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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 of an Instrument for Scientific Attitudes in School, Home and Social Situations and Selection of Scientific Attitude Elements
Song, Young-Wook ; Kim, Beom-Ki ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 375~388
The purpose of this study was to develop the instrument for scientific attitudes in school, home and social situations and select the important elements of scientific attitudes. Looking into the elements of scientific attitudes in national and international research, the important elements of scientific attitudes students should have were selected as follows: Openness, objectivity, continuousness, criticalness, prudence, volunteerism, honesty, preparedness, collaboration, and curiosity. To develop the valid instrument of scientific attitudes, we moved forward with the step of making preliminary questions, the judgment step, and the validation examination step. Based on the elements of scientific attitudes and school, family, and social situations, the instrument of the scientific attitudes was developed. We discovered that Middle school students' scientific attitudes, according to their grade levels, appear to be significantly lower than those in the 7th graders and 9th graders. The scientific attitudes in school, home and social situation appeared high in order of society, home, and school. It appeared that there were no differences by gender.
Recognition Investigation of Physics and Chemistry Teachers on Electrodes in Galvanic Cell
Park, Hyun-Jung ; Kim, Jung-Bog ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 389~401
This research investigated recognitions on outside and inside electrodes in an electric circuit supplied by a galvanic cell, through survey and interview of teachers studying in Departments of Physics Education and Chemistry Education at H University Graduate School. Physics majors' designations on outside or inside parts of electrodes in a galvanic cell were different from Chemistry majors'. Teachers who had majored in physics had difficulties on the inside electrode of a galvanic cell, while teachers who had majored in chemistry had difficulties on the outside electrode. Reasonings for designations of electrodes were attributed to direction of electric current in case of physics teachers and redox in case of chemistry teachers, respectively, which are strongly dependent on backgrounds performed in their undergraduate course.
Analysis of an Argumentation between an Astronomers group and a Counter Astronomers group
Lee, Hyo-Nyong ; Cho, Hyun-Jun ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 402~411
The purposes of this study are to analyze an argumentation between an astronomers group and a counter astronomers group that have concluded different results by using the same methods and to find an implication for applying to school science. For this study, two science research papers, which have been interpreted differently, were selected and analyzed in spite of observing same area in Titan and using same data process method. Their key issues are involved in interpretation and explanation, and the credibility of observed data. From this result, scientific argumentation accompanied with the credibility evaluation about the justification process of scientific explanation and experiment results needs to be developed.
A Case Study on Teachers' Teaching Professionalism for Secondary Science-Gifted Students
Pae, Mi-Jung ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 412~428
The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.
Difficulties Experienced by Preservice Science Teachers in Studying the Theory of Science Education for Teacher Selection Test
Kim, In-Whan ; Cha, Jeong-Ho ; Kim, Chang-Man ; Kim, Hak-Bum ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 429~436
In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.
An Analysis of Beginning Science Teachers' Pedagogical Content Knowledge through the Teaching Practice
Min, Hee-Jung ; Park, Chul-Yong ; Paik, Sung-Hye ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 437~451
The purpose of this study was to analyse beginning science teachers' PCK. For the purpose of this study, two beginning science teachers were chosen in public middle school. Qualitative data were collected through classroom observation recording, semi-structured interviews, and other document data. Data were analysed using the constant comparative method. The results indicated that the two beginning science teachers' PCK had little differences; both have insufficient knowledge of science curriculum and assessment, and their PCK had quite differences in the instructional strategies and the orientations toward teaching science. Though they were aware of students' various levels, their common teaching method focused on delivery of science text knowledge for poor understanding about student. In conclusion, the two beginning teachers' PCK were still similar with preservice teachers. To develop beginning teachers' PCK, it needs to change the paradigm of pre-service teachers education program and to expand in-service teachers training and supporting program.
Analysis of Science Items of the Japanese National Center Test for University Admissions
Kim, Hyun-Kyung ; Kim, Dong-Young ; Choi, Hyuk-Joon ; Ku, Ja-Ok ; Dong, Hyo-Kwan ; Shin, Il-Yong ; Lee, Yang-Rak ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 452~471
As the Korean College scholastic Ability Test (CSAT) has been implemented for 17 years since 1994, it is becoming more and more difficult to make new items that haven't been previously used to measure students' thinking ability. Therefore, it is necessary to keep conducting research on making new test items that can measure students' scholastic ability reliably. For this reason, multiple choice items on the Japanese university entrance exam, which is a Japanese National Center Test for University Admissions (NCTUA) equivalent of CSAT, were analyzed in order to draw implications for CSAT item development. In this study, we analyzed the Japanese NCTUA administered in January 2009 to investigate the structure of its science test. We also analyzed the NCTUA items by the domains of contents and behaviors, and tried to predict item difficulty from the perspective of Korean applicants. Major findings are as follows: Most NCTUA items measure understanding knowledge or low level thinking ability. Also the alloted time for each item is longer than CSAT. The number of test items, and the number of choice and alloted points for each item are diverse, unlike CSAT. The number of items using real-life materials are much more, but the items are not rigorous in sentence expression compared to CSAT. And the difference of difficulty level among science tests were larger with reference to CSAT. Also science score is required for most applicants regardless whether they are taking liberal arts or going onto the science track.
The Development of Science Culture Indicators for Socio-Scientific Issues: Focusing on Climate Change
Kim, Lee-Kyoung ; Ha, Eun-Sun ; Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 472~486
The surveys for public awareness in relation to socio-scientific issues (SSI) have been limited to several topics such as public perception of risks about the issues and preference for some policies. To illuminate the public science culture literacy about SSI from a holistic perspective, this study aimed to develop an indicator system. For this purpose, the issue on climate change, which is currently one of the biggest issues worldwide, was adopted as a specific SSI and the framework centering on climate change was developed. Science culture literacy about SSI was defined as a lifestyle to identify SSI from various viewpoints and to cope with problems related to SSI appropriately. In the framework proposed, individual science culture indicators are divided into Potential and Activity area. The Potential consists of categories of Interest, Opinion and Understanding, whereas the Activity is composed of categories of Learning and Practice. To examine the reliability and validity of this framework statistically, the developed questionnaire was reviewed by science educators, environment experts and atmospheric scientists and was used to asked 777 secondary students. Based on the results of statistical analyses, the framework was modified and it consequently had 2 areas, 5 categories, 15 sub-categories, 34 indicators and 63 items. It is expected that the framework of science culture indicators for SSI could be used as a measurement tool for public awareness about various SSI topics.
Learning-Related Changes on the Brain Activation Patterns in Classification of Knowledge-Generation and -Understanding
Kwon, Yong-Ju ; Lee, Jun-Ki ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 487~497
The purpose of this study was to investigate how a teaching approach influences student's ability of classification at the brain level. Twenty four healthy and right-handed college students participated in this study, which investigated a brain plasticity associated with category-generation and -understanding in classification learning. The participants were divided into one of two groups, one each for category-generation and -understanding learning programs, which were composed of twelve topics taught over a twelve-week period. To measure the change in student competence and brain activations, a paper and pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the understanding group, the generation group showed significant changes in classification ability quotients and learning-related brain activations (cerebral cortex and basal ganglia were increased and prefrontal cortex and parahippocampal gyrus were decreased). Nevertheless, the understanding group showed an increased activation in the cerebral cortex and parahippocampal gyrus and a decreased activation in the right prefrontal cortex and cerebellum. Therefore, it can be concluded that teaching styles could influence students' brain activation patterns and classification ability. The results might also be used to develop a brain-compatible science education curriculum.
A Comparative Study of Science Textbooks in Korea, Singapore, and Taiwan - Focus on the field of Biology -
Kim, Mi-Young ; Kim, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 498~518
This study analyzed the characteristics of organization scheme and the levels of core concepts in science textbooks used in Korea, Singapore, and Taiwan, which have shown superior achievement according to the TIMSS 2007. Science textbooks in Korea clearly divide the fields of Energy, Matter, Biology, and Earth, presenting the fields in nearly equal proportion in each grade. In the case of Singapore, science textbooks take an integrated content approach, combining concepts from several fields under a single theme. Science textbooks in Taiwan present a single content field in each unit. Also, because each grade engages in a specific field intensively, there are many cases in which concepts related to a single field are studied in a single grade. In view of levels of core concepts, Singapore or Taiwan showed higher achievement than Korea in themes of 'Cell and their Functions', 'Ecosystems', and 'Human Health' under the TIMSS 2007 biology field. Singapore introduces core concepts for these themes in lower grades compared to Korea and presents them repeatedly in several grades. In Taiwan, there are many cases in which these core concepts are taught only once during the course of
grade, but the explanations are presented at a level that is suitable to TIMSS 2007 assessment objectives. Considering the results of this analysis, there is a need to reconsider the division of content fields and methods of presenting core concepts in the science textbooks of Korea.
Elementary School Students' Images of Science Class and Factors Influencing Their Formations
Kang, Hun-Sik ; Lee, Ji-Young ;
Journal of The Korean Association For Science Education, volume 30, issue 4, 2010, Pages 519~531
In this study, we investigated the elementary school students' images of science class and the factors influencing their formations. 280 sixth graders were selected from nine elementary schools in Gyeonggi province and Gangwon province and the DASCT-C (Draw-A-Science-Class-Test Checklist) was administered. In addition, four students were individually interviewed in order to investigate their responses deeply. Analyses of the results revealed that the students' images of science class for four science subjects (physics, chemistry, biology, and earth science) were more 'student-centered' than 'teacher-centered' or 'neutral'. The students of the teacher with student-centered image of science class had also more student-centered images than those with teacher-centered images. Many students answered that the main factors affecting their images of science class were the experiences of impressed or funny science classes, the perceptions of wanted science classes, the active science learning experiences, the educational experiences outside the school curriculum, and the negative science learning experiences. Educational implications of these findings are discussed.