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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 30, Issue 8 - Dec 2010
Volume 30, Issue 7 - Nov 2010
Volume 30, Issue 6 - Oct 2010
Volume 30, Issue 5 - Aug 2010
Volume 30, Issue 4 - Jun 2010
Volume 30, Issue 3 - May 2010
Volume 30, Issue 2 - Apr 2010
Volume 30, Issue 1 - Feb 2010
Selecting the target year
The Development and Application of Strategies using Fairy Tales in Elementary School Science Instruction
Kwon, Nan-Joo ; Lee, Kyong-Mi ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 1~12
The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.
A Study on Observation Knowledge Generation Using the Scientific Observation Strategy in 6th Grade Students
Lee, Hae-Jung ; Lee, Geun-Kyung ; Kwon, Yong-Ju ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 13~26
The purpose of the study was to investigate the effect of observation knowledge generation based on a scientific observation strategy in 6th grade students. In this study, we selected the topics related to the observation in elementary science curricula and developed worksheets and guidelines such that subjects accomplished the systematic observation based on the method and strategy of the observation knowledge generation. Seventy-five 6thgraders, 38 for the experimental group and 37 for the control group, were chosen for this study. The experimental group was taught the science lessons with 14 sessions based on the generation of various scientific observation types, whereas the control group was provided with traditional lessons. Before and after the treatment, a candle-burning task was set for subjects to test the effect of the lessons of scientific observation knowledge generation. According to the results, subjects in the experimental group were more effective in the generation of various observations than subjects in the traditional one. The observation abilities of the experimental group was shown statistically to have a significantly higher performance in richness and the diversity. In addition, they showed higher scores in the scientific observation ability task than the control one. Therefore, the systematic lesson strategy in scientific observation is presumably effective to improve students' ability of scientific observation knowledge generation.
Analysis of Processes in Students' Scientific Understanding Through Reading Scientific Texts -Focused on Literature Review-
Park, Jong-Won ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 27~41
Scientific texts are some of major sources for scientific understanding. Therefore, reading scientific texts should be considered as an important learning activity. However, there is little research about reading scientific text in Korea. In this study, as a starting point for research about reading scientific text, lists of scientific text constituents and scientific text functions are suggested based on a comprehensive literature review. The study also reviewed how scientific text structure, familarity of scientific text and analogy involved in scientific text can affect students' scientific understanding through reading scientific text. Finally, further study plans, such as analysis of actual science textbooks using the lists suggested in this study as well as the investigation of actual students' thinking processes when reading scientific text, were described.
Secondary Science Teachers' Awareness and Perceptions of Students' Misconceptions about the Particulate Nature of Matter
Park, Ji-Ae ; Han, Su-Jin ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 42~53
Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.
The Domestic Research Trend Related to Science Education for the Gifted
Kang, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 54~67
The purpose of this study was to investigate research trends in the area of science education for the gifted through the analysis of articles published from 1999 to 2009. The articles were analyzed by subjects, topics and study method. In the analysis according to year, we discovered that the number of articles has increased since 2005. Most research subjects were middle school students. Other research subjects included elementary and high school students. The first topic that was researched in general was the characteristics of the scientifically gifted. The second topic was the curriculum and program of science education for the gifted. It was also found that the method most employed was surveys, followed by experimental study.
Middle School Students' Perceptions of Science Classroom Learning Environments
Hong, Mi-Young ; Kang, Nam-Hwa ; Kim, Joo-Ah ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 68~79
This study utilized the What Is Happening In this Class (WIHIC) questionnaire to examine students' perceptions of their science learning environment. Data was collected from 587 middle school students in seven coeducation schools in Seoul. Higher mean scores occurred on the scales of Student cohesiveness, Task orientation, Cooperation and Equity in the WIHIC, whereas lower mean scores occurred on Teacher support, Involvement and Investigation. The effects of gender on students' perceptions of their science learning environment were not statistically significant overall, but girls perceived Student cohesiveness and Cooperation more positively than boys. Correlations between the WIHIC scales of the low-level group that perceived their learning environments negatively (10 percentiles) and the high-level group that perceived their learning environments positively (90 percentiles) were computed. Teacher support, Involvement, Task Orientation and Investigation were highly correlated with each other in the low-level group, whereas only Teacher support and Equity were correlated in the high group. Educational implications were discussed.
Theoretical Investigation on Molecular Diffusion and Conceptual Change of Preservice Teachers by Inquiry Experiment
Seong, Suk-Kyoung ; Baek, Jong-Ho ; Jeong, Dea-Hong ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 80~93
The scope of this study is: (1) to review or summarize the theoretical explanations of diffusion; (2) to investigate the preservice teachers' understanding of diffusion utilizing the inquiry experiment of diffusion that was developed in this study. The data was collected through questionnaires given to 41 preservice teachers in 3 universities and interviews with 20 subjects from this population, who conducted the inquiry experiment. During the experiment, the data was collected from the students' reports and 3 small groups' audio/video recordings. To understand preservice teachers' conceptions, reports, audio/video recordings, questionnaires and interviews were analyzed and discussed with co-workers. The results follow: (1) The differences between effusion and diffusion as well as equal-pressure experiment and equal-flux one on diffusion were discussed; (2) Most preservice teachers understood effusion and diffusion connected to Graham's law of diffusion by rote and have misconceptions about the diffusion process; (3) They observed two kinds of diffusion experiments (equal-pressure and equal-flux) by inquiry experiment, but the majority of them failed to find conceptual differences between these experiments. After the inquiry experiment, about 40% of the samples modified their conceptions about diffusion.
Preservice Elementary School Teachers' Self-Images of Science Teaching and Factors Influencing Their Formation
You, Ji-Yeon ; Kang, Hun-Sik ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 94~106
In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.
The Effect of Peer Discussion about Classroom Practices on Science Teachers' Teaching
Seong, Suk-Kyoung ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 107~123
This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.
The Influence of the Inclusive Leader on Group Interactions in Science Inquiry Experiments
Park, Joo-Young ; Seong, Suk-Kyoung ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 124~139
The purpose of this study was to understand the influence of the inclusive leader on group interactions in scientific inquiry experiments emphasizing group interactions. For this purpose, the students' verbal interaction patterns in groups with inclusive leaders were compared with those of groups with normal leaders and the inclusive leaders' influence on the progress of group interactions was analyzed extensively. This study focused on interactions of four small groups of seventh graders, with two having inclusive leaders and two having normal leaders. Students were involved in seven science classes for three weeks and students' interactions in each class were observed and recorded using video/audio. The data recorded was transcribed. Analysis of verbal interaction patterns showed that the small group with the inclusive leader had a more positive atmosphere and highly structured interactions. Results of the study showed that interactions of small groups with inclusive leaders were sustained for longer times, since the inclusive leaders initiated and expanded interactions. The inclusive leaders behaved with consideration of the feelings of other members in sharing their roles or facing critical situations. In addition, although they sometimes gave pressured other members to get them to participate, the pressure did not discourage their interaction as opposed to the emotional pressure that normal leaders would exert. The inclusive leaders were pleased with small-group interactions and activities. They considered the feelings of the other members and respected others' opinions. Such characteristics of inclusive leaders preserved a positive atmosphere and produced more high-level interactions. Thus, the groups that inclusive leaders had influenced had a pleasant and significant learning experience. Educational implications of characteristics of the inclusive leader and the organization of groupings were drawn.
Science Teachers' Perception on Major Features of the 2007 Revised Science Curriculum for Class Implementation
Sim, Jae-Ho ; Shin, Myeong-Kyeong ; Lee, Sun-Kyung ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 140~156
This study aimed to investigate how science teachers perceived major features of the 2007 revised science curriculum and implementing them in classes. The 2007 revised science curriculum included critical features such as creativity, open inquiry, science writing, discussion and STS. In terms of necessity, clarity and complexity of those features for curriculum implementation, teacher perceptions were examined. Particularly with regard to open inquiry assigned 6 class periods per semester as one of the critical features of 2007 revised science curriculum, we asked teachers how they would prepare and implement the technique in their teaching. In results of this study, science teachers agreed on the necessity and importance of those major features of the 2007 revised science curriculum, including creativity, open inquiry, science writing, discussion, and STS. However, they were not clear on how those would work in their classrooms and expected various impediments. Open inquiry was specifically perceived as most negative in its implementation with the mention of various complex reasons. Based on findings in this study, we proposed the 'Dual Action Research Model' for curriculum implementation. It tries to explain how curriculum is implemented in classrooms and diminish the gaps between curriculum developers and teacher users by means of leading teachers to understand the curriculum meaningfully and implement their teaching based on this understanding.
Investigation of Science Teachers' and Students' Comprehension of Theory-laden Scientific Observation
Kim, Sang-Soo ; Park, Jong-Won ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 157~169
Scientific observation has been recognized as one of the fundamental aspects in scientific inquiry. However, more detailed discussions and practical guides for teachers' and students' understanding about the nature of scientific observation have not been conducted. Therefore, based on literature reviews, we described the nature of theory-laden scientific observation as 11 detailed statements. Using theses statements, we investigated science teachers' and students' recognition of each statement. According to results, certain aspects of theory-laden scientific observation were determined as important aspects to be considered for science teachers' in-service programs or for students' learning activities in understanding the nature of science.
The Effects of Small-group Discussion Lesson Using Concept Sketches in Astronomy of Earth Science
Kim, Youn-Gui ; Jeong, Gu-Song ;
Journal of The Korean Association For Science Education, volume 30, issue 1, 2010, Pages 170~180
Among the various fields of Earth Science, especially in Astronomy, we often deal with the change of space-time in an abstract way. Thus, making use of 'Concept Sketches'-simplified sketches that represent the main features, principles, processes and interrelationships of the learning content by using some concise explanations, signs and terms could help the students efficiently learn the phenomena of Astronomy. This study's aim was to check its effects and analyze the results of the lessons that included concept sketches and a discussion about the field of Earth Science in high school. The control group took traditional lessons, while the experimental group did a small-group discussion that used the concept sketches. After the lesson, some students were chosen to answer a questionnaire and go through an in-depth interview. The result of the data shows that the small-group discussion lesson that used the concept sketches helped both the high-ranking and low-ranking students to build concepts and was able to attract students' attention. Moreover, the students produced long-term memories of the content learned through the class discussion, which allowed them to exchange their own thoughts and opinions with other students. Most of all, drawing pictures, a familiar activity, appealed to the students, so they took part in the class eagerly.