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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 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
Analyses of Elementary School Students' Epistemological Beliefs Through Investigation of Their Coping Strategy Types for Anomalous Situations in Science Classes
Kang, Hun-Sik ; Jang, Hae-Jeong ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1087~1098
DOI : 10.14697/jkase.2012.32.7.1087
This study investigated the types of elementary school students' coping strategies for anomalous situations in science classes. Their epistemological beliefs were then analyzed on the basis of types. To do this, the students (N=75) from 2 elementary schools were asked to respond to an open-ended question about their coping strategies on anomalous situations and some of them underwent in-depth interviews. The analyses of the results indicated five types of coping strategies and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, and trying the experiment again after actively analyzing the causes. Among these, the major types were 'trying the experiment again with same methods', 'trying the experiments again with different methods', and 'asking a teacher for help'. The five types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the basis of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. The results revealed that 'trying the experiment again after actively analyzing the causes' was only included in 'constructing facts' and the others were included in 'transferring facts'. Educational implications of these findings are discussed.
The Effects of Argument-Based Inquiry Using the Science Writing Heuristic (SWH) Approach on Argument Structure in Students' Writing
Jang, Kyung-Hwa ; Nam, Jeonghee ; Choi, Aeran ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1099~1108
DOI : 10.14697/jkase.2012.32.7.1099
The purpose of this study was to examine the effects of argument structure on students' writing in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 108 8th grade students (three classes). Two classes (68 students) were assigned to an experimental group, and the other class (35 students) was assigned to a comparative group. The experimental group was taught argument-based inquiry using the Science Writing Heuristic (SWH) approach, while the comparative group was taught with the traditional teaching strategy. After implementing this program, the two groups were asked to write summaries using structured argumentation in their writing. The result of this study showed that the experimental group used better argument structure and multimodal representation such as pictures, graphs and examples in evidence than the comparative group. The quality of evidence used in the students' writing was different between two groups. Students of the comparative group only listed fragments of science concepts for evidence to support their claims, but students of the experimental group explained science concepts by giving specific examples. The findings show that argument-based inquiry using the SWH approach was effective on argument structure in students' writing.
The Influence of Small Group Discussion on the Science Writing Ability of Elementary School Students
Shin, Youngsik ; Jhun, Youngseok ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1109~1123
DOI : 10.14697/jkase.2012.32.7.1109
The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.
Korean Middle School Students' Perceptions as Global Citizens of Socioscientific Issues
Jang, Jiyoung ; Mun, Jiyeong ; Ryu, Hyo-Suk ; Choi, Kyunghee ; Joseph, Krajcik ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1124~1138
DOI : 10.14697/jkase.2012.32.7.1124
This study investigates Korean middle school students' perceptions as global citizens (i.e. ecological worldview, social and moral compassion, and socioscientific accountability) of Socioscientific Issues (SSI). We developed questionnaires that consisted of 20 Likert-type items to gauge their preceptions of the three different SSI contexts (i.e. nuclear power generation, bio-technology, climate change), and administered them to 225 9th grade students in Seoul. The results revealed that participants showed relatively high scores for ecological worldview but scored low on social and moral compassion across the SSI contexts. In addition, participants presented much higher scores for ecological worldview and socioscientific accountability regarding the issues of climate change. The participant responses indicated that they perceived more inter-connectedness with the environment and felt the responsibility of promoting sustainable development more to prevent further devastation in the context of climate change compared to nuclear power generation or biotechnology.
Study on Research and Education (R&E) Programs in Science High schools and Science Academies: Focusing on the Differences of Perceptions Between Students and Mentors
Jung, Hyun-Chul ; Chae, Yoojung ; Ryu, Chun-Ryol ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1139~1156
DOI : 10.14697/jkase.2012.32.7.1139
The purpose of this study was to investigate students' and mentors' perceptions of Research and Education (R&E) programs in science high schools and science academies. The sample included 1,466 science high school/science academy students and 310 mentors. They filled out the survey, which consisted of the perceptions of R&E performance procedures (Selecting a topic, Learning topic-related knowledge, Designing and performing the research study, and Evaluating and presenting results), and R&E environment (Research period, meeting opportunities with mentor/subject, learning/experimental environment). The results showed that differences existed in the perceptions of R&E performance procedures and R&E environment, especially on selecting topics and learning topic-related knowledge stages. At the end of the paper, suggestions were included for improving R&E.
Effects of Simulated Instruction Activities through a Constructivist Lens on Preservice Biology Teachers' Epistemological Belief, Science Teaching Efficacy Belief and Teaching Motivation
Kim, Sun Young ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1157~1168
DOI : 10.14697/jkase.2012.32.7.1157
This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.
The Direction of Science Gifted Education based on Creativity and Character
Choi, Kyoulee ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1169~1186
DOI : 10.14697/jkase.2012.32.7.1169
The purpose of this study was to investigate the direction of science gifted education based on creativity and character by perception in the gifted education field. Data was collected by in-depth interviews with nine teachers, 10 science gifted students, and their parents, individually or in groups. The results of the study showed that the participants perceived character, creativity, leadership and morality as the important capabilities to have in the future society. Also, they wanted to explore science as much as they wished, form values as a leader, and feel a sense of accomplishment through a collaborative research project. The study suggested that it needed to construct cooperative learning and self-directed scientific investigation for science gifted education based on creativity and character.
A Case Study on the Changes in Teaching Professionalism of Beginning Science-gifted Education Teachers through Mentoring in the Aspects of Pedagogical Content Knowledge
Noh, Taehee ; Lee, Jooseok ; Kang, Hunsik ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1187~1203
DOI : 10.14697/jkase.2012.32.7.1187
This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.
Exploring the Components and Functions of Scaffolding in Open Inquiry through Factor Analysis
Park, Jaeyong ; Lee, Kiyoung ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1204~1221
DOI : 10.14697/jkase.2012.32.7.1204
The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.
Comparison on the Vocational Values and the Science Career Orientation between Middle School Scientifically Gifted Students and Non-Gifted Students
Kim, Soo-Kyum ; Yoo, Mi-Hyun ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1222~1240
DOI : 10.14697/jkase.2012.32.7.1222
The purpose of this study was to compare the differences of the vocational values and the career orientation of science between middle school scientifically gifted students and non-gifted students. The subjects were 85 middle school scientifically gifted students and 139 middle school non-gifted students. For this purpose, the questionnaires about vocational values and science career orientation were administered. The results of this study were as follows: First, the vocational values between two groups were significantly different in 'diversity', 'reward', 'social recognition' and 'autonomy' among all 11 domains. 'Diversity' and 'autonomy' showed the highest scores for scientifically gifted students. On the other hand, for the non-gifted students, 'reward' and 'social recognition' showed the highest scores. Second, the grand mean of the science career orientation between two groups showed significant differences. The average of scientifically gifted students was significantly higher than that of the non-gifted students in all four sub-domains. Third, the main effect of the vocational values according to gender did not exist, but there were main effects, including diversity, reward, stability, social recognition and autonomy, between two groups. There was no interaction effect between group and gender in the vocational values. Fourth, there were interaction effects between group and gender in the science career orientation. The main effects existed in four sub-domains of science career orientation. However, according to gender, the main effect existed in the sub-domain 'job preference for science' between the male students and the female students.
A Study on Core Competencies of Science-Gifted Students Based on Teachers' and Students' Perspectives
Kim, Hwannam ; Lee, Young Ju ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1241~1250
DOI : 10.14697/jkase.2012.32.7.1241
The purpose of this study was to investigate core competencies of science-gifted students based on teachers' and students' perceptions. Based on a literature review and focus group interview, 16 core competencies of science-gifted students were drawn. The results of this study were as follows. First, there are significant differences in self-control, self-directed learning, knowledge in one's academic area, research, English, writing, leadership, communication skill, cooperation, and spirit of services between teachers and students. Second, teachers perceived self-directed learning, thinking skills, interests in one's academic area, motivation as the most important core competencies among the 16. Also, teachers perceived the educational program to raise self-control, cooperation and self-directed learning. Further discussion was reviewed.
A Case Study for Interactive Learning between Visitors and Exhibits in a Natural History Hall Focused on the Discourse Flow and the Modes of Visitors' Own Interactions
Choi, Moon-Young ; Maeng, Seungho ; Park, Eun Ji ; Jung, Won-Young ; Kim, Chan-Jong ;
Journal of The Korean Association For Science Education, volume 32, issue 7, 2012, Pages 1251~1268
DOI : 10.14697/jkase.2012.32.7.1251
This study investigated several cases of interactive learning mediated by exhibits in a natural history hall during visits by middle school students. Five visiting cases were selected, in which visitors engaged actively in the interactions between them. Each visiting case was analyzed in terms of visiting discourse register and the modes of interaction in order to understand both visitors' meaning-making processes through the discourse flow and the characteristics of visiting discourse according to the features of exhibits. Results were as follows. The information provided in the exhibits was used as THEMEs in visitors' discourse and the visitors presented their information on the THEMEs as RHEMEs. The visitors made their own meaning for the exhibits by exchanging their information with each other. Interrogative sentences on the exhibit panels allowed visitors to make arguments. Similar exhibits displayed together helped visitors to compare those exhibits. These two features of the exhibits facilitated visitors' meaning-making processes in the natural history hall. The modes of interaction between visitors mediated by the exhibits showed that the information itself from the exhibits as well as visitors' opinion on the exhibits were frequently used as the elements for in-depth cognitive social interactions that allowed the visitors to construct meaning. Based on these results, we discussed that understanding in detail how visitors choose information from exhibits and construct visiting discourse is very important to improve visitors' collaborative science learning at a natural history hall.