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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
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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 35, Issue 6 - Dec 2015
Volume 35, Issue 5 - Oct 2015
Volume 35, Issue 4 - Aug 2015
Volume 35, Issue 3 - Jun 2015
Volume 35, Issue 2 - Apr 2015
Volume 35, Issue 1 - Feb 2015
Selecting the target year
North Korean Defector Students` Science Learning in Angbuilgu Activity
Lee, Ji-Hye ; Shin, Dong-Hee ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 1~14
DOI : 10.14697/jkase.2015.35.1.0001
The purpose of this study is to examine North Korean defector students` characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.
Pre-service Science Teachers` Epistemological Beliefs about Scientific Knowledge, Science Learning, and Science Teaching: Context Dependency of Epistemological Beliefs
Yoon, Hye-Gyoung ; Kang, Nam-Hwa ; Kim, Byoung-Sug ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 15~25
DOI : 10.14697/jkase.2015.35.1.0015
This study examined pre-service secondary physics teachers` epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.
The Influence of On-Off Line Blended Learning in Emphasizing the Interaction Between Teacher and Students on the Perception about Learning Environment and Science-Related Attitude
Hwang, Yohan ; Kim, Jinsook ; Lee, Mu Sang ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 27~35
DOI : 10.14697/jkase.2015.35.1.0027
General education is changed by accepting the change in education environment to digital generation, emphasis about student-centered education, and change of teacher`s role. E-learning has taken center stage as an effective learning environment but the problems are drawn for the absence of interaction that is important in learning. In this study, on the basis of questionnaire results about learning using website, we operated blended-learning where students come and go in cyberspace and physical space to set up the lesson environment for emphasizing interaction. We selected a control group (N
Cross-Sectional Item Response Analysis of Geocognition Assessment for the Development of Plate Tectonics Learning Progressions: Rasch Model
Maeng, Seungho ; Lee, Kiyoung ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 37~52
DOI : 10.14697/jkase.2015.35.1.0037
In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary. Construct for geocognition included temporal reasoning, spatial reasoning, retrospective reasoning, and system thinking. Pictorial data in each item were all obtained from GeoMapApp. Students` responses to the items were analyzed and measured cross-sectionally by Rasch model, which distinguishes persons` ability levels based on their scores for all items and compared them with item difficulty. By Rasch model analysis, Wright maps for middle and high school students and college students were obtained and compared with each other. Differential Item Functioning analysis was also implemented to compare students` item responses across school grades. The results showed: 1) Geocognition on plate tectonics was an assessable construct for middle and high school students in current science curriculum, 2) The most distinguished geocognition factor was spatial reasoning based on cross sectional analysis across school grades, 3) Geocognition on plate tectonics could be developed towards more sophisticated level through scaffolding of relevant instruction and earth science content knowledge, and 4) Geocognition was not a general reasoning separated from a task content but a content-specific reasoning related to the content of an assessment item. We proposed several suggestions for learning progressions for plate tectonics and national curriculum development based on the results of the study.
Students` Perception of Scratch Program using High School Science Class
Noh, Hee Jin ; Paik, Seoung Hye ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 53~64
DOI : 10.14697/jkase.2015.35.1.0053
This research was performed of high school science classes. These science classes progressed by using Scratch, and surveyed students` perception after finishing each class. This research was conducted of male students who want to choose department of natural science in the next grade. Those classes are consisted of four classes. This study produced a journal, and contained expressions of their thinking and feeling based on experiences during attending classes and projects. Consequently, that journal was analyzed in view of understanding and perception of Scratch using science classes, and it was also included of utilizing Scratch program. Research shows following three conclusions. First, students preferred Scratch using class to general one. They attend more active with high interest, and they felt senses of accomplishment while they make output by themselves. Second, their studies passed through three stages. These are problem perception, problem solving, and producing. Problem solving stage is especially complicated and difficult stage to students. This stage is consisted of Scratch side and Science side. Scratch side has Design and applying process, and Science side has data gathering and analyzing. Students` comprehension of scientific knowledge is increased and is preserved long time through this stage. Last, students had a hard time using Scratch. Because, it is the first time to them to use that program. Therefore, we deemed that they needed to start this kind of experience at lower grade than they are now, such as middle school stage. It is expected that this type of classes are getting more expanded and more populated as a part of students` core ability.
The Relationships between Moral Sensitivity and Preference for Science, Belief about Learning Science of Middle School Students
Choi, Youngmi ; Kim, Inwhan ; Im, Sungmin ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 65~72
DOI : 10.14697/jkase.2015.35.1.0065
The purpose of this study is to investigate the relationships between moral sensitivity for topics related to science and preference for science, and belief about learning science. 129 middle school students were involved in this study and completed questionnaires to measure moral sensitivity for topics related to science, preference for science, and belief about learning science. Students` responses were analysed to show the distribution of variables and the correlation between variables by gender and grade. As a result, moral sensitivity was not affected by respondents` grades and genders, but was affected by different topics. Preference for science was not affected by respondents` grades and genders, while belief about learning science was not affected by respondents` genders but affected by lower grade. There were correlations between students` moral sensitivity and preference in case of female students and higher grades, as well as relationship between moral sensitivity and belief about learning science. This result infers that students who have higher moral sensitivity can prefer science and show more positive belief about learning science. Also, it can implicate that affective domain including interest or belief can play an important role in the context of science education focusing on moral aspect or ethics, and that teachers should be aware of personal differences in case of teaching moral aspect of science.
Development and Application Effect of Design-based STEAM Program for Boosting the Career Consciousness of 5~6th Grade Elementary School Students for Natural Sciences and Engineering
Lim, Yoo-Na ; Min, Bu-Ja ; Hong, Hoo-Jo ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 73~84
DOI : 10.14697/jkase.2015.35.1.0073
In this research, two careers connectable with the contents of the curriculum of fifth to sixth grade elementary school students were selected among other promising future careers in biotechnology and medical engineering fields. `Design-based promising future career STEAM program` was developed and its validity and effectiveness were verified. Reflecting recent issues, and complying with the STEAM standard (frame) instructional materials were developed through group deliberations for nine months, based on the achievement standards through an analysis of subject curriculum revised in 2009. This was prepared so that students are able to experience biotechnology and medical engineering related careers in a simulational form emphasized with creative design to make them prefer natural sciences and engineering careers and draw their interests and recognition of the relevant careers under the two disciplines. As a result of such application to STEAM Leader School students at the verification stage of the program, the contents and level of the program were verified suitable, receiving favorable reviews. And as a result of applying the developed program on other elementary school students, it was discovered that significant improvements were found in their career consciousness. Through this research, it was suggested that there is a need for a simplification of the curriculum content standards, a provision of `standard for integration,` development of teachers` ability in reconstituting or organizing the STEAM and proceeding classes, continuous long-term support to see the effects of a policy or a program, and a reinforcement of career education integrated in the curriculum.
Hermeneutics and Science Education : Focus on Implications for Conceptual Change Theory
Ha, Sangwoo ; Lee, Gyoungho ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 85~94
DOI : 10.14697/jkase.2015.35.1.0085
Constructivism gave many implications to science education but at the same time it has brought confusion about its implication to the field of science education. Hermeneutics has possibilities of being able to reduce confusion as well as opening a new horizon. Hermeneutics seeks the meaning of `real understanding` through the concepts of horizon, hermeneutical circle, and fusion of horizons. Both hermeneutics and constructivism have positive attitude to students` pre-understanding and accept contextualization of knowledge. Thus, they both can criticize traditional teaching method and propose an alternative. Moreover, hermeneutics approaches human understanding holistically with the concept of horizon, and pays attention to the circularity of the process of human understanding. As a result, hermeneutics can open a new horizon and give new discourse to science education and contribute to the development of research and practice of science education.
The Characteristics of Pre-Service Secondary Science Teachers` Curriculum Design for Teaching in Science Museum
Yang, Chanho ; Bae, Yujin ; Noh, Taehee ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 95~107
DOI : 10.14697/jkase.2015.35.1.0095
In this case study, we investigated the characteristics of pre-service secondary science teachers` curriculum design for teaching in science museums. Three pre-service secondary science teachers at a college of education in Seoul participated in this study. We have observed and recorded their teaching practices in science museums, collected all of their teaching materials, and conducted semi-structured interviews before and after teaching. All the data collected were analyzed by using the constant comparative method. The analyses of results revealed that the pre-service teachers structured their teaching in a series of pre-visit, during-visit, and post-visit as continuous activities. They attempted to reinforce students` learning experiences during the visit by providing post-visit activities, and also properly considered the principle that activity should be personally meaningful or relevant to students. However, they lacked the perceptions as well as the practical knowledge of reducing student`s novelty of the science museum by providing activities prior to the visit, encouraging to engage in joint productive activities, promoting diverse social interactions, and providing students with choices and controls on their learning. On the bases of these results, we made some suggestions in pre-service teacher education for the professional development of teaching in science museum.
Effects of Open-Situation Scientific Problem-Making Activity on the Scientific Problem-Finding Ability of Pre-Service Teachers
Hwang, Yohan ; Park, Yunebae ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 109~119
DOI : 10.14697/jkase.2015.35.1.0109
In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables` category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.
Analysis of the Characteristics of National Assessment of Educational Achievement (NAEA) Items for Science Subject through the use of Option Response Rate Distribution Curve
Kim, Hyun-Kyung ; Lee, In-Ho ; Lee, Bongwoo ; Lee, Kiyoung ; Sim, Jaeho ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 121~130
DOI : 10.14697/jkase.2015.35.1.0121
Identifying students` achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.
Development and Application of the Measuring Instrument for the Analysis of Science Classroom Culture from the Perspective of `Community of Practice`
Chun, Eunkyum ; Na, Jiyeon ; Joung, Yong Jae ; Song, Jinwoong ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 131~142
DOI : 10.14697/jkase.2015.35.1.0131
The purposes of this study are to develop a measuring instrument for the analysis of science classroom culture from the perspective of Community of Practice (CoP) and to confirm its feasibility. We set the structural factors of CoP and developed preliminary questions through literature review. The validity and reliability of the instrument were examined and modified through the pilot survey participated by a total of 219, 4th, 6th, and 8th grade students. The modified instrument consisted of 5 factors of `responsibility for learning`, `common interest`, `mutual relationships`, `open participation`, and `practice`, comprising a total of 27 items. As the main survey, confirmatory factor analysis and reliability analysis of the instrument were carried out with a total 706 students of the 4th and 6th grade. This measuring instrument was validated and used for analyzing the culture of science classroom CoP of elementary school by comparing the data from the main survey in terms of structural factors, grade, gender, and teacher type. The measuring instrument is expected to be used not only for analyzing science classroom culture from the perspective of CoP, but also for offering implications for the desirable science classroom culture.
High School Students` Perception of Value Building about Korean Traditional Science Knowledge
Lee, Ji-Hye ; Shin, Dong-Hee ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 143~157
DOI : 10.14697/jkase.2015.35.1.0143
The purpose of this study is to examine the possibility of science education using Korean TSK(Traditional scientific knowledge). In this study, we have developed five Korean TSK units including science concepts, historical knowledge and cultural experience and applied them to 10th graders. The five units are as follows: (1) Calendars(western and eastern), (2) Our traditional sundial, Angbuilgu, (3) A great scientist in the King Sejong Era, (4) Data interpretation of ancient record of natural phenomenon in Korea, and (5) Gyeongbokgung Palace. The analyses included a pre- and post test of students` perception, classroom observation, students` activity sheets, and interview. The results show that the students` perception of Korean TSK has changed toward recognizing the value of Korean TSK as a kind of natural science. They expressed their expectation of Korean TSK in scientific, practical, and emotional perspectives, wherein some students thought the practical and emotional perspectives of Korean TSK as non-scientific characteristics. Students showed five types of worldview about the relationship between Korean TSK and WMS(western modern science). Most students favored and cherished the Korean TSK but at the same time, they were confused about its scientific value. The results support the rethinking of the meaning of science and what students learn in school. We should consider how we teach the Korean TSK to students. It is important that a profound research of the Korean TSK should be continued to make our science education varied.
Development and Application of Training Program for RI-Biomics Manpower through Analysis of Educational Demands
Shin, Woo-Ho ; Park, Tai-Jin ; Yeom, Yu-Sun ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 159~167
DOI : 10.14697/jkase.2015.35.1.0159
RI-Biomics is a promising radiation convergence technology that combines radiation with bio science as new growth power technology. Many developed countries are focusing active support and constant exertion to dominate the RI-Biomics market in advance. In order to achieve global leadership in the RI-Biomics field, we need more highly advanced technologies and professional manpower. In fact, we have less manpower compared to technology we currently hold. In this study, we established a basic infrastructure to train professional manpower in the RI-Biomics field by developing/operating optimum training program through expert interviews and survey. The developed program has four organized sections to understand overall procedure of RI-Biomics. To evaluate our training program, we performed test operations with eight students who have a major related to RI-Biomics for three weeks in KARA (Seoul) and KAERI (Jung-eup). In detail, radioisotope usage and safety management were conducted for one week as basic course, RI-Biomics application technology was conducted for two weeks as professional course. To verify performance results of training program, we conducted to journal research, daily reports, and survey on participants. The results show a high level of satisfaction with training programs and continuous intention of involvement in our program. We also need to develop an intensive course to train high-quality human resources and to operate training program continuously. This training program will be used as basic materials for the development of RI-Biomics curriculum for university. Hence, we will expect that our training program contributes in training a professional manpower and develop RI-Biomics technology.
Analysis of Students` Socioscientific Decision-Making from the Nature of Technology Perspectives
Lee, Hyunok ; Lee, Hyunju ;
Journal of The Korean Association For Science Education, volume 35, issue 1, 2015, Pages 169~177
DOI : 10.14697/jkase.2015.35.1.0169
Since socioscientific issues (SSI) reflect various characteristics of new technologies designed to meet the incessant human needs in the contemporary society, this study explores the feasibility of adapting nature of technology (NOT) to analyze students` socioscientific decision-making. To achieve the aim, forty-five college students enrolled in a liberal arts course on science and technology studies participated in the study and responded to a GMO (golden rice) scenario in a written form. Four major viewpoints were identified from their writing: 1) is the technological artifact able to solve a societal problem?, 2) are there some alternatives to solve the societal problem?, 3) what kinds of side effects or flaws could turn up during distribution and consumption of the technological artifact?, and 4) can we cope with the technological uncertainty? We revisited the viewpoints within the NOT framework (technology as a `fix,` cultural context and role of values, technological trade-offs, technology as a system, and technological progression). As a result, unlike NOS, NOT were quite explicitly represented in their decision-making and students` level of understanding on NOT varied. It indicates that NOT can be a promising construct for cultivating informed SSI decision-making.