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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
Analyzing Experiment Illustrations and Error in Illustrations in High School Chemistry I Textbooks
Park, Jong-Seok ; Jung, Kyung-Min ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 181~191
In this study, we have come to classify experiment illustrations inserted in chemistry I textbook according to types (photographs and pictures) and roles (instruments, reagents, process and results). Also, in the case of person in illustrations not following the safety rules or mishandling instruments in the experimental process, we have come to define it as an 'error'. The problem is that, students tend to accept these errors unquestioningly and as a result, during the experiments, safety concerns can arise. Besides, the mishandling of instruments can lead to the wrong result of experiments. These errors are thought to be caused in the process of making illustrations. Therefore, to minimize errors in the illustrations for the experiments, experts specializing in illustrations should participate in the actual experimental illustrations process.
A Study of Recognition for the Gifted Science Education Programs of Middle School Students being educated at Local Centers for the Gifted
Kim, Yun-Hwa ; Kim, Hyun-Joo ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 192~205
We have investigated the recognition for the gifted science education program of middle school students being educated at the local center for the gifted. We developed a questionnaire that includes items for contents of the program, learning environments, participation attitude, effects of the program and improvements, and consists of it5-point Likert items and related descriptive items. 161 students at the local centers for the gifted responded to the questionnaire. The total score was 3.70 on a 5-point Likert scale. The score of effects of the program was highest, learning environments was the lowest. Most of the students referred that the participation of the programs help their schoolwork because of schoolwork preparations & review, learning the process of the solving problem and principle. On the contrary, difficult contents and long lesson hours interrupted their schoolwork. Students recognized that the programs are mainly composed of students' self-activities and the role of teachers is subsidiary. The programs have a good effect on them to increase interest in science and creative thinking. It is necessary that the program be improved in lesson hours, contents of the program, school facilities, and full service.
Exploring Preservice Science Teachers' Views of the Nature of Science: Biology vs. Non-Biology Teachers
Kim, Sun-Young ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 206~217
This study aims to explore preservice teachers' overall views of nature of science and compare their views by gender and certificate area (biology vs. non-biology teachers). In addition, a comparison with American preservice teachers' views was also implemented. The Views of Nature of Science (Abd-El-Khalick, 1998), an openended questionnaire, is utilized to explore participants' views of nature of science. Along with 'definition of science', six aspects of the nature of science, (1) theories and laws, (2) tentativeness, (3) social and cultural embeddedness, (4) creativity, (5) theory-laden, and (6) inference, were investigated. The qualitative result indicates that the participants' first image of science was about the method of science such as observations and experiments. Furthermore, these preservice science teachers particularly have a difficulty in differentiating between scientific theories and laws, and understanding the importance of creation and imagination in developing scientific knowledge. In addition, compared to American preservice teachers' view of the nature of science, Korean preservice teachers possess naive views in creative and imaginative aspect. Interestingly, biology teachers demonstrated lower understanding in theories and laws as well as tentativeness of scientific knowledge. However, there is no difference by gender.
Exploring Science Teachers' Epistemological Understanding of Science and Science Teaching and Learning
Lee, Sun-Kyung ; Yu, Eun-Jeong ; Choi, Jong-Rim ; Kim, Chan-Jong ; Han, Hye-Jin ; Shin, Myeong-Kyeong ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 218~233
The purpose of this study was to explore science teacher's epistemological understanding of science and science teaching and learning, from the perspective of inquiry as the process of scientific knowledge building. Three science teachers participated in this study. The data were collected from individual in-depth interviews and classroom videotaping. The results show a case involving coherent and consistent data. It showed that the teacher's epistemological understanding of science and science teaching and learning consisted of five categories: scientists doing science with scientific thinking; scientific thinking as the process of knowing; science learner in the learning process of scientific thinking; science teacher as a man/woman with good understandings of science; and teaching and learning as the process of knowing science. Based on the results, discussions and implications about science education and science teacher education were presented.
A Case Study on the Application of Creative Story Writing Project on Elementary Pre service Teachers
Kim, Yun-Ji ; Jeong, Jin-Woo ; Wee, Soo-Meen ; Cheong, Cheol ; Lee, Hyo-Nyong ; Jang, Myoung-Duk ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 234~248
This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.
The Effects of Explicit Instructions on Nature of Science for the Science-gifted
Park, Eun-I ; Hong, Hun-Gi ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 249~260
The main purpose of this study is to examine the effects of explicit instructions on the nature of science (NOS) on the understanding of science-gifted students. Participants were engaged in 8 explicit NOS instructions spanning 6 months. Data were collected before and after the instructions from 20 science-gifted students using student worksheets, open-ended questionnaires (Views of Nature Of Science, VNOS), and in-depth interviews. The results of this study showed that explicit instructions were helpful in improving the understanding of the tentativeness in science and socially and culturally embedded aspects of science. However, participants not only still possess naive views on the nature of science about the distinction of law and theory and the empirical aspects of science, but also had conflicting views and misconceptions in some areas. The study has implication for development of science-gifted program that the explicit instructions on NOS and science inquiry should be provided concurrently, given the complementary relationship of the two activities.
The Influences of Teaching Practices upon Preservice Elementary School Teachers' Self-images of Science Teaching
Kang, Hun-Sik ; Kim, Eun-Kyoung ; Choi, Sook-Yeong ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 261~274
In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.
An Analysis on Reliabilities of Scoring Methods and Rubric Ratings Number for Performance Assessments of Middle School Students' Science Investigation Activities
Kim, Hyung-Jun ; Yoo, June-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 275~290
In this study, reliabilities of holistic scoring method and analytic scoring method were analyzed in performance assessments of middle school students' science investigation activity. Reliabilities of 2, 3, and 4~7-level rubric ratings for analytic scoring methods were compared to figure out optimized numbers of rubric ratings. Two trained raters rated four activity sheets of 60 students by two rating methods and three kinds of rubric ratings. Internal consistency reliabilities of holistic scoring methods were higher than those of analytic scoring methods, while intrarater reliabilities of analytic scoring were higher than those of holistic scoring methods. Internal consistency reliabilities and intra-rater reliabilities of 3-level rubric rating showed similar patterns of 4~7-level rubric ratings. But students' discriminations, item difficulties and item-response curves showed that the 3-level rubric ratings was reliable. These results suggest that holistic scoring method could be adapted to increase internal consistency reliabilities with improvement in intra-rater reliabilities by rater's conferences. Also, the 3-level rubric rating would be enough for good reliability in case of adapting analytic scoring methods.
Investigation on the Difficulties during Elementary Pre-service Teachers' Open-inquiry Activities
Lim, Sung-Man ; Yang, Il-Ho ; Kim, Sun-Mi ; Hong, Eun-Ju ; Lim, Jae-Keun ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 291~303
The purpose of this study is to investigate the difficulties in engaging in open-inquiry activities of elementary pre-service teachers. Data were collected from in-depth interviews with 22 pre-service teachers and their open-inquiry products. The 22 pre-service teachers who participated in this study were enrolled in college openinquiry course and performed open-inquiry activities for fifteen weeks. The results of this study show that pre-service teachers struggled with several difficulties; selection of the subject, the lack of understanding about the science process skills and content knowledge, background knowledge, environment matters and self confidence about open inquiry. However, they thought open-inquiry is interesting in spite of much difficulties, and is necessary for science education.
The Effects of Student-Centered Instruction Using Analogy for Middle School Students' Learning of the Photosynthesis Concept
Byun, Chun-Su ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 30, issue 2, 2010, Pages 304~322
The purpose of this study is to explore the effects of student-centered instruction using analogies for middle school students' learning of the photosynthesis concept. Participants in this study were 8th grade students at a middle school in Seoul (N=132). The students were divided into two groups for implementation. In the experimental group the teaching materials containing analogies were used while the contents of a science textbook were taught in the control group. The results of this study indicated that student-centered instruction using analogies was more effective than traditional methods of instruction for understanding photosynthesis concepts and the students' attitude toward the science class. Analogies were also found to contribute to developing an understanding of the photosynthesis concept through activating students' prior knowledge, focusing on structural features of the target concept and elaborating knowledge. In addition, analogies play an important role in activating small group discussions, improving students' meta-cognitive skills, and revealing and revising of misconceptions about photosynthesis. Moreover, analogies can help improve students' interests and self-efficiency in science classes.