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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
When do science lessons appeal to students? - Secondary school students' views on the value of school science and the appealing aspects of science lessons to students -
Park, Doo-Chan ; Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 593~610
The purpose of this study was to investigate students' views on the value of school science lessons and the aspects of science lessons that appeal to students. For the investigation, semi-structured in-depth interviews with 16 secondary school students were conducted. The results showed that about half of the participants thought that science lessons are important, but not all students have to learn science. And they considered only intrinsic interest and career hopes as critical elements in judging the necessity of science education for all. To appeal to students: first, science lessons should have relevance to students' career hopes, interest, curiosity, abilities, real life, experiences, and test scores. Second, they should acquire students' understanding. Third, they should include more experiments. Finally, they should be related to real life, reflect students' interest and concerns, and link new things with what students already know in terms of contexts and contents. Students thought that science lessons are not suitable for students who don't desire to pursue a science-related career. This suggests that present science curriculum perceived by students doesn't match well with the idea of science education for all. To overcome this problem, students need to be included in the debate about the relevance of science curriculum.
Research on the effects of Subject Matter Knowledge(SMK) on Pedagogical Content Knowledge(PCK) of secondary beginning science teachers in classroom teaching
Kwak, Young-Sun ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 611~625
The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.
A Study of Scientifically Gifted High School Students' Perceptions on the Research and Education Program
Kang, Seong-Joo ; Kim, Hyun-Joo ; Lee, Gil-Jae ; Kwon, Young-Sik ; Kim, Myung-Hee ; Kim, Yeon-Suk ; Kim, Yun-Hwa ; Shin, Ho-Sim ; Lim, Hee-Young ; Ha, Ji-Hee ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 626~638
The purpose of this study was to investigate the perception of the scientifically gifted high school students to the research and education (R&E) program. 270 scientifically gifted high school students participating in R&E program were sampled and surveyed according to the R&E' purpose, the process of topic selection, the advantage, and disadvantage of R&E. 4 students among them were interviewed in depth. Students perceived the purposes and advantages of R&E as fostering the scientist' qualifications, providing the research opportunities, and improving the inquiry ability and the disadvantages of R&E as the time consumption in research, the participation as a sideline, and the difficulty of contents. The R&E program was mainly composed of a pre-determined topic, fixed procedures, and expert's settlements in the problem-emerging situation and was not cognitive but technical apprenticeship. In addition, students considered the participation of R&E as a chance of experience about the high techniques and the valuable instruments instead of the improvement on the creative problem-solving ability. The role of mentors in the R&E program is so important that it affects largely on the productive participation and the perceptions of science and scientists.
Development of Leadership Program for the Gifted and Talented, and It's Application
Chung, Duk-Ho ; Park, Sae-Hoon ; Yee, Young-Hwan ; Lee, Jeong-Won ; Lee, Kuk-Haeng ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 639~652
This projects was carried out under the assumption that an appealing leadership program would lead to students' increased leadership abilities. This leadership program is comprised of 16 materials based on seven factors of leadership for the gifted and talented. More than 46% of the gifted and talented have a positive response to leadership program, and some of these gifted and talented students (14.7%) reacted negatively. According to the result of the T-Test, a survey about leadership of gifted and talented, there are meaningful differences between before and after implementing this leadership program (p<.01). Especially, the leadership quality of the gifted and talented improved effectively in communication skills(p<.01), individualized considerations(p<.01), and interpersonal skills(p<.05). But there aren't statistical differences between the primary school students and the middle school students except leadership total score(p<.05) and communication skills(p<.01). Comprehensively, the primary school students scored slightly higher than did middle school students on the seven factors of leadership. So, we need an effective guide in planning a leadership program for middle school students.
Chemistry teachers' perceptions on aims, contents, and evaluations of the 7th Chemistry I Curriculum and realities of instruction in classrooms
Kim, Hye-Young ; Paik, Seoung-Hey ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 653~665
The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.
The Teachers' View on Using Argumentation in School Science
Lee, Hyo-Nyong ; Cho, Hyun-Jun ; Sohn, Jung-Joo ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 666~679
The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.
A Survey on Facilities, Educational Program and Exhibition in Science Museum for Students with Disabilities
Im, Sung-Min ; Kim, So-Jung ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 680~692
In this study, the facilities, educational program, and exhibition for students with disabilities in science museums were investigated. To do this, 19 science museums in Korea were surveyed by reviewing information and visiting investigation including interview. Facilities for access in consideration of the disabled were measured and found to averaged at 84.3 points well within the legal standard of 100 points. There were 11 moving science classes in which students with difficulties in accessing the museum can participate, but educational programs for the disabled were executed in 2 science museums. Exhibition in most science museum focused on basic science and dynamic operation, however there were little consideration for the disabled except for guides in braille and voice. In general, the facilities and educational program in science museum for students with disabilities were insufficient, but there are some possibilities to supplement by modifying the guide for the disabled or enlarging the educational program to include the disabled.
An analysis of strand map for instructional objectives on the 7th curriculum in elementary and secondary biology
Kim, Young-Shin ; Kim, Hu-Ja ; Sonn, Jong-Kyung ; Jeng, Jae-Hoon ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 693~711
One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.
Effects of Teaching Based on Driver's Conceptual Change Model on Rectifying High School Students' Misconception of Photosynthesis and Respiration
Kim, Dong-Ryeul ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 712~729
This study aims to research high school students' misconception of botanic photosynthesis and respiration, and as the measure of rectifying the misconception, to develop the teaching program based on Driver's conceptual change model, applying it to classes and observing the effect. Selected as the research subject was sixty-six students in 1st year of a highschool located in Busan who had chosen Biology Learning as discretionary subject, with their conceptual level on botanic photosynthesis and respiration researched through tests in drawing and descriptive writing. As a consequence of applying drawing as a way of classifying the levels of students' misconception on photosynthesis and respiration, many students' drawings included their misconception caused by textbooks or scientists, but after application of Driver's conceptual change model, they drew scientific drawings including the fundamental factors of botanic photosynthesis and respiration such as light, carbon dioxide, water, glucose, oxygen, leaf, chloroplast, mitochondria, stoma, and energy. Likewise, as a result of the descriptive writing test implemented for researching the students' conception on the various aspects of botanic photosynthesis and respiration, many students in the pretest showed misconception on the point of time and location at which botanic photosynthesis and respiration occur, botanic nutrient, the role of a leaf in photosynthesis, and the relation between botanic photosynthesis and respiration, but after teaching based on Driver's conceptual change model, their misconceptions on photosynthesis and respiration were rectified to a high degree.
Science Teachers' Brain activation and functional connectivity during scientific observation on the biological phenomena
Lee, Jun-Ki ; Byeon, Jung-Ho ; Kwon, Yong-Ju ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 730~740
The purpose of this study was to investigate secondary science teachers' brain activation and functional connectivity during scientific observation on the biological phenomena. Twenty six right-handed healthy science teachers volunteered to be in the present study. To investigate science teachers' brain activities during the tasks, 3.0T fMRI system with block design was used to measure BOLD signals in their brains. The SPM2 software package was applied to analyze the acquired initial image data from the fMRI system. The results have shown that the left inferior frontal gyrus, the bilateral superior parietal lobule, the left inferior parietal lobule, the left precuneus, the left superior occipital gyrus, the right middle occipital gyrus, the right precuneus, the left inferior occipital gyrus and bilateral fusiform gyrus were significantly activated during participants' scientific observation. The network model consisted of eleven nodes (ROIs) and its ten connections. These results suggested the notion that scientific observation needs a connective cooperation among several brain regions associated with observing over just a sensory receiving process.
The Activity of an interpreter on science education during the enlightenment period in Korea: Focus on Hyun Chae
Park, Jong-Seok ;
Journal of The Korean Association For Science Education, volume 29, issue 6, 2009, Pages 741~750
Modem science education was introduced to Korea in the enlightenment period. The science textbooks which were published at that time were important to modem science education in Korea. Therefore, the translators and publishers of science textbooks were the leader of the science education in the enlightenment period. Hyun Chae and his son as a translator were one of the leaders in science education at that time. Hyun Chae was born to a Middle class (中人)family and succeeded to pass the national examination for translators (譯科). He worked as a translator and author at the Ministry of Education (學部). Also, he was the associate teacher in a foreign school and the Hansung normal school (漢城師範學校). He published 26 books. One of them, Rikwa (理科) as the science textbook covering all the areas of science, physics, chemistry, biology and earth science. That presented the knowledge, which students should know by proper method, induced students' interest and included various experiments. Hyun Chae's activity in science education as the author and translator of science textbooks was an important role on the forming science education in the enlightenment period because it was caught short of science textbooks. The author, translator, and publisher of science textbooks was of great significance to make science popular, which was the new culture. Therefore, the role and activities in science education of Hyun Chae was a part of the history of science education, he knew a foreign language and was the leader in facilitating exchange with foreign countries.