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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
Designing Collective Intelligence-based Instructional Models for Teaching Socioscientific Issues
Lee, Hyunju ; Choi, Yunhee ; Ko, Yeonjoo ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 523~534
DOI : 10.14697/jkase.2014.34.6.0523
This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers` perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students` active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.
Study on Korean Science Teachers` Perception in Accordance with the Trends of Core Competencies in Science Education Worldwide
Koh, Eun Jung ; Jeong, Dae Hong ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 535~547
DOI : 10.14697/jkase.2014.34.6.0535
This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: `association of cross-curricular competencies with science-specific competencies`, `a combination of science contents and scientific practices`, `an emphasis on communication skills`, and `representation of an achievement level of competency`. In addition, the common core competencies of science education were `critical thinking`, `creative thinking`, `problem solving`, `inquiry skills`, `communication skills`, `cultural literacy`, `ability to integrate discipline`, `application skills`, and `personal/social competency`. In relation to these features, this study also investigated Korean science teachers` perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are `creative thinking`, `problem solving`, and `inquiry skills`. Teachers thought that core competencies-based science class would help develop students` scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.
Selection of Integrated Concepts Across Science and Humanities Using the Delphi Method
Kim, Jiyoung ; Park, Jieun ; Yoon, Heojeong ; Park, Eunmi ; Bang, Dami ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 549~558
DOI : 10.14697/jkase.2014.34.6.0549
Integrated concepts that are broad enough to embrace facts, principles, laws, and concepts of multiple disciplines could become the core of integrated education. Integrated concept-centered education enables effective and practical learning. In this study, the Delphi Method was implemented targeting experts in science (physics, life science, chemistry, and earth science) and humanities (history, geology, economics, ethics, and politics) to find out the integrated concept that can be used to design the concept-centered integrated education in the Republic of Korea. 124 experts participated in this survey. Delphi survey was conducted for three rounds. In the first round, an open questionnaire was given to experts to collect feasible integrated concepts in each major field. Then, in the second round experts were asked to select integrated concepts that could be used practically in the field of their major. In the third round, the integrated concept with selection frequency over medium value were given. They were asked to evaluate the applicability of integrated concepts by using the Likert-scale questionnaire. Through this process, content validity was analyzed. As a result, five integrated concepts (change, interaction, space-time, energy, and equilibrium) were selected for the inter-science integration. And thirteen integrated concepts (conflict, community, relationship, structure, power, diversity, culture, change, society, interaction, freedom, justice, and equality) were chosen for the inter-humanities integration. Finally, for the science-humanities integration, seven integrated concepts (structure, diversity, change, interaction, cycle, system, and environment) were determined.
An Analysis of Teaching Strategies of Science Teacher`s Teaching in Science Museum
Han, Moonjung ; Yang, Chanho ; Noh, Taehee ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 559~569
DOI : 10.14697/jkase.2014.34.6.0559
In this case study, we investigated teaching strategies of science teacher`s teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students` curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher`s perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.
High School Teachers` and Students` Perceptions on the Purpose of Science Learning based on the Semantic Network Analysis
Park, Kyeong-Jin ; Chung, Duk-Ho ; Ha, Minsu ; Lee, Jun-Ki ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 571~581
DOI : 10.14697/jkase.2014.34.6.0571
This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers` responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students` responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.
The Impact of the Argument-based Modeling Strategy using Scientific Writing implemented in Middle School Science
Cho, Hey Sook ; Nam, Jeonghee ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 583~592
DOI : 10.14697/jkase.2014.34.6.0583
The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student`s modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students` modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.
High School Students` Perceptions on Descriptive Assessment Activity Experiences by Teacher or by Peer
Paik, Seoung Hye ; Ryu, Hye Jung ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 593~599
DOI : 10.14697/jkase.2014.34.6.0593
The purpose of this study is to figure out the influence on the students` achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students` satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students` perception about science.
An Analysis of Science Magazine in the View of Infographic
Jeon, Seongsoo ; Jung, Jinkyu ; Park, Jong-Ho ;
Journal of The Korean Association For Science Education, volume 34, issue 6, 2014, Pages 601~611
DOI : 10.14697/jkase.2014.34.6.0601
The purpose of this study is to analyze the Korean science magazine, Science Donga providing scientific facts, phenomenons, and issues with infographic for the readers by time series analysis and to search for the application of infographic on the science education. The criteria for the infographic analysis of Science Donga consisted of three categories such as storytelling type, visual perception, and framework level because infographic presents complex information quickly and clearly by integrating various images, words, and graphics. We found that the articles emphasized by including image about science issue have been published from 1986 to 2014. Particularly, after 2008, the articles including infographic sharply rose. So we set up 2008 as
(Critical time point). The articles including infographic after 2008 have been more variously distributed and frequently used in storytelling types category such as location, time, number, connection, function, and process based infographic, in visual perception of Gestalt Theory such as proximity, similarity, continuation, and closure than before 2008. Lastly, in framework level category, location, time, number, and process based infographic mainly had total range level but function and connection based infographic changed in the framework level. The three features about storytelling type, visual perception, framework level are important changes to influence
in the infographic analysis about Science Donga. Through the results of this study, we analyzed the feature of change on infographic from 1986 to 2014. Thus, we hope that the results suggest a basic criteria for making materials including infographic in science education.