yong-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 786~795
The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.
Reasoning Models in Physics Learning of Scientifically Gifted Students
Lee, Young-Mee ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 796~813
A good understanding of how gifted science students understand physics is important to developing and delivering effective curriculum for gifted science students. This dissertation reports on a systematic investigation of gifted science students' reasoning model in learning physics. An analysis of videotaped class work, written work and interviews indicate that I will discuss the framework to characterize student reasoning. There are three main groups of students. The first group of gifted science students holds several different understandings of a single concept and apply them inconsistently to the tasks related to that concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the manifold model. The second group of gifted science students hold a unitary understanding of a single concept and apply it consistently to several tasks. Most of these students hold a Newtonian Model about Newton's second law. In this case, I define this reasoning model as the coherence model. Finally, some gifted science students have a manifold model with several different perceptions of a single concept and apply them inconsistently to tasks related to the concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the coherence model.
The Development and Application of Strategies using Children's Science Verses in Elementary Science Teaching
Jeong, Shin-Ae ; Kwon, Nan-Joo ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 814~822
This study plans to develop strategies using children's verse in science education and investigate the effects of instruction using children's verses on the attitude toward science. The study tried to determine strategies using children's science verse in order to find out their value. For the purpose of this, two classes of the 6th grade were selected in an elementary school for tests. The results from this research showed that strategies using children's verse in science education were developed and applied in teaching/learning purposes as well as in the area of literature. A strategy for remembering was applied widely. A strategy for understanding scientific principles and for quest methods, writing children's science verses directly helped in scientific conceptual formation. Instruction using children's science verses had a positive effect on the attitudes toward science. Students maintained positive attitudes throughout instruction that used children's science verses. In conclusion, instruction using children's science verses can be applied to science education, and the attitudes toward science and learning achievements can be improved.
A Study on the Parents of Scientifically Gifted Children: Emphasis on the Recognition of Education Program for Parents
Min, Bo-Kyung ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 823~831
The purpose of this study is to analyze the recognition of the parents of scientifically gifted children of the need for parent education. In order to attain this goal, questions were developed about their recognition for the need of a parent education program. A sample of parents (N=121) was selected. Data analysis indicated that the instruments developed in this study had proper validity and reliability measurements (Chronbach
for parent questionnaire). The results showed that parents want parent education, but they don't have the opportunities for it. Parents want information on courses, creativity development and counselling. Parents are especially anxious to obtain information on their children's courses. Finally, results revealed positive correlations between parents' needs and experiences in parent education. The results of study give some implications for developing parent education programs.
A New Way of Reading the Science Classroom Discourse: Pedagogical Discourse Analysis
Lee, Jeong-A ; Maeng, Seung-Ho ; Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 832~847
This study aims to provide a cornerstone for 'Pedagogical Discourse Analysis' by connecting linguistic theory to science education practice. Pedagogical Discourse Analysis (PDA) focuses its attention on finding educational implications beyond description on classroom language. This study is specially aimed at PDA in terms of the textual aspect, which has not sparked interest in science classroom discourse. For this, we supposed that the framework of PDA composed of two axes: 'thematic flow' and 'information flow'. We presented a case of science classroom discourse in terms of PDA to investigate opportunities in its potential and utilities. This trial crosses the line of traditional science classroom discourse analysis, which has been inclined to linguistics theory. It will also suggest a new horizon for science classroom discourse in an educational context.
Relationship between Science Achievement and Student-related Variable in National Assessment of Educational Achievement in 2006
Choi, Won-Ho ; Jeong, Eun-Young ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 848~859
The purposes of this study were to investigate the relationship between science achievement and student-related variables in the 2006 National Assessment of Educational Achievement (NAEA), the subjects of which included 3% of students within the entire population of the grades 6, 9 and 10. The results showed that the more they talk with parents, study by themselves, and read the books, the higher the students achieved in science. The science achievement was also significantly and positively related to self-regulated learning, adaptation to school life and attitude toward science. It is implied that the approach of stimulating internal motive such as interest, attitude toward science and human relations is more effective in resulting in the students' higher science achievement than focusing on external attitudes such as forcing good study habits.
Analysis of the Scientific Inquiry Problem Generated by the Scientifically-Gifted in Ill and Well Inquiry Situation
Ryu, Si-Gyeong ; Park, Jong-Seok ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 860~869
The purpose of this study is to suggest an instructional direction for improving scientific inquiry problem-finding ability of the scientifically-gifted. For this purpose, this study has made an in-depth analysis of the scientific inquiry problems generated by the scientifically-gifted in Problem-Finding Activity in Ill-structured Inquiry Situation (PFAIIS) and Problem-Finding Activity in Well-structured Inquiry Situation (PFAWIS). The results of this study turned out to be as follows: First, most of the problems generated in PFAIIS and PFAWIS could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, while the frequency of each type shown in each inquiry objective was a little different. Second, the frequency of scientific concepts stated in inquiry problem was more in PFAWIS than in PFAIIS. But the scientific concepts were shown more diversely in PFAIIS than in PFAWIS. Therefore, results of this study have the following educational implications. First, it is necessary to offer various opportunities of problem-finding activity under ill-structured scientific Inquiry situation. Second, it is needed to emphasize that a new inquiry problem can be found out even during general scientific experiment and frequently to discuss inquiry problems generated during an experiment. Third, it is needed to encourage the scientifically-gifted to generate a scientific inquiry problem based on at least more than seven types.
Laboratory Abilities to Carry-out Experimentations of Matter in the Middle School Science Texts
Park, Hyun-Ju ; Min, Byoung-Wook ; Jeong, Dae-Hong ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 870~879
The purpose of this study is to investigate laboratory abilities to carry-out experimentations in the field of 'Matter' in middle school science texts. A total of 359 chemistry experiments from 26 textbooks has been analyzed. The authors of this study are interested in what science process skills are required for students to perform the experiments and how often these skills are needed. This article introduced a framework for analyzing the science process skills and their frequency. There are similar patterns of science process skill use among the different grades of middle school texts. The process skills of organizing results, interpreting data and making generalizations are most needed by the order of frequency. However, abilities related to alternative activities and/or conditions show relatively low frequency. For seniors, various laboratory abilities to carry out experiments are needed, whereas abilities for operating and setting up an experimental apparatus are required in freshmen and juniors. These results suggest avenues for science teachers that make lesson plans involving science experiments.
The Perception of In-service and Pre-service Science Teachers of the Training Program, and the Practical Use of Advanced Science Laboratory Equipment
Kang, Soon-Min ; Lee, Hyo-Nyong ; Kim, Young-Shin ; Kim, Kyoung-Dae ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 880~889
Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.
Middle and High School Students' Awareness on Scientific or Technological Workplaces and Relevant Professions
Kim, Kyung-Sun ; Shin, Suk-Jin ; Lim, Hee-Jun ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 890~900
The purpose of this study was to investigate students' awareness on the scientific and/or technological workplaces and relevant professions in terms of accuracy, diversity and complexity. Participants were 185 7th-, 192 9th-, and 198 10th-graders in Seoul, Daegu, and Gwangju. The results revealed that students' ideas about scientific and/or technological workplaces were general in nature and were stereotyped as certain workplaces such as a laboratory, factory and garage. Their ideas did not differ significantly by grade in view of complexity. Many students also answered that the main factors affecting their ideas about scientific and/or technological workplaces were mass media and/or school education. The students' examples of scientific and/or technological professions were stereotyped as some professions, and the number of examples were very small. Students perceive the scientific professions accurately, but they have a vague perception of the technological professions. Educational implications of these findings are discussed.
Analysis of Elementary Teachers' Views on Barriers in Implementing Inquiry-based Instructions
Cho, Hyun-Jun ; Han, In-Kyoung ; Kim, Hyo-Nam ; Yang, Il-Ho ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 901~921
The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.
The Implementation of Argumentation Using Science Writing Heuristic (SWH) in Middle School Science
Nam, Jeong-Hee ; Kwak, Kyoung-Hwa ; Jang, Kyung-Hwa ; Hand, Brian ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 922~936
The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) teaching strategy on cognitive levels, science concept understanding, argumentation and writing skills. 131 students attending to co-ed middle school were selected for the study and assigned to the experimental and comparative group. The teaching strategy using SWH was applied to the experimental group, while the traditional one led by teacher's lecturing was applied to the comparative group. The cognitive level test (SRT II) and baseline test were administered before the instruction period. The summary writing test and SRT II test were administered after instruction. The results showed that there was a significant difference between two groups in cognitive levels and science concept understanding, whole argumentation and writing skills. However, there was no significant difference in some argumentation components, including warrant, backing, qualifier, rebuttal, metacongnitive question. The results of this study showed the possibility of implementation of SWH in science classroom teaching.
The Process of Elaboration in Pre-service Science Teachers' Conceptions of Scientific Thinking
Lee, Sun-Kyung ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 937~954
Although the development of scientific thinking is one of the significant goals in science education in schools, there is a lack of empirical research on how science teachers conceptualize scientific thinking. This study explored how four pre-service secondary-level science teachers conceptualized scientific thinking and elaborated their conceptions through peer discussions. Results involved each pre-service teacher's conceptual spectrum of scientific thinking and showed the process of elaboration in their conceptions about three crucial issues in small-group or larger discussions. Three issues related to scientific thinking included everyday vs. scientific thinking, the relationship between science knowledge and scientific thinking, and the relationship between logical systems and evidence. Implications for pre-service science teacher education were discussed, and further research was suggested based on the results of this study.
Effects of Model Construction and Pattern Identification Activities on Views on the Nature of Science in the Context of Science 10 Inquiry Unit
Cho, Jung-Il ; Kim, Jin-Hee ; Hong, Hang-Hwa ;
Journal of The Korean Association For Science Education, volume 28, issue 8, 2008, Pages 955~963
This study was conducted to assess any change in students' views on the nature of science (NOS) after lessons through the activities of model construction and pattern identification. The instrument used to examine NOS views was the Views of Nature of Science questionnaire (VNOS). Four students' responses on VNOS before and after instruction were analyzed. The two levels of their views, novice and expert, were judged by the authors based on criteria set by several science educators. The instruction consisted of six hours of the so-called black box and cube activities developed for model construction and pattern identification, respectively. Students' views were at the novice level in definition of scientific theory, tentativeness of scientific knowledge, difference of hypotheses, theories and laws, model construction, and creativity and imagination in experiments and investigations. Students' views on NOS knowledge such as model and theory have improved for two students after instruction. The improvement seemed to be due to an explicit approach using the activities of model construction and pattern identification. The factors of changes and no-changes of views on NOS were identified and discussed in terms of improvement of the views.