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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 33, Issue 7 - Dec 2013
Volume 33, Issue 6 - Oct 2013
Volume 33, Issue 5 - Aug 2013
Volume 33, Issue 4 - Jun 2013
Volume 33, Issue 3 - May 2013
Volume 33, Issue 2 - Apr 2013
Volume 33, Issue 1 - Feb 2013
Selecting the target year
An Investigation of Students` Science Writing Processes Using Think-aloud Method
You, Jiyeon ; Kang, Sukjin ; Kim, Jiyeong ; Noh, Taehee ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 881~892
DOI : 10.14697/jkase.2013.33.5.881
It has been recently emphasized that comprehensive understanding of students` cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students` writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.
Analysis of Changes in Elementary Students` Mental Models about the Causes of the Seasonal Change
Kim, Soon-Mi ; Yang, Il-Ho ; Lim, Sung-Man ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 893~910
DOI : 10.14697/jkase.2013.33.5.893
The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants` mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants` mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.
Features in Pre-Service Teachers` Reflective Discussion on their Practical Work-Based Teaching
Shim, Hyeon-Pyo ; Ryu, Kum-Bok ; Lee, Eun-Jeong ; Jeon, Sang-Hak ; Hwang, Seyoung ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 911~931
DOI : 10.14697/jkase.2013.33.5.911
The purpose of this study was to analyze pre-service teachers` reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers` discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.
Multicultural Students`, Parents` and Teachers` Ideas about Science Learning
Shin, Dong-Hee ; Ko, Sang-Sook ; Kim, Ae-Hwa ; Kim, Seol-Hee ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 932~951
DOI : 10.14697/jkase.2013.33.5.932
This study was initiated to address multicultural students` science learning, which is expected to be our assets for the next generation. By understanding their ideas of science learning and cultural context, we intend to encourage them and urge our science education communities to be interested in multicultural science education in Korea. We interviewed elementary and secondary school multicultural students, their parents, and teachers who have ever taught them. The interview revealed that they needed language-based support to improve their science learning. It seemed to be a serious problem that teachers` and students` expectancy toward multicultural students were low. We should put into practice scientific literacy for all students through the multicultural science education in our own context with school-based systematic support.
The Effects of the Science Writing Heuristic Approach on the Middle School Students` Achievements
Shin, Soyoung ; Choi, Aeran ; Park, Jong-Yoon ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 952~962
DOI : 10.14697/jkase.2013.33.5.952
The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students` summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls` middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.
The Formation Process of Scientific Knowledge for Pre-service Science Teachers through Collective Intelligence
Kim, Semi ; Kim, Eunjin ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 963~980
DOI : 10.14697/jkase.2013.33.5.963
The purpose of this study was to investigate the process of constructing pre-service teachers` scientific knowledge information through collective intelligence. We selected the `Appropriate Technology` (A.T.) as the subject for formation of scientific knowledge. Twenty nine pre-service teachers of the course `Scientific Thinking and Writing in Science Education` were allowed to freely post information whenever they wanted. They presented their full opinions, interacted with each other, and assessed the other` information on the website for a month. The way of posting was as follows. After one pre-service teacher had written the information about A.T. on the website, the other assessed the text and added or modified the writing. This process continued. We analyzed every writing they posted and questionnaire which contained the reason why they modified the text. The result was as follows. Pre-service teachers formed collective intelligence through four stages. First, pre-service teachers started to find the information related to the subject and they just added the information behind the other`s writing. In the second stage, information was added, too. But the difference was that the information they selected carried values for having certain views. Third, they organized their writings with logical and critical thinking. Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence. We found the forming process of knowledge by collective intelligence, and explored the various involving patterns and thinking activities in the process. Based on this research, we expect the improvement of students` logical and critical thinking through the various classes using collective intelligence.
Examining Two Causal Models Regarding High School Students` Ecological Perspective: The Role of Familiarity and Ecologistic-Naturalistic Path
Ha, Minsu ; Lee, Jun-Ki ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 981~994
DOI : 10.14697/jkase.2013.33.5.981
This study aims to examine two hypothetical models for the variables of students` environmental perspective. First hypothetical model is the mediating role of recognition and familiarity between aesthetic and negativistic perspectives. Second hypothetical model is the separate path from humanistic to dominionistic perspectives. One hundred four tenth grade students participated in this study. We used Pearson correlation, partial correlation, and path analysis to examine the fitness of hypothetical models. The findings showed that the mediating role of recognition and familiarity between aesthetic and negativistic perspectives were statistically accepted. To prevent students` bias for fancy or gross animals, the learning (for instance, recognition and familiarity) may play role in reducing the bias. Second, there were two differential paths from humanistic to dominionistic perspectives (ecologistic-naturalistic path and scientistic-utilitarian path). While ecologistic-naturalistic path does not reach dominionistic perspective, scientistic-utilitarian path does reach dominionistic perspective. To prevent students` dominionistic perspective for nature, they need to understand ecologistic-naturalistic minds for the nature.
An Instrument Development and Validation for Measuring High School Students` Systems Thinking
Lee, Hyonyong ; Kwon, Hyuksoo ; Park, Kyungsuk ; Lee, Hyundong ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 995~1006
DOI : 10.14697/jkase.2013.33.5.995
The purposes of this study were to develop an instrument to measure high school students` systems thinking and to validate the scale. The scale of systems thinking was made up for 5 factors - systems thinking, mental model, shared vision, personal mastery, and team learning through analyses of related literature. Six items per factor were constructed and the scale consisted of a total of 30 items for the pretest. After exploratory factor analysis, the number of total items was reduced to 20 items. For the main test, 280 students were sampled from high school and analyzed valid cases were 260 students. The finding of the exploratory factor analysis indicated 5 factors in the model, and 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model:
Perceptions of Elementary Teachers on Teaching Science-Arts Integrated Activities
Mun, Jiyeong ; Song, Joo-Yeon ; Kim, Sung-Won ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 1007~1020
DOI : 10.14697/jkase.2013.33.5.1007
This study investigated the perceptions and the characteristics of elementary teachers on teaching science-arts integrated activities. Twelve elementary teachers who have taught in the third to sixth grade science lessons participated in this study. Data was collected by individual interviews lasting 60 to 90 minutes. Interview questions were composed of three aspects: 1) how elementary teachers perceive science-arts integrated activities, 2) in what ways elementary teachers address science-arts integrated activities, and 3) what difficulties elementary teachers experienced in addressing science-arts integrated activities. The results showed that, first, elementary teachers agreed that science-arts integrated activities have educational value in science learning. Second, most teachers focused on improving understanding of science knowledge through teaching science-arts integrated activities, while several teachers put emphasis on having experience of arts as well as understanding of science knowledge. And third, teachers experienced difficulties due to insufficient teaching materials and time to prepare for teaching science-arts integrated activities. Based on the results, we suggested educational implications for utilization of science-arts integrated activities in elementary education.
The Influences of Coteaching through Mentoring upon Pedagogical Content Knowledge of Beginning Science-Gifted Education Teachers
Noh, Taehee ; Yang, Chanho ; Lee, Jaewon ; You, Jiyeon ; Kang, Hunsik ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 1021~1040
DOI : 10.14697/jkase.2013.33.5.1021
In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers` planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers` PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.
The Design of Integrated Science Curriculum Framework Based on Big Ideas
Bang, Dami ; Park, Eunmi ; Yoon, Heojeong ; Kim, Ji ; Lee, Yoonha ; Park, Jieun ; Song, Joo-Yeon ; Dong, Hyokwan ; Shim, Byeong Ju ; Lim, Hee-Jun ; Lee, Hyun-Suk ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 1041~1054
DOI : 10.14697/jkase.2013.33.5.1041
Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, `diversity,` `structure,` `interaction,` and `change,` were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for `structure` were developed for grades 5~6.
Exploring the Evolution Patterns of Trading Zones Appearing in the Convergence of Teachers` Ideas: The Case Study of a Learning Community of Teaching Volunteers `STEAM Teacher Community`
Lee, Jun-Ki ; Lee, Tae-Kyong ; Ha, Minsu ;
Journal of The Korean Association For Science Education, volume 33, issue 5, 2013, Pages 1055~1086
DOI : 10.14697/jkase.2013.33.5.1055
The purpose of this study is to identify the formation and evolution patterns of a trading zone and to explore the difficulties teachers experience in the trading zone and their perceptions of the experience. Seven teachers involved in the `STEAM Teacher Community` in a middle school located in the southern part of South Korea participated in this study. Participant observation and in-depth interviews were carried out, and reflective essays were collected for analysis. The results show that teachers successfully formed a trading zone to share their expertise when they developed teaching materials for the convergence of different subject matters. Moreover, such a trading zone evolved in the order of pre-trading zone, trading zone under elite control, trading zone with boundary object, and trading zone of shared mental model. The difficulties teachers experienced in the trading zone were categorized under the difference of culture and opinion across subject matters, the lack of motivation for convergence, the hegemony of convergence and far-fetched factors for convergence, and difficulty of communication due to jargons. Also teachers in this study experienced perceptual changes in the trading zone. The trading zone model drawn from the results of this study bring forth implications for voluntary teachers` learning community activity for the convergence of different subject matters.