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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 Effect of Free-inquiry Science Activity and Characteristics of Interaction in Each Inquiry Steps by Cognitive Level and Learning Motivational Type of the Students
Shin, Young-Min ; Kim, Hyun-Kyung ; Choi, Byung-Soon ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 533~543
This paper analyzed the improvement of cognitive level of the students and interactions which occurred in each step of free-topic scientific inquiry to help science teachers understand free-topic scientific inquiry better. Free-topic scientific inquiry is helpful to students with a deep strategic learning goal orientation type or a deep strategic ability goal orientation type in their transition (2B/3A) of cognitive levels. Most students have difficulties in the phase of establishing topics and hypotheses. The result says that the discussion techniques are improved through free-topic scientific inquiry, but the quality of interaction is not easily improved. The deep strategic learning goal orientation type concretizes opinion through interaction in free-topic scientific inquiry. The deep strategic ability goal orientation type are actively involve in the interaction, but they pay no attention to the process because they stick to the result. The surface strategic ability goal orientation type can not deepen a discussion due to high frequency of low level inquiry. However, the frequency of high level inquiry increases through free topic scientific inquiry operation. As a result, the characteristics of free-topic scientific inquiry were discussed and the educational implications of the progress of free-topic scientific inquiry and the organization of grouping were drawn.
The Change in Beginning Science Teachers' Inquiry-Oriented Teaching Practice through Mentoring Program
Nam, Jeong-Hee ; Kim, Hyun-Ok ; Go, Mun-Suk ; Ko, Mi-Re ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 544~556
The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.
The Theoretical Review of the Feature and Application of Science Teaching Models
Cho, Hee-Hyung ; Kim, Hee-Kyung ; Yoon, Hee-Sook ; Lee, Ki-Young ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 557~575
The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows:
Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning
Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge
Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.
The Perceptions of Pre-service Science Teachers Regarding Ethics Education Related to Science and Technology
Choi, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 576~593
The purpose of this study was to identify the current status of ethics education in science and technology for pre-service science teachers and find out their recognition on the needs for ethics education at school. A survey was administered for this study and a total of 594 pre-service science teachers studying in college/university of education participated. The survey was organized to examine participants' 1) experience in ethics education in science and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need for it in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiple choices, or open questionnaires. The results showed that 37.4% of participants obtain science technology information from the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience of taking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues in science and technology, the average response was 2.73. However, their perception on the needs of the ethics education ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perception on the needs was much higher for pre-service science teachers for elementary school, than those of the secondary school(p<.05). All participants recognized the need for ethics education in science and technology at both elementary and secondary school. In responses for which subject should provide ethical issues on science and technology, science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the most efficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be an efficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethical issues, participants suggested that discussions on various ethical issues on the cases in the science and technology would provide practical and substantial learning.
Analysis of the Factors that Generate Scientific Interest in Middle School Students' Observation Activity on Life Phenomenon
Yu, Kyung-Jin ; Chun, Jae-Sun ; Jeong, Jin-Su ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 594~608
This research attempts to extract the factors that generate scientific interest, and verify the effect of extracted factors on the generation of scientific interest in middle school students' observation activity on life phenomenon. In order to analyze interest-generating factors, observation programs were applied four times in the science class of 3rd grade middle school students. And an interview was conducted towards students who had strong scientific interest among students who participated in the observation activity. After classifying the interview results according to the types, and 21 interest-generating factors were extracted. Interest-generating factors were classified into 5 categories; the characteristics of the observation object, the characteristics of the observation activity, the characteristics of the observation result, the characteristics of the observer, and the characteristics of the extrinsic factor. It was verified that interest-generating factors have an effect on the generation of scientific interest in the observation activity. First of all, in order to confirm whether the extracted generation factors would have an effect on the generation of interest in observation activity, as survey of interest-generating factors was drawn up. The observation activity program of 4 times' volume was applied towards third grade middle school students, and survey paper on interest-generating factor was input. Analysis result showed that factors have effect on the generation of interest. That is, it was confirmed that extracted interest-generating factor has a significant effect on the generation of scientific interest. The cause analysis on the uninteresting observation activity was possible, and it would play an essential role in developing an interesting observation activity.
A Study on School-level Science Elective-centered Curriculum Operation Through Science Teacher Interviews
Hong, Mi-Young ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 609~620
The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.
Secondary School Teachers' Perception and their Application Methods of Problem-based Learning
Yoon, Heo-Jeong ; Woo, Ae-Ja ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 621~635
Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.
A Study on the Recognition about Cell and Gene Domain to be Taught in Elementary, Secondary Schools by Secondary Biology Teacher
Jeong, Jae-Hoon ; Yoon, Jung-Ju ; Son, Jong-Kyung ; Lee, Tae-Sang ; Kim, Young-Shin ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 636~646
The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.
The Development of the Brain-based Analysis Framework for the Evaluation of Teaching-Learning Program in Science
Lee, Jun-Ki ; Lee, Il-Sun ; Kwon, Yong-Ju ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 647~667
The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.
Characteristics, Mapping Understanding, Mapping Errors, and Perceptions of Student-Generated Analogies by Elementary School Students' Approaches to Learning
Kang, Hun-Sik ; Cheon, Ji-Hyun ;
Journal of The Korean Association For Science Education, volume 30, issue 5, 2010, Pages 668~680
In this study, we investigated the characteristics, the mapping understanding, the mapping errors, and the perceptions of student-generated analogies on the separation of mixtures using the sizes of particles by elementary school students' approaches to learning. Fourth graders (N=92) were selected and administered with the tests on the approaches to learning, self-generating analogies, and perception of self-generating analogies. The results revealed that the meaningful learners made more analogies, especially structural/functional, enriched, and higher systematic ones than the rote learners. However, there were little difference in students' approaches to learning in the subcategories of representation (verbal, pictorial, and verbal/pictorial), artificiality (artificial and everyday), and abstraction (abstract and concrete). The meaningful learners had deeper understanding of the analogy and fewer mapping errors than the rote learners. In addition, the numbers of the shared attributes included in student-generated analogies and the scores of the mapping understanding of the meaningful learners were significantly higher than those of the rote learners. Many students, regardless of students' approaches to learning, had positive perceptions of the self-generating analogies in various cognitive and motivational aspects. However, they also point out the various difficulties in the self-generating analogies as their disadvantages. Educational implications of these findings are discussed.