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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
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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 32, Issue 10 - Dec 2012
Volume 32, Issue 9 - Nov 2012
Volume 32, Issue 8 - Oct 2012
Volume 32, Issue 7 - Oct 2012
Volume 32, Issue 6 - Aug 2012
Volume 32, Issue 5 - Aug 2012
Volume 32, Issue 4 - Aug 2012
Volume 32, Issue 3 - Jun 2012
Volume 32, Issue 2 - Apr 2012
Volume 32, Issue 1 - Feb 2012
Selecting the target year
Development and Application of
Century Scientific Literacy Evaluation Framework on Korean High School Science Text Books
Mun, Kongju ; Mun, Jiyeong ; Cho, Miyoung ; Chung, Yoonsook ; Kim, Sung-Won ; Krajcik, Joseph ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 789~804
DOI : 10.14697/jkase.2012.32.5.789
century scientific literacy assessment instrument and applied it to explore the contents of seven Korean science textbooks. The
century scientific literacy assessment instrument involved three dimensions (habits of mind, character and values, science as human endeavor). Each dimension consists of three sub-dimensions. Five science education experts assessed the content of textbook using criteria. We discussed issues in which the examiners responses did not match and reached an agreement on initial disagreement. As a result, we found that most Korean textbook contained contents on habits of mind, especially, communication, collaboration, and information management. We also found that most materials lacked information about character and values and science as human endeavor. Based on the result, we suggest that researchers and science educators need to consider all dimensions of the
century scientific literacy when they develop curriculum and teaching materials. In addition, the rubric for
century scientific literacy can be adopted as an assessment tool for examining curriculum, teaching materials.
Exploring the Patterns of Group model Development about Blood Flow in the Heart and Reasoning Process by Small Group Interaction
Lee, Shinyoung ; Kim, Chan-Jong ; Choe, Seung-Urn ; Yoo, Junehee ; Park, HyunJu ; Kang, Eunhee ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 805~822
DOI : 10.14697/jkase.2012.32.5.805
The purpose of this study was to explore the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. The subjects were 14, 8th graders in a Science Gifted Center. The group discussion was made possible by using triggering questions that can be answered based on experiences of hands-on activities such as a siphon pump analogy model activity and a dissection of pigs' hearts. Despite participating in same activities, the groups showed different model development patterns: unchanged, persuasive, and elaborated. Due to the critical revising, the group's explanatory model was elaborated and developed in the added and elaborated pattern. As critical revising is a core element of the developing model, it is important to promote a group interaction so that students become critical and receptive. The pedagogical analogy model and conflict situation enabled students to present elaborated reasoning. The Inquiry activity with the pedagogical analogy model promote students' spontaneous reasoning in relation to direct experience. Therefore offering a pedagogical analogy model will help students evaluate, revise and develop their models of concerned phenomena in science classroom. Conflict situation by rebuttal enable students to justify more solid and elaborate a model close to the target model. Therefore, teachers need to facilitate a group atmosphere for spontaneous conflict situation.
Semantic Network Analysis of Science Gifted Middle School Students' Understanding of Fact, Hypothesis, Theory, Law, and Scientificness
Lee, Jun-Ki ; Ha, Minsu ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 823~840
DOI : 10.14697/jkase.2012.32.5.823
The importance of teaching the nature of science (NOS) has been emphasized in the science curriculum, especially in the science curriculum for science-gifted students. Nevertheless, few studies concerning the structure and formation of students' mental model on NOS have been carried out. This study aimed to explore science-gifted students' understanding of 'fact', 'hypothesis', 'theory', 'law', and 'scientificness' by utilizing semantic network analysis. One hundred ten science-gifted middle school students who were selected by a national university participated in this study. We collected students' written responses of five items and analyzed them by the semantic network analysis(SNA) method. As a result, the core ideas of students' understanding of 'fact' were proof and reality, of 'hypothesis' were tentativeness and uncertainty, of 'theory' was proven hypothesis by experimentation, of 'law' were absoluteness and authority, and of 'scientificness' were factual evidence, verifiability, accurate and logical theoretical framework. The result of integrated semantic network illustrated that the viewpoint of science-gifted students were similar to absolutism and logical positivism (empiricism). Methodologically, this study showed that the semantic network analysis method was an useful tool for visualization of students' mental model of scientific conceptions including NOS.
How Do Elementary School Teachers Teach Prediction, Inference, and Hypothesis?
Yang, Ilho ; Kim, Yeomyung ; Lim, Sungman ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 841~854
DOI : 10.14697/jkase.2012.32.5.841
The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.
Research on Ways to Improve Science Teaching Methods to Develop Students' Key Competencies
Kwak, Youngsun ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 855~865
DOI : 10.14697/jkase.2012.32.5.855
The goal of this research is to investigate ways to improve science teaching methods to develop students' key competencies. Since the OECD DeSeCo (Definition and Selection of Key Competencies) project, key competencies are redefined as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, which leads many countries to emphasize competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals, we explored ways to improve science teaching methods to develop students' key competencies. In foreign cases, science teachers emphasized students' knowing what KCs to accomplish, activities and student-centered learning, students' group activities and collaboration, and greater curriculum integration among subjects and contexts. Korean science teachers argued that the KCs should be realized through teaching methods and emphasized scientific inquiry learning whereby non-science track students could also benefit from science lessons. Korean science teachers also emphasized links to real-life situations, providing students with various learning experiences that supported students to develop the KCs, and the delivery of an integrated curriculum. In the conclusion section, the difficulties with the implementation of key competencies are discussed.
The Analysis of Level and Structure of Natural Science High School Students' Science Motivation Compared to General High School Students'
Ha, Minsu ; Kim, Miyoung ; Park, Kyung-Hwa ; Lee, Jun-Ki ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 866~878
DOI : 10.14697/jkase.2012.32.5.866
The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.
Effect of Inquiry-based Biology Program on Pre-service Science Teachers' Perceptions on the Nature of Science and Affective Domain of Science
Choi, Jin ; Seo, Hae-Ae ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 879~889
DOI : 10.14697/jkase.2012.32.5.879
This study aims to investigate the effect of inquiry-based biology program of pre-service science teachers' perceptions on the nature of science and their affective domain of science. For the study, sixty-seven pre-service science teachers were sampled from students who enrolled in the 'Biology Laboratory', Spring semester, 2011. The experimental group taught by inquiry-based experiment and control group by observation-based experiment were composed. At the beginning and end of semester, pre- and post-tests on the nature of science and affective domain of science were administered. The average scores of experimental group were higher than those of control group in the post-test of the nature of science, but there were no significant differences between both groups (p>.05). For the post-test results of both groups' affective domain of science, the experimental group showed significantly higher scores than the control group in self-efficacy in science, importance of science, and importance of science for careers (p<.01). The inquiry-based biology program did not influence pre-service science teachers' perception on the nature of science, while it was effective for positive changes on pre-service science teachers' affective domain of science.
An Analysis of Science-Arts Integration Activities in Elementary School Science Textbooks of Korea
Mun, Jiyeong ; Song, Joo-Yeon ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 890~902
DOI : 10.14697/jkase.2012.32.5.890
This study intended to analyze science-arts integration activities in science textbook and explore the artistic elements of science-art integrated activities. For this purpose, we selected science-arts integration activities in elementary science textbooks of Korea by revised curriculum in 2007. We analyzed them by the type, the function and the role of arts. The analysis of artistic element was based on 'design element' suggested by Baron & Eisner. Results revealed that the science-arts integration activities were using a visual art form than any other and the role of arts was mainly to apply science concepts. Through the artistic element analysis, we found that most activities were emphasized on 'empathic understanding' category than other categories. Based on the results, science-arts integration activities with more diverse form of art should be developed. Also the artistic element should be considered in developing future science-arts integration activities.
Middle School Students' Construction of Physics Inquiry Problems and Variables Isolation and Clarification during Small Group Open-inquiry Activities
Yoo, Junehee ; Kim, Jongsook ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 903~927
DOI : 10.14697/jkase.2012.32.5.903
The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.
The Analysis of Inquiry Activities in High School Chemistry II Textbooks on the Revised 2009 Curriculum
Kim, Jiyoung ; Han, Jae-Eun ; Park, Jongseok ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 928~937
DOI : 10.14697/jkase.2012.32.5.928
The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.
Development and Application of Climate Change Education Program in Middle School Science
Woo, Jung-Ae ; Nam, Young-Sook ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 938~953
DOI : 10.14697/jkase.2012.32.5.938
The purpose of the study was to develop a middle school science climate change education program, apply the program, and analyze the effects of the program. The climate change education program improves understanding of climate change and ability to take action about climate change. The results of this study are as follows: First, middle school science climate change education program was developed to cover eight topics. The middle school climate change education program contained the phenomenon of climate change, the cause of climate change, the impact of climate change, and a climate change measurement system. These contents were developed to reflect the global science education system and sustainable development education. Secondly, the results of the program's application showed that middle school climate change education program improved the knowledge and understanding levels of students, awareness, attitude towards, and the will of students to act in accordance to climate change.
Exploring Science Education with Consideration of "Ethics of Care"
Shin, Donghee ; Lee, Jihee ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 954~973
DOI : 10.14697/jkase.2012.32.5.954
To apply "ethics of care" into science education, this study summarized previous studies of care, ethics of care, and caring education. Through a wide range of literature review, we proposed science learning model with ethics of care. This model has steps of 'being in a context of issue, perception of issue-related value, choosing value with ethics of care, feeling empathy to caring subject, experiencing care, and verifying the effectiveness of caring, which are reflected characteristics of ethics of care, contextual, connected, and practical. It is expected that students will be able to solve science-related issues while keeping in mind consideration for nature as a caring subject.
Exploring Teachers' Perceptions and Experiences of Convergence Education in Science Education : Based on Focus Group Interviews with Science Teachers
Lee, Sun-Kyung ; Hwang, Seyoung ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 974~990
DOI : 10.14697/jkase.2012.32.5.974
The purpose of this study was to explore practical meanings of convergence education and to seek ways of implementing it in school science education. The study adopted focus group interview method in order to elicit science teachers' perceptions and practical knowledge related to various ways of integrating educational aims and contents from the perspectives of science education. Two focus group interviews were held with four science teachers with the themes of the concept and potential of convergence education, and the implementation and systemic support, respectively. The qualitative data was analyzed by deriving major themes comprising teachers' perception on convergence education: they are 1) related concepts and rationales, 2) contents, methods, and assessment, 3) the characteristics of the science subject that make it suitable for convergent education, 4) teacher perception and professionalism required for implementing convergent education, and finally 5) environmental conditions for putting the idea into practice. Based on this result, the study discusses conceptual and practical issues for implementing convergence education in ways that contribute to overcoming the problems of the traditional educational system and reorienting science education towards the future society.
Analysis of Factors affecting High School Science Teachers' Class Compositions
Park, Sungman ; Lee, Bongwoo ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 991~1006
DOI : 10.14697/jkase.2012.32.5.991
The purpose of this research is to find factors that affect high school science teachers' class compositions. In this research, we developed the class composing factor analysis framework and we observed teachers' class to figure out the class composing factors. The results from this research were as follows: First, the class composing factor was classified with 'positive motive factor' and 'negative motive factor'. It is the positive motive factor that teachers' voluntary motives operate to teacher for class compositions. It is the negative motive factor that outer demands operate to teacher for class compositions. Second, both positive and negative motive factors were shown in all the steps, which included preparing a class, progressing a class, and after a class. Also, according to the circumstances, each factor changed. Minimizing and overcoming negative motive factors will lead to positive interaction between the teacher and students. It will also increase a teachers' achievements in class and maximize the effectiveness of class. Therefore, it is expected that this will be a great help for teachers to enhance their teaching professionalism.
Development of the Analytic Framework for Dialogic Argumentation Using the TAP and a Diagram in the Context of Learning the Circular Motion
Shin, Ho Sim ; Kim, Hyun-Joo ;
Journal of The Korean Association For Science Education, volume 32, issue 5, 2012, Pages 1007~1026
DOI : 10.14697/jkase.2012.32.5.1007
The purpose of this study was to develop analytic framework for dialogic argumentation to show the context and flow visualizing interactions of argumentation, to be able to present quality of argumentation specifically. For this, we formulated a method of the argumentation diagram using feature of diagram simple and structurally visualizing interrelation between argument components, and then quantified quality of argumentation to argument level score on this basis. We have developed the learning material for argumentation about a vertical circular motion and used the obtained translations from applying it in developing the framework. We chose argument statements among full transcript and then coded as Toulmin's argument components, and these codes was effectively arranged and linked to show argumentation diagram. Results by argumentation diagram could be useful understanding of interactive argumentation context and the flow and present frequency, the combination of argument elements, rough qualitative level of argumentation. To quantify argumentation quality, we gave different scores to different link lines reflecting indication of argumentation quality like that diversity of argument component, justification, presence or absence of rebuttals. The process of identification of argument level is very simple, qualitative level of argumentation represented as concrete score could present various and concrete argument level. Developed analytic framework might contribute to argumentation research field, because it can present effectively dialogic argumentation result. Also, various analysis cases might guide designing an effective argumentation practice and circular motion learning.