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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
The Influence of Reflective Thinking Facilitation Program on Reflection Areas and Levels in Pre-Service Science Teachers` Teaching Practice
Kim, Hyun-Jung ; Hong, Hun-Gi ; Hong, Jee-Hye ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1087~1102
DOI : 10.14697/jkase.2013.33.6.1087
The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers` assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.
A Study of Conceptual Change Processes among Pre-Service Science Teachers relating to Conductor and Electrolyte as Electrified Materials
Paik, Seoung-Hey ; Kim, Kyoung-Eun ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1103~1118
DOI : 10.14697/jkase.2013.33.6.1103
In this research, we analysed definitions and examples of conductor and electrolysis concept in middle school science textbooks. We also surveyed 9 senior pre-service teachers` understanding of the concept definitions and appropriate examples. From the analysis of the textbooks, we found that the possibility of misunderstanding of learners is high because of the broad definition concept and narrow list of examples. After confirming the differences among pre-service teachers` understanding of the subject through questionnaires and interviews, they also debated for a need to an agreement on scientific concepts. The pre-service teachers recognized the meaning of social constructivism and the need for an agreement process in teaching science concepts.
Argument and Argumentation: A Review of Literature for Clarification of Translated Words
Kang, Nam-Hwa ; Lee, Eun Kyung ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1119~1138
DOI : 10.14697/jkase.2013.33.6.1119
It has been a decade since argument and argumentation were introduced in science education literature in South Korea. The word "argument" has been translated into three different Korean terms in literature. The purpose of this study was to clarify those translated terms by examining how the terms were defined and used in Korean education research literature. From a philosophical perspective on the diversity of translation, we examined definitions of argument and argumentation, research topics in papers published in major international journals on science education, and reviewed relevant science education papers published in South Korean journals. We reviewed 79 papers published since the year 2000 in major international journals on science education, whose titles have terms argument and/or argumentation and 37 Korean science education papers whose titles have terms translated from the two English words. Findings showed that Korean researchers defined argument and argumentation either in a general sense or in a specific sense such as science investigation or group work aspects, depending on research contexts. Researchers in Korea rarely mentioned the diversity of translation. If they mentioned it, justification for a specific translation of the term was not provided except for in one case. When the same foreign literature was reviewed to define "argument" or "argumentation, different Korean words were used to translate the same two terms. This indicated to the researchers that the translation of the terms was not related to their definitions of them. On the other hand, each research group used a certain translation of the term consistently, indicating that translations might be based on research tradition. Based on the findings, a position on translation of the term is proposed in terms of professionalism and communication between research groups.
Effects of the Course with Handbook Correcting Life Science Misconceptions for Preservice Elementary School Teachers on Science Teaching Efficacy and Misconceptions
Kim, Eun-Jin ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1139~1153
DOI : 10.14697/jkase.2013.33.6.1139
Misconceptions are one of the most important and long-lasting studied themes on science education. It is because their nature is obstinate and settled as well as they corrupt students` understanding of science concepts. This study examines whether preservice elementary school teachers enrolled in biology teaching material research course changed positively on science teaching efficacy and correcting life science misconceptions when they used the handbook developed for this study. The handbook comprises 203 life science concepts surveyed among preservice teachers holding from advanced researches and arranged by 2007 Revised Science Curriculum. 107 preservice elementary school teachers participated in the study. Forty-six (46) of them were assigned to the experimental group and the other 61 to the control group. ANOVA was conducted for analyzing data. Science Teaching Efficacy Belief Instrument (STEBI) and the life science misconception test which was developed for this study, were administrated as assessing instruments for pretest and posttest. The experimental group, using the handbook, acquired higher scores in both tests on statistical significance level than the control group who were not using the handbook. The results indicate the handbook developed for correcting life science misconceptions for this study is effective in enhancing science teaching efficacy and correcting life science misconceptions.
Investigation of Eye Movement on the Observation of Elementary School Students with Different Motivation System on Science Learning
Lim, Sungman ; Park, Seojung ; Yang, Ilho ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1154~1169
DOI : 10.14697/jkase.2013.33.6.1154
The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students` characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.
The Characteristics of Beginning Science-Gifted Education Teachers` Reflection on Their Science Teaching with Coteaching through Mentoring
Noh, Taehee ; Yang, Chanho ; Kang, Hunsik ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1170~1185
DOI : 10.14697/jkase.2013.33.6.1170
In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers` reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that `instructional strategies and instruction for science-gifted education` and `science-gifted students` were most frequently included in their reflection regardless of class time. `Curriculum for science-gifted education` were also frequently included although fewer than the two aspects. However, `subject matter knowledge` and `assessment in science-gifted education` were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of `instructional strategies and instruction for science-gifted education` or `science-gifted students` with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers` productive reflection on their science teaching.
Comparison of the Characteristics of each Educational Achievement Level of Elementary and Middle School Students Shown in the Chemistry Items of the National Assessment of Educational Achievement
Choi, Wonho ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1186~1201
DOI : 10.14697/jkase.2013.33.6.1186
We investigated student`s characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009, 2010, and 2011 for Grade 6 students, and compared the characteristics between elementary and middle school students. The analysis of representative items for each educational achievement level of elementary and middle school students revealed that (a) advanced level students from both elementary and middle school could exactly understand the achievement criteria of the curriculum, (b) proficient level students from both elementary and middle school were understanding the achievement criteria of the curriculum superficially, for example, they could not understand concepts exactly but could memorize terms, and so should have compensational education under situations that ask for short answer or essay type items instead of multiple choice items, and (c) basic level students from both elementary and middle school almost could not understand the achievement criteria of curriculum, and so should have compensational education under situations that only deal with a simple situation. Science concepts treated in science curriculum are hierarchically organized by level of school, and simple compensational education for the students of below basic level will not solve learning deficits in science education. Differentiated education by educational achievement should be largely expanded instead.
Trend Analysis of Secondary School Chemistry Teacher Certification Examination: School Years 2009~2013
Choi, Byungok ; Kim, Yongseong ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1202~1218
DOI : 10.14697/jkase.2013.33.6.1202
This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants` knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.
An Analysis of the Association between Subject Matter Knowledge and Pedagogical Content Knowledge for Science Teachers: The Case of Earth Science Teachers` Lesson on Atmospheric Pressure
Lee, Ki-Young ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1219~1236
DOI : 10.14697/jkase.2013.33.6.1219
The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers` SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on `supplementary` and `fundamental` curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed `applicative` curriculum contents. Third, teachers at high level of SMK grasped students` misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students` prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.
Revalidation of Measuring Instrument Systems Thinking and Comparison of Systems Thinking between Science and General High School Students
Lee, Hyonyong ; Lee, Hyundong ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1237~1247
DOI : 10.14697/jkase.2013.33.6.1237
The purposes of this study are 1) to revalidate the developed Measuring Instrument Systems Thinking and 2) to compare systems thinking skills between gifted and non-gifted high school students. For the test, 116 gifted science students and 553 non-gifted students were sampled from high schools. Exploratory factor analysis and confirmatory factor analysis were performed and Independent t-test was performed using the average of the two groups. The finding of the exploratory factor analysis indicated 5 factors in the model with 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model:
: 2.765, TLI
Elementary School Students` Perception about the Purpose of Scientists` Experiments
Kim, Jihye ; Shin, Youngjoon ;
Journal of The Korean Association For Science Education, volume 33, issue 6, 2013, Pages 1248~1258
DOI : 10.14697/jkase.2013.33.6.1248
This study investigated the elementary school students` perception of the "purpose of scientists` experiments" and discovered what roles teachers can take to provide guidance. The study subjects were 193 elementary school students (96 boys and 97 girls) in a school located in Gyeonggi-do. The responses were analyzed through categorization based on their gender, science test score at school, and understanding of the purposes of scientific experiments based on students` choice of science-related future careers. The results of this study were as follows. In relation to the purpose of science experiments, the elementary school students considered intrinsic values of doing experiments more valuable than their extrinsic values. Next, 34.2% of the students answered that scientists do science experiment `to find a new fact` and 26.9% of the students answered `to make life convenient.` The results showed that girls responded `social usefulness` more frequently than boys. Considering the achievement levels, it was found that high level students replied `to make life convenient` more frequently than middle and low level students on why scientists do science experiments. Students who want to have a science-related career had varied ideas about it.