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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 34, Issue 8 - Dec 2014
Volume 34, Issue 7 - Oct 2014
Volume 34, Issue 6 - Sep 2014
Volume 34, Issue 5 - Aug 2014
Volume 34, Issue 4 - Jun 2014
Volume 34, Issue 3 - May 2014
Volume 34, Issue 2 - Apr 2014
Volume 34, Issue 1 - Feb 2014
Selecting the target year
Student Understanding of Scale: From Additive to Multiplicative Reasoning in the Constriction of Scale Representation by Ordering Objects in a Number Line
Park, Eun-Jung ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 335~347
DOI : 10.14697/jkase.2014.34.4.0335
Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.
Analysis of Scientific Inquiry Elements in Middle School Science Textbooks, Teachers' Cognition, and an Experiment Case
Han, Yu Hwa ; Jeun, Eun Sun ; Paik, Seoung Hye ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 349~357
DOI : 10.14697/jkase.2014.34.4.0349
The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.
An Analysis of the Infographics Features of Visualization Materials in Section 'Information and Communication' of Physics I Textbook
Noh, Sang Mi ; Son, Jeongwoo ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 359~366
DOI : 10.14697/jkase.2014.34.4.0359
In this study, we try to examine its features by using the methods of systematic infographics analysis for visualization materials that are used in Physics I textbooks. Thus, after developing the analytical framework infographics, visualization materials is described in the section "information and communication" and have been analyzed separately as "data visualization" and "Infographics." The results of this study are as follows. First, the analysis framework of infographics can be classified contents of the information, visual representation, and media method. Second, the visualization materials that are displayed in the section "information and communication" of Physics I textbook are of higher quality than most schematized data that are graphically, simple information. Third, the features of visualization materials in textbooks have many relations & functions on 'information content', text & metaphor on 'visual element', illustration & comparison on 'expression type', graphic on 'expression mode', printed matter on 'media method', and horizontal & vertical type on 'the flow of attention'. From the analysis results, in the section "information and communication" of Physics I textbook uses a lot of visualization materials, however it does not provide rich infographics but only simple graphical materials. By utilizing the results of the analysis of textbook and analysis framework of infographics, which has been developed through the this study, let us hope that the opportunity to be able to grasp the importance of infographics in science education be provided.
Secondary School Students' Science Anxiety in Relation to Their Science Teachers' Teaching Styles in Korea
Kim, Youngshin ; Seo, Yoo-Sun ; Lim, Soo-Min ; Lee, Hyonyong ; Yoon, Heojeong ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 367~373
DOI : 10.14697/jkase.2014.34.4.0367
The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.
Middle School Students' Evaluation of Scientific Information: From the Perspective of Hypothetico-deductive Reasoning
Lee, Eun Mi ; Kang, Nam-Hwa ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 375~383
DOI : 10.14697/jkase.2014.34.4.0375
The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.
The Likert Scale Attention Points Applied to Research on Attitude and Interests on Science Education
Park, HyunAe ; Bae, Sungwoo ; Park, Jongseok ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 385~391
DOI : 10.14697/jkase.2014.34.4.0385
We use a scale mainly for quantification when we study the psychological characteristics that we cannot observe. The utilization of a scale is frequent in scientific educational studies. The convenience offered by Likert scale, which is among the most frequently used, enable us to grasp characteristic attitude or recognition in students, and evaluate them against an affective domain. But a lot of errors occur, and has been noted as well in the case of utilizing Likert scale in the process. A central tendency in the utilization of Likert scale appears in this study, and the trend analyzes according to study objects and study contents, but we intend to find a way to utilize Likert scale. The results of study made on our countryside students show that the answers tend to get concentrated and a central tendency appears. Our countryside students were aware of the eyes surroundings them, have respect for elders through social experiences, and have had troubles with differentiated expression or personality in the group and cultural environments. According to the object of study, the central tendency appears more among older students than younger students, more among general students than gifted students. In the contents of study, the central tendency has been given more appearance in scope and their exposure has relatively been in large domain. Therefore when utilizing Likert scale in scientific education study, an error of central tendency appears as if they are results of the study. So, when applying the Likert scale to scientific study, we need to consider sociocultural environment, characteristics of an object and contexts of study. This enables avoiding dependence on numerical value of the utilization results, and interpret them correctly.
A Case Study of Middle School Science Teachers' Topic-Specific Pedagogical Content Knowledge on the Unit of Stars and Universe
Lee, Kiyoung ; Maeng, Seungho ; Park, Young-Shin ; Lee, Jeong-A ; Oh, Hyunseok ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 393~406
DOI : 10.14697/jkase.2014.34.4.0393
Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.
Teachers' Conceptions about the Genetic Determinism of Human Behaviors
Youn, Se Jin ; Seo, Hae-Ae ;
Journal of The Korean Association For Science Education, volume 34, issue 4, 2014, Pages 407~415
DOI : 10.14697/jkase.2014.34.4.0407
Genetic determinism of human behaviors is considered as a philosophical perspective that genes in humans determine biological as well as social traits. However, many biologists agree that human traits are determined by interactions between genes and genes, as well as between genes and environments. In this context, genetic determinism still affect ideas of the general public as well as research directions of biologists. According to Cl
ment's KVP model (Cast
ra & Cl
ment, 2012), teachers' conceptions of genetic determinism influence students' concepts of genetics. This study intends to investigate teachers' conceptions on genetic determinism of human behaviors. For this end, a questionnaire adopted from a previous research (Cast
ra & Cl
ment, 2012) has been administered to 308 teachers including 151 pre-service and 157 in-service. Factor analysis has been conducted to extract major factors and one-way ANOVA has been employed to find out differences in extracted factors among different groups of teachers. Four factors have been extracted from 14 items of questionnaire, including factor 1, a perspective of genetic determinism of gender differences in intellectual ability, social status, and emotional traits; factor 2, a perspective of genetic determinism of individual differences in intellectual ability; factor 3, a perspective of genetic determinism of individual differences in biological immune function and behavioral trait; and factor 4, a perspective of genetic determinism of ethnic differences. From the results of One-way ANOVA among teacher groups on four factors, first, it has shown a significant difference in factor 1 (F=3.325, p=.006), factor 3 (F=3.320, p=.006) and factor 4 (F=4.325, p=.001) due to their subject matters. In post-hoc comparison there have been no significant difference between biology teachers and other teachers. It has also been found that there was a significant difference between pre-service and in-service teachers in factor 1 (t=-3.938, p=.000) and factor 4 (t=-3.121, p=.002) and in-service teachers are more genetic deterministic than pre-service teachers. Finally, different religions have no influence on teachers' conceptions of genetic determinism of human behaviors.