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 29, Issue 8 - Dec 2009
Volume 29, Issue 7 - Nov 2009
Volume 29, Issue 6 - Oct 2009
Volume 29, Issue 5 - Aug 2009
Volume 29, Issue 4 - Jun 2009
Volume 29, Issue 3 - May 2009
Volume 29, Issue 2 - Apr 2009
Volume 29, Issue 1 - Feb 2009
Selecting the target year
Effect of Science Conceptual Model Completion Activity and Science Conceptual Model Modifying Activity on Middle-school Students' Achievement in Science Conceptual Learning
Kim, Jung-Kuk ; Kim, Won-Sook ; Kim, Young-Min ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 1~9
The purposes of this study are to investigate the effects of the Science Conceptual Model Completion Activity and Science Conceptual Model Modifying Activity on middle-school students' achievement in science conceptual learning, and to analyze if there are any correlations among their achievements by purposed activities, their cognitive level and school science achievement. For the study, 112 middle school students were sampled for three groups, which are two experimental groups (Model Completion activity group, Model Modifying Activity group) and one control group. Pre- and post-tests were taken to measure the students' achievement in science concepts, and the logical thinking ability test was administered after the implementation period. In addition, their school science achievements were analyzed. The research findings are as follows: First, the Science Conceptual Model Completion activity is more effective for middle school students' science conceptual learning than the Science Conceptual Model Modifying activity or conventional activity. Second, higher school science achievement also results in higher achievement of science concepts through the Conceptual Model Modifying activity or the Conceptual Model Completion activity. Lastly, the Conceptual Model Completion activity is more effective for the concrete operational level students to attain science concepts than formal operational level ones. Meanwhile, on the contrary, the Conceptual Model Modifying activity is more effective for formal operational level students than the concrete operational level ones.
The Effects of the Abduction Viewpoint on Science Teachers' Thoughts Related to Hypotheses and Laws in Ninth Grade 'Construction of Matter' and 'Rules of Matter Change' Chapters
Kim, Jun-Ye ; Paik, Seoung-Hey ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 10~21
The purpose of this research was to investigate science teachers' thoughts about hypotheses and rules related to the contents of ninth grade 'Construction of Matter' and 'Rules of Matter Change' chapters. The changes of their thoughts through experience of the abduction viewpoint were also analyzed. Twenty-two science teachers in the masters course took lessons and discussions related to the abduction viewpoint in the course of three weeks. The changes in thought of four teachers selected among them were investigated through individual interviews and their reports. From the investigation, it was found that the two teachers who had not recognized the problems of textbook content order could distinguish rules and hypotheses after the lessons and discussions. The two teachers who had recognized the problems before the lessons gained the abduction viewpoint through the lessons. They also recognized new opinions related to teaching styles for students and the meaning of the abduction viewpoint on education.
A Case Study on Changes in Science Teachers' Teaching Practices using the Biographical Approach
Han, Hye-Jin ; Lee, Sun-Kyung ; Kim, Chan-Jong ; Lee, Gyoung-Ho ; Kim, Heui-Baik ; Oh, Phil-Seok ; Maeng, Seung-Ho ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 22~42
The purpose of the case study is to understand changes in the teaching practices of two secondary science teachers during the span of their careers. To investigate changes in teaching practices, this study focuses on changes in the science teachers' practical principles based on Elbaz's practical knowledge. The biographical approach was adopted because teachers' voices are a valuable source to understand their professional development. In-depth interviews and classroom observations were conducted for two science teachers with seven years' and ten years' teaching experience. The major findings are as follows: First, participants' teaching practices changed through interaction with three factors, critical experiences that have stirred changes in teaching practice, teacher's reflection on teaching, and various experiences to make specific teaching practice changes. Second, three different change aspects of practical principles were revealed; reinforcement of existing practical principles, replacing old practical principles with new one, and generation of new practical principles.
Development and Application of Practical Ability Test for Pre-service Science Teacher (Female)
Jang, Jyung-Eun ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 43~53
The teacher's role in education is important. Science education majors must be able to solve problems effectively and pertinently when facing new ones in various situations and complicated human relations in order to become successful science teacher. The purpose of this research is to develop a test that measures the Practical Ability of pre-service science teachers and to apply this to them. The Practical Efficacy Scale for Science Education Majors was also developed in order to be used for validation. In this research, Practical Ability of Science Education Majors consisted of four sub-domains: subject education, business administration, relations and self-development. The result of the correlations between the scores of four sub-domains and the composite score of Practical Ability Test for Preservice Science Teacher(PATPST) is relevant. Subject education and administration business is the highest correlation with PATPSP score specially, and correlation between two areas appeared high. The result of applying PATPSP scores differed according to the grade of science education majors, but not according to their majors. This study's limitation is that the subjects consisted only of female students. However, PATPSP could be a new method that will help science education majors be successful science teachers.
Two Case Studies of the Development of Beginning Science Teachers' Pedagogical Content Knowledge
Ko, Mi-Re ; Nam, Jeong-Hee ; Lim, Jai-Hang ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 54~67
This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.
Study on Teaching Anxiety and Efforts for Professional Development of Beginning Secondary Science Teachers
Jeon, Hwa-Young ; Yoo, Mi-Hyun ; Hong, Hun-Gi ; Park, Eun-I ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 68~78
The purpose of this study was to investigate teaching anxiety and the professional development of beginning secondary science teachers. For this study, a survey was conducted among beginning science teachers (N=83) with under five years of experience, and in-depth interviews with these five teachers were carried out. The survey tackled beginning secondary science teachers' anxiety levels by asking about their difficulties in teaching science classes, and results showed that the teachers' levels of teaching anxiety marked high. Levels of teaching anxiety in physics among subjects and in chemistry among experiments marked highest. To overcome teaching anxiety, teachers searched for information on the Internet or received help from their colleagues and veteran teachers. They revealed that plans for professional development as science teachers included receiving in-service training and joining teacher communities. In addition, the best type of required training program for professional development appeared to be lectures about teaching know-how from veteran teachers.
An Exploration of Principles for Practice and Application of Science Education in Inclusive Education Settings
Im, Sung-Min ; Kim, Sung-Ae ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 79~89
In this study, we explored the meaning of science education in an inclusive education setting tram the view of the epistemological approach, and discussed the principles and theories for constructing an educational program. Also, we explored the possibility of inclusive education in science education by suggesting principles for practice: accommodating science curriculum macroscopically, adapting science curriculum microscopically, considering diversity in science instruction, sharing the differences in science teaching and learning, and restructuring the assessment system in science education. We also reviewed the case on learning basic concepts in optics for the visually impaired according to the principles discussed. In conclusion, we discussed the considerations for the practice of inclusive education in science education and inferred further research problems.
Concerns of Science Teachers Science-Gifted Education Centers of the Seoul Metropolitan Office of Education
Kim, Deuk-Ho ; Kang, Kyung-Hee ; Park, Hyun-Ju ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 90~105
This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.
Case Study on Secondary Science Teachers' Classroom Teaching Evaluation
Jeon, Hwa-Young ; Hong, Hun-Gi ; Park, Eun-I ; Kim, Hyun-Jung ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 106~115
In this study, classroom instructions of teachers who participate in the science teachers' community were videotaped and analyzed to understand their teaching professionalism. Among the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, 12 evaluation elements were selected and used for data analysis. First of all, the results indicate that most of the teachers show the highest teaching level in the interaction between student and teacher, and the lowest in the statement of teaching object as the teaching evaluation element. Second, from the viewpoint of the teaching level, all of the teachers at the superior level were veterans whose teaching careers have spanned longer than 15 years. It was found that they used various teaching materials in class and designed meaningful learning programs for their students. Compared with teachers at the superior level, beginning teachers used limited teaching materials due to their lack of experience. In addition, their instruction falls short of flexible management in teaching. The results show that they tend to teach in a somewhat rigid style that does not have sufficient positive interaction with students.
Student-Centeredness of the Modality of Science Teaching Based on Discourse language Code
Maeng, Seung-Ho ; Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 29, issue 1, 2009, Pages 116~136
Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.