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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 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
Development of the Instructional Model Emphasizing Discussion and the Characteristics of Verbal Interactions during its Implementation in a Science High School
Kim, Hyun-Kyung ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 359~372
The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.
The Roles of Parents in Science Learning at the Everyday Science Classroom in Gwanak-gu
Lim, Ju-Hee ; Lee, Ji-Young ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 373~387
The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.
The Effect of Mind Mapping Applied in Science Classes on Middle School Students' Creativity
Jung, Jin-Hee ; Chung, Young-Lan ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 388~399
This study was designed to investigate whether applying mind mapping in a biology class had an effect on students' creativity. Participants of this study were 165 1st grade middle school students. The pretest-post test control group design was employed. A control group was instructed with a traditional method and an exerimental group was instructed using the mind-map applied method. The units "Digestion and Circulation" and "Respiration and Excretion" were selected for this study, and each group was treated for 24 class hours. To measure student creativity, the TTCT test was used. For assessing students' level of logical thinking, the compact version of GALT was used. Test results were analyzed by ANCOVA and correlation analysis by SPSS 12.0. The creativity of students in experimental group was significantly improved than the control group (p< .01). Fluency, flexibility, and originality of students in experimental group were improved (p< .01). Students did not show any differences on creativity according to their academic achievement level or gender (p> .05) in the experimental group. Students did not show any differences on creativity according to their logical thinking level (p> .05), either. However, the students of logical thinking level in the experimental group improved their flexibility (p< .05). There was no correlation between students' creativity and their achievement (p> .05), but the creativity shows a lower correlation to performance evaluation (p< .05).
Enhancing the Quality of Students' Argumentation and Characteristics of Students' Argumentation in Different Contexts
Kwak, Kyoung-Hwa ; Nam, Jeong-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 400~413
The purpose of this study was to investigate middle school students' processes of argumentation in science lessons and to compare students' argumentation in different contexts (socioscientific context/scientific context). An argumentation-based teaching-learning strategy was used to enhance quality in students' arguments in science lessons. Data were collected from five lessons by video- and audio-recording eight groups of four students each engaging in argumentation. The quality and frequency of students' argumentation was analyzed using an assessment framework based on the work of Toulmin. The findings showed that: (a) there was improvement in the quality of students' argumentation; (b) there were no differences in the structure of argumentation and percentage of explanatory argumentation components as well as dialogic argumentation components in different argumentation contexts. The results of this study showed that students' argumentation can be enhanced with strategic argumentation teaching-learning.
The Influences of Students' Motivational Characteristics on the Processes of Concept Learning Using A Discrepant Event
Choi, Sook-Yeong ; Kim, Eun-Kyoung ; Kang, Suk-Jin ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 414~422
In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.
Analysis of the Types of Scientific Models in the Life Domain of Science Textbooks
Kim, Mi-Young ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 423~436
This study aims to develop an analytic framework that can be used to classify scientific models in science textbooks according to modes and attributes of representation and to investigate types of scientific models presented in the biology section of science textbooks for the
grades. The results showed that modes of representation of scientific models are related to the nature of sub-areas of biology sections. Generally, the iconic model and symbolic model were in dominant use, including drawings of organs and explanations of working of systems. However, the chapters on 'The Organization of Life' and 'The Continuity of Life' showed a relatively high frequency in use of the actual model. The theoretical model was presented in a part of 'The Continuity of Life', due to its highly abstract characteristics. Moreover, the gestural model and analogical model showed very low frequency. From the perspective of attributes of representation, frequency of the static model was very high, while one of the dynamic models was very low. Therefore, efforts to recognize the properties of scientific concepts more clearly and to develop diverse types of models that can represent the concepts adequately are required. Analysis of these types of scientific models can offer recognition of the usefulness and limitations of models in representing the concepts or phenomena, and can help us to design adequate models depicting particular properties of given concepts. Also, this type of analysis may motivate researchers to strive to reveal correct methods for and limits of using the scientific models that are presented in existing science textbooks, as well as to provide useful information to organize the science textbooks according to the revised
national science curriculum.
A Meta-analysis on the Logical Thinking Ability of Korean Middle-School Students - Meta-analysis of the researches between 1980 and 2000 -
Kim, Young-Min ; Kim, Soo-Hyun ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 437~449
The purpose of the study is to meta-analyze research results on Korean students' logical thinking ability. The results of meta-analysis on the research studies between the year 1980 and the year 2000 show that about 40-50% of Korean middle school students have conservation reasoning, proportional reasoning and combinatorial reasoning abilities, and that about 25-30% of them have control of variables and probability reasoning abilities. In addition, only 8% of the Korean middle-school students have correlational ability. When comparing their logical thinking ability results with those of Japanese and American middle-school students, The ratio (32.6%) of Korean middle-school students who have formal thought ability is a little higher than that of American students (30.6%), but much lower than that of Japanese students (50.1%).
Influences of Teaching Practices upon Pre-service Secondary Teachers' Perceptions on Learning Cycle
Kang, Hun-Sik ; You, Ji-Yeon ; Kim, Kyung-Sun ; Lee, Jung-Soon ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 450~462
In this study, we investigated the influences of teaching practices upon pre-service secondary teachers' perceptions on the learning cycle by their understanding of it. Surveys on their understanding and perceptions of the learning cycle were administered to 37 seniors at the department of chemistry education in two colleges of education before teaching practices, and the survey for perceptions of the learning cycle was given to them after teaching practices. In addition, we selected seven pre-service teachers with decreased perceptions after teaching practices, and interviewed them thoroughly to investigate the factors influencing the decrease of their perceptions. The results revealed that the degree of pre-service secondary teachers' understanding of the learning cycle was not high, but their perceptions on the advantage/disadvantage of the learning cycle, their willingness to implement it, and the external aids influencing implementation were relatively positive before they practiced teaching. However, their positive perceptions more or less decreased after entering the teaching practice and the degree of decrease for those having a higher understanding of the learning cycle was larger than those having a lower understanding of it. The results of the interviews suggested the factors of pre-service teachers, students, curriculum and outside conditions as the causes of the decrease. Educational implications of these findings are discussed.
Effect of the Analogical Role-playing Activity on the "Cellular Respirations" Unit in Biology II Class
Kim, Dong-Ryeul ;
Journal of The Korean Association For Science Education, volume 29, issue 4, 2009, Pages 463~476
The purpose of this research was to find out if the analogical role-playing class activity had an effect on the students' academic achievements on cellular respirations as well as their science learning motivation for those who took part in the cellular respiration. To examine the effects of applying the activity, the research was conducted targeting a high school with humanities and social sciences courses, located in Busan. The target was specified as two classes that had selected a Biology II class, with one class (27 students) set as the test group and the other class (28 students) set as the control group. The conclusion drawn from this research was as follows: First, it seemed that the analogical role-playing activity helped the students to take their own parts in cellular respiration and gave them an opportunity to explain the concepts through direct physical activities, enhancing their academic achievements. Second, it was concluded that as the students found confidence and relevance in scientific knowledge as well as obtained a sense of accomplishment, the analogical role-playing class activity increased their level of satisfaction and their science learning motives. Third, as a result of the interviews on the change of the concept, students expressed some dissatisfaction over the new concept, and thought of the analogical role-playing activity as an intelligible alternative. It appeared that the alternative was plausible and fruitful.