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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 31, Issue 8 - Dec 2011
Volume 31, Issue 7 - Nov 2011
Volume 31, Issue 6 - Oct 2011
Volume 31, Issue 5 - Aug 2011
Volume 31, Issue 4 - Jun 2011
Volume 31, Issue 3 - May 2011
Volume 31, Issue 2 - Apr 2011
Volume 31, Issue 1 - Feb 2011
Selecting the target year
Differences in Conception of Science Learning in Accordance with the Science-giftedness, Gender and Subject Preference
Park, Ji-Yeon ; Jeon, Dong-Ryul ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 491~504
We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.
Effects of Science Club Activity on Science-Related Attitudes of Female Elementary School Students
Shin, Ae-Kyung ; Jang, Chi-Hoon ; Hyun, Dong-Geol ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 505~512
The purpose of this study was to investigate how extracurricular science club activities affect sciencerelated attitudes of female elementary school students. The experimental group was organised with thirty female elementary school students selected from a school in a small city and two schools in a town at Jeju special selfgoverning province. The students were encouraged to participate in a variety of scientific experiences and inquiry activities for ten months. The control group consisted of another thirty girl students chosen from the same schools. The pre-test and post-test on science-related attitudes were administered to both the experimental and control groups. The result of this study shows that meaningful changes have been observed in science-related attitudes of the experimental group, whereas the control group reveals no meaningful changes. Science-related attitudes have been analyzed in three categories such as cognition, interests, scientific attitude. The experimental group shows meaningful changes in all of the three categories, while the control group shows no change in any category. When the female students from small city and those from the town were separated, the result shows that the latter shows more positive changes in science-related attitudes through science club activities than the former.
An Approach of Ecological Niche to Analysis of Recognition of 5th Grade Elementary students for Conception of Photosynthesis
Jeong, Jae-Hoon ; Kim, Young-Shin ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 513~527
There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.
The Components and the Characteristics Revealed at the Processes of Designing Application Experiments of Science-gifted Students
You, Ji-Yeon ; Park, Youn-Ok ; Yang, Chan-Ho ; Noh, Tae-Hee ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 528~538
In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered 'setting a problem situation,' 'deciding a strategy,' 'identifying the assumptions,' 'defining the measurements,' and 'validating the assumptions' in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.
Recognition of the Nature of Science by Preservice Science Teachers on the Basis of the Atomic Model
An, Yu-La ; Kim, Hyun-Joo ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 539~556
The purpose of this study was to examine preservice secondary science teachers' understanding of the nature of science, by using nature of science (NOS) questionnaire on the basis of atomic model, and compare this to pre-studies. 'Understanding of nature of scientific model,' 'Tentativeness of scientific knowledge,' 'Subjectivity in science,' 'Use of inference and imagination,' 'Myths of the scientific method,' and 'Comparison between science and art.' were examined. Preservice teachers showed great comprehension of the tentativeness of scientific knowledge (the orbital model) and the subjectivity in science (the different interpretation about the experiment of particle scattering), but displayed the lowest comprehension of the scientific method. For understanding of nature of scientific model (the atomic model) and the comparison between science (Bohr's atomic model) and art (Picasso's work), preservice teachers brought out a combination of ontological and constructivist perspective and showed the contradictory thought about imagination in science research. In the result of comparison to pre-studies using the NOS instruments contains general terms, represented high levels of agreement about the tentativeness of scientific knowledge by using concrete examples of 'atomic model'. When concrete scientists such as Thomson, Rutherford, Bohr were presented, respondents revealed more informed views about the scientists' research method.
Students' Perceptions of Science Discretion Class by Introducing Science.Mathematics Specialized Subject Classroom System
Jeon, Hwa-Young ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 557~566
This study investigated the effect of subject classroom system by examining students' perceptions of science discretion class, which was newly developed as Science Mathematics specialized subject classroom system. Science discretion subject proceeded through inquiry experiments in the subject classroom, applying both block scheduling and divided classes. Surveys were conducted twice in order to find out what the students thought about science discretion subject and subject classroom class. The results have shown that students considered that the teachers have prepared with enhanced enthusiasm and the classes have become more interesting. The satisfaction level for experiment centered subject was very high (84%) and significantly higher in case of science-oriented course students (p<.05) and upper level students (p<.01). In addition, most of the students thought favorably about block scheduling and divided classes.
The Gifted Students' View on Argumentation and the Aspects of the Argumentation in Problem-Solving Type Experiment
Shin, Ho-Sim ; Kim, Hyun-Joo ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 567~586
The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.
Analysis of the Ability to Infer the Effects of Variables and Variable-Controlling Strategy in Middle School Students who experienced 'Thinking Science' Activities
Lee, Sang-Kwon ; Paek, Myeong-Hwa ; Ree, Jong-Baik ; Choi, Byung-Soon ; Park, Jong-Yoon ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 587~599
The purpose of this study was to analyze variable-controlling strategy (below vcs) and the ability to infer the effect of variables in Middle school students who experienced 'Thinking Science' activities in a CASE program. For this study, 71 9th grade students experienced in CASE program for 2 years were selected as the experimental group and 72 students were selected as the control group. All students were tested with Science Reasoning TaskVII. The five types of variable-controlling strategy were extracted from students' response. According to the result of this study, the students experienced in CASE program was more successful in the variable-controlling strategy of length, quality, and shape than the control group. The types of reasoning ability of the variable effect intuitively were categorized as possibility of reasoning, impossibility of reasoning, and impossibility of reversible thinking. It has shown that the reasoning ability of the experimental group was higher than that of the control group in the length and thickness variable effect. The results of this study implied that the variable controlling activities in CASE program could be effective for learning variable controlling, and eventually, for the development of reasoning ability of the variable controlling effect. In the ability to infer the effects of variables to get difficult Intuitively, both groups were similar to the rate of cognitive level reached to the formal operation in generalization, and the student of experimental group was 1.5 times faster than the control group.
An Analysis of Understanding Aspects Required by Teachers and Perceived by Students in the 'Reproduction and Genesis' unit
Kim, Myung-hee ; Chu, Cho-won ; Kim, Young-Shin ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 600~608
The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.
Perception of Pre-service Science Teachers on the Classes for the Gifted in Science
Park, Jong-Seok ; Kim, Ji-Young ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 609~620
This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.
The Change in Pre-service Chemistry Teachers' Pedagogical Content Knowledge through Mentoring
Lee, Song-Yeon ; Min, Hee-Jung ; Won, Jeong-Ae ; Paik, Seoung-Hey ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 621~640
The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.
A Case Study on Development and Application of the Explicit Teaching and Learning Strategy for Comprehension of the Middle School Students' Basic Science Process Skills
Hong, Seok-Jun ; Son, Yeon-A ;
Journal of The Korean Association For Science Education, volume 31, issue 4, 2011, Pages 641~662
In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.