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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
Educational Implications about Online Debates on a Socio-Scientific Issue from a Postmodernist Perspective: Focus on the Mad Cow Disease
Jho, Hun-Koog ; Song, Jin-Woong ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 933~952
This study aims to characterize debate on a socio-scientific issue in the Internet and to provide implications from a postmodernist perspective. This study concentrates on disentanglement of the complex relationship among society, economy, politics and science in an issue and characterization of the given text centering on its originality, the relationship between writer and reader, and the purpose of utterance. Sixty-six most read articles on a web message board were chosen and analyzed as a typical case of a socio-scientific issue in the internet. In them, five scientific disputes were identified: the cause of mad cow disease (MCD), specified risk material and the incubation period, the cause of new variant Creutzfeld-Jakob disease (vCJD), vulnerability of vCJD and the relation of Alzheimer and vCJD in American patients. Each argument is intertwined with social, economic and political problems such as its impact on the domestic beef market, feeding environment of imported cattle and the retaliation against denial of importation. With regard to originality, it is found that the originality of an author is weakened but communal through repetitive quotation of 'Peom', cutting and pasting, and engagement of readers with their comments. Furthermore, in order to close the gap between writer and reader, identity and personal narrative of the writers are often introduced into their writing. In terms of purpose of utterance, these are intended to deliver one's feelings or facilitate human behavior rather than inform through verification of a principle.
An Analysis of Change in Beginner Science Teacher's Classroom Interaction through Mentoring Program
Nam, Jeong-Hee ; Lee, Sun-Duck ; Lim, Jai-Hang ; Moon, Seong-Bae ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 953~970
The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.
Investigation on Science Teachers' Practical Knowledge by Life History
Yu, Eun-Jeong ; Lee, Sun-Kyung ; Choi, Jong-Rim ; Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 971~987
The purpose of this study is to investigate the formation and development of science teachers' practical knowledge by life history. In the sociocultural perspective, a science teacher is a producer and consumer of knowledge. There were two secondary science teachers who participated in this study. Each of them had three to six years experience in teaching. They were familiar with the researchers because they had been to the same university or were colleagues with them in graduate school for several years. The two science teachers had formed their practical knowledge for their professional development based on their biographical backgrounds. Model of Life history and structure of personal practical knowledge were used as analytical tools. As a result, the science teachers' practical knowledge has shown a significant difference in the main concern and weight according to their life contexts. The science teachers' formation of their practical knowledge played a role as an important motive to improve their professionalism based on the teacher's life path. In addition to that, the science teachers' practical knowledge showed a tendency to be solidified with continuous reflection.
The Effect of Peer Review Activities on Qualitative Changes in Lab Reports
Park, Sung-Hye ; Kang, Seong-Joo ; Jang, Eun-Kyung ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 988~1001
The purpose of this research was to investigate how the peer review activity of lab report in the problem-solving experiment effected on the description ability and the quality improvement. The students who were taking the general chemistry experiment course were the subjects for this study. They finished lab reports and received peer review from their peers more than two times. The students who got feedback answered on peer review, revised their reports, and subsequently, completed final reports. The result showed that peer review affected the qualitative improvement of the lab report, specially in the process of 'designing experiment' and 'drawing conclusion and evaluation'. Students could organize their thoughts through writing lab reports. During this process, peer review activities provided the opportunity of self-examination and the way for viewing as objective standpoint. Moreover, the activities established communication fields for exchanging mutual opinions and learning.
Comparison of Perception on Science Teacher Preparation Courses by Beginner and Experienced Science Teachers
Kim, Young-Min ; Mun, Ji-Seon ; Park, Jung-Suk ; Lim, Gil-Sun ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1002~1016
The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.
Development and Application of Workshop Type of Enriched in-Service Program for Teaching Scientific Creativity
Park, Jong-Won ; Kim, Bon-Kyeong ; Choi, Jae-Hyeok ; Jee, Kyoung-Jun ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1017~1030
In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.
Development of the Brain Compatibility Index Equation for Brain-based Analysis of Teaching-Learning Program in Science
Lee, Il-Sun ; Lee, Jun-Ki ; Kwon, Yong-Ju ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1031~1043
The purpose of this study was to develop the brain compatibility index equation for the brain-based analysis method of science teaching-learning program. To develop the index equation, one sample unit in middle school science programs was selected and analyzed by the brain-based analysis frame (CORE Brain Map). Then, the index equation was derived by the CORE Brain Map. In addition, four sample units in elementary science programs were selected to validate the brain compatibleness index equation. From the random network theory of Erdos and Renyi, this study derived the brain compatibility index equation; (BCI=
) for quantitative analysis of science teaching-learning program. With this equation, this study could find the quantitative difference among the teaching-learning programs through the unit and curriculum. Brain-based analysis methods for the qualitative and quantitative analysis of science teaching-learning program, which was developed in this study is expected, to be a useful application to analyze and diagnose various science teaching-learning programs.
Influence of Method Using Analogy on Students' Concept Learning
Yang, Chan-Ho ; Kim, Kyung-Sun ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1044~1059
In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.
Perceptions and Educational Needs of Teachers for Instructions Using the Science Museum
Han, Moon-Jung ; Yang, Chan-Ho ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1060~1074
In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.
Analyses of Science Content on Sustainable Development in Middle School Science Curriculum of 2007-Revised
Oh, Yoon-Jeong ; Jang, Ji-Young ; Choi, Kyung-Hee ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1075~1083
This study analyzed content on sustainable development in the middle school science curriculum of 2007-Revised. Analyses criteria were developed based on literature reviews. The analyses showed that among 25 units, nine of them dealt with the topics and issues on sustainable development. However, the content had too much partiality for biology and earth science, lacking integration with other areas of science. Results of this study suggest the need for developing systemized teaching material on sustainable development that can be incorporated in the science curriculum by pursuing the following tasks: First, the educational goal of sustainable development and its need should be mentioned in the science curriculum. Second, the class content, themes, objectives, teaching-earning programs on sustainable development should be formulated. Third, within the science curriculum, the content should deal with topics beyond natural or environmental issues, to issues such as economical and socio-political so as to bring better understanding of the concepts related to sustainable development.
A Study on the Critical Viewpoint of Elementary School Teachers for Science Class
Kim, Jae-Bin ; Chung, Jung-In ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1084~1096
In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.
Analysis of Observation Characteristics by Cognitive Style : MEG Study
Yang, Il-Ho ; Lee, Soon-Joo ; Kim, Eun-Ae ; Lee, So-Ree ; Kwon, Suk-Won ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1097~1109
The purpose of this study is to analyze the ERF components patterns of observers who have different cognitive styles using magneto-encephalography (MEG). The task was developed based on the CSA (Cognitive Style Analysis) program. Eight right-handed, healthy male college students participated in voluntarily. To investigate college students' ERF components during the task, an MEG system with block design was used to measure magnetic signals in their brains. For examining the observation characteristic by cognitive style, MEG ERF components were analyzed. As a result, four ERF components (M1, M2, M3, M4) were observed. Through the results of this study, the reason for different observation characteristics by cognitive styles was verified in the neurophysiological methods. This study will have implications to establish theories on scientific observation and cognitive styles.
Elementary School Children's Alternative Conceptual Types and Change After Conflict Situations on the Movement of the Moon
Lim, Cheong-Hwan ; Kim, Hye Jin ;
Journal of The Korean Association For Science Education, volume 30, issue 8, 2010, Pages 1110~1122
The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.