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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
Analysis of Learning Activities of Mentally Retarded Students in Inclusive Middle School Science Classes
Chang, Sang-Kyung ; Yoo, June-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 477~491
The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.
Differences between students' and teachers' perceptions of psychological learning environments in science instruction
Park, Hyun-Ju ; Suh, Ho-Nam ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 492~500
The purpose of the study was to investigate middle school students' and teachers' perception of psychological learning environments as well as the differences between them. This study sampled 503 middle school students and the 16 teachers who taught them. 'Psychological Learning Environment Instrument by Science Teacher' was implemented to collect data. Frequency analysis and descriptive statistics, as well as t-test, ANOVA were used for basic analysis of data. There were statistically meaningful differences in students' perception of psychological learning environments by gender, science achievement, science preference and self-efficacy in science. However, there are no differences in teachers' perceptions of psychological learning environments by gender, age, career year and major. The difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. However, teachers' perceptions of psychological learning environments was a little higher than that of students.
Comparison of Attitudes Toward Science by Child-rearing Attitude of Parents Perceived by Female Students and Sex-role Identity
Choi, Yang-Hee ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 501~512
The purpose of this research is to compare the attitudes of female students in Korea toward science with the child-rearing attitude of their parents they perceived and their sex-role identity. The participants in this study were 374 female middle- and high-school students, chosen randomly from Seoul and Gyenggi-do in South Korea. We used three different forms of questionnaires in this research: "Scale of Parents' Child-rearing Behaviors Perceived by Teenagers", "Korea Sex-role Survey", and "Attitude Toward Science Measurement." The significant results were acquired after we had analyzed the comparison of the attitude of female students toward science with their perception on their parents' child-rearing attitude, especially on their fathers. The fathers' "monitoring" and "over-expectation" factors affected the attitudes of female students toward science; on the other hand, any child-rearing attitudes of their mothers did not influence their attitudes toward science. We also analyzed the attitudes of female students about science based on their sex-role identities. In consequence, we found that meaningful differences existed in four types of gender-role identity: androgyny type, masculinity type, femininity type and undifferentiated type. In particular, the androgyny type was characterized by a higher score in attitude toward science compared with the undifferentiated type.
An Exploration of the Teaching/Learning Methods of Bioethics Appropriate for Ethical Theories and Socio-scientific Issues in Biological Sciences
Shim, Mee-Young ; Cho, Hee-Hyung ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 513~530
Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.
An Analysis of Meanings and Processes about Scientific Observation in the Science Education
Byeon, Jung-Ho ; Lee, Jun-Ki ; Kwon, Yong-Ju ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 531~540
The purpose of this study is to investigate the meaning and process of scientific observation. Hence, this study reviewed and discussed meanings and process of scientific observation described in philosophy, the philosophy of science and science education. Major researches on scientific observation are focused on a characteristic and type of scientific observation behavior. These research can suggest what is the characteristic of observation facts generated by observer. But it cannot show what is the meaning and process of scientific observation, it should be provide to students. According to the result in this study, scientific observation is affected by observer's subjective factors, such as experience, background knowledge, interpretation(not inference) and observation skill. All factor are integrated as an intellectual framework, and it is able to be changed by the observed facts. On the other hand, inference is excluded on scientific observation, but it have constantly affect on intellectual framework through feedback. This study on scientific observation provides a scaffold in various activities of scientific observation to be provided to students.
The effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning
Lee, In-Sun ; Choi, Kyung-Hee ; Hahn, In-Sik ; Kim, Seon-Hwa ; Lee, Hyun-Ju ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 541~551
This study aimed to investigate the effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning. The thirty-week URP (Undergraduate Research Participation) program was designed with the participation of six pre-service science teachers. Data sources included in-depth interviews with the individual teachers, group discussions, participant observations with field notes over the weeks, journals and lab logs, etc. Results indicated that the teachers perceived the complex and repetitive nature of the science research process, the importance of scientists' creativity and collaboration, etc. Their typical impressions of scientists has also more or less changed. In addition, the teachers had opportunities to confirm their aptitude in physics and to explore their career options in physics-related fields.
Scientifically Gifted Students' Perception of the Learning Support System based on Korea Science Academy Survey
Bae, Sae-Byok ; Kim, Kyoung-Dae ; Kang, Soon-Min ; Yune, So-Jung ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 552~563
The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.
The Effect of Cooperative Mentoring on Beginning Science Teachers' Reflective Practice
Go, Mun-Suk ; Lee, Soon-Duk ; Choi, Jeong-Hee ; Nam, Jeong-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 564~579
The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.
Analysis of Difficulties Experienced by Pre-service Secondary Science Teachers in Student-Teacher Practice
Kang, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 5, 2009, Pages 580~591
The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.