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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
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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
A Study of Issues Related to Self-Directed Learning Screening(SDLS) in Science Specialized High School
Jung, Youn-Hong ; Choe, Ho-Seong ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 343~352
DOI : 10.14697/jkase.2015.35.3.0343
This study is to discover the diverse issues related to Self-Directed Learning Screening (SDLS) and draw implications by analyzing its critical points. Using content analysis and interviews with admission officers, tentative issues were finalized and reviewed by researchers and educators. A Survey was developed based on the 96 issues after having evidence of content validity using the Delphi method. To conduct survey, e-mails were sent to admissions officers in twenty science specialized high schools. They were asked to response to questions about perceptions of critical issues and if there are any issues in their schools. Using mean scores of two factors based on its critical issues and frequencies, a two-dimensional classification table for each type was presented. Four critical issues for each type were discovered. The first type indicates minor issues that include 28 items that were less than the overall mean scores in terms of critical issues and its frequencies. The second type indicates tentative issues that include 29 items that were greater than the mean score in critical issues but less in its frequencies. The third type indicates general issues that include 17 items that were less than the mean score in critical issues but greater in its frequencies. The last type indicates critical issues that include 22 items that were greater than the mean scores in two factors. The discovered results of critical issues and its types in this study can be considered a core part of the screening process in schools, especially, critical issues should play an important role in the process of admission screening planning.
Impact of Peer Assessment Activities on High School Student`s Argumentation in Argument-Based Inquiry
Lee, Seonwoo ; Bak, Deokchan ; Nam, Jeonghee ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 353~361
DOI : 10.14697/jkase.2015.35.3.0353
This study focused on the use of peer assessment activities to investigate its the impact on students` argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers` claims fit with the evidence and whether peers` explanation of the evidences validity was sufficient. The quality of argumentation used in the students` writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students` writing.
Educational Implications of Pre-Service Science Teachers` Education by Analysis of Connection between Learning Contents Presented in the High School `Science` and in the Pre-Service Science Textbooks of College of Education
Kim, Nam-Hui ; Shim, Kew-Cheol ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 363~374
DOI : 10.14697/jkase.2015.35.3.0363
The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as `convergence science.` Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter `Energy and Environment` of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.
Comparision of Verbs Used in the Learning Objectives in Physics Textbooks of Singapore, USA, & Korea
Tae, Jean-Soon ; Yun, Eunjeong ; Park, Yunebae ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 375~382
DOI : 10.14697/jkase.2015.35.3.0375
Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as `understand` and `know` were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.
Analysis of Processes in Reading about `Science Stories` in 6th Grade Science Textbook Using Eye-tracking
Park, Hyojeong ; Shin, Donghoon ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 383~393
DOI : 10.14697/jkase.2015.35.3.0383
This study analyzed the 6th grade elementary science textbook `Science stories` reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.
Investigating Students, Teachers, and Parents` Recognition of Contrary Views on Scientific Creativity
Park, Jongwon ; Jee, Kyoungjun ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 395~402
DOI : 10.14697/jkase.2015.35.3.0395
This study assumes that recognition about scientific creativity may differ according to teacher, students and parents, and that this difference can affect the actual teaching, encouragement, and development of scientific creativity. Based on teacher`s free responses and literature reviews about features of scientific creativity, we extracted 16 items describing contrary views about scientific creativity. Using these 16 items, we obtain responses from 652 students, teachers, soon-to-be-teachers (college of education students) and parents about whether they agree with each item or not. Results show that 1/4 of the participants agreed with the views contrary to the views accepted in literature. And we found out which views contrary to the accepted views in literature were agreed upon by participants, and that which items divided the groups for having contrary views. From these results, we discuss the possible effects of participants` recognition on teaching, encouragement and development of scientific creativity, and suggest so further studies.
A Meta-Analysis on the Effects of Integrated Education Research
Kim, Jiyoung ; Park, Eunmi ; Park, Jieun ; Bang, Dami ; Lee, Yoonha ; Yoon, Heojoeng ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 403~417
DOI : 10.14697/jkase.2015.35.3.0403
The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size
Exploring Small Group Argumentation and Epistemological Framing of Gifted Science Students as Revealed by the Analysis of Their Responses to Anomalous Data
Lee, Eun Ju ; Yun, Sun Mi ; Kim, Heui-Baik ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 419~429
DOI : 10.14697/jkase.2015.35.3.0419
In this study, we explored students` epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students` discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students` activities were videotaped in groups so the discourse could be transcribed and students` behavioral cues analyzed. Students` epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students` framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.
Effects of Collective Intelligence-Based SSI Instruction on Promoting Middle School Students` Key Competencies as Citizens
Lee, Hyunju ; Choi, Yunhee ; Ko, Yeonjoo ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 431~442
DOI : 10.14697/jkase.2015.35.3.0431
SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students` collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.
The Suggestion of Design Thinking Process and its Feasibility Study for Fostering Group Creativity of Elementary-Secondary School Students in Science Education
Lee, Dohyun ; Yoon, Jihyun ; Kang, Seong-Joo ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 443~453
DOI : 10.14697/jkase.2015.35.3.0443
In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: `understanding knowledge`, `empathy`, `sharing perspective`, `generating idea`, and `prototype`. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.
Science Teachers` Seminar between Korea and Timor-Leste: Volunteer Service, Conflict and Science Education
Han, JaeYoung ; Kim, Euisung ; Park, Eunmi ; Pang, Mijung ; Seo, Inho ; Lee, Sunny ; Jeong, Daehong ; Hong, Juneuy ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 455~463
DOI : 10.14697/jkase.2015.35.3.0455
Korea received foreign aid for science education in 1960-70, now, Korea is one of the most advanced countries in the world and provides not only official development assistance through government grants or ODA but also private aids through voluntary services to less developed countries. Korean science teachers have been offering voluntary services in Timor-Leste since 2004, starting on personal level and now by through the Korean Science Teachers Association. This study aims to describe the voluntary activity by Korean science teachers in Timor-Leste, to analyze the conflict points revealed in the activity, and to search the meaning of the activity in respect of science education. This study used methods like document analysis, interview of the participants, participants` observation, a case study, and member check. This activity has involved various conflicts in finance, curriculum, pedagogy, educational instrument, environment, language, chronological issues, and perceptions. This activity was not a one-sided offer of aid, but an opportunity for personal development and self-reflection, and a basis for discussion on science education. There are many difficulties in this work, which is carried out at the teachers` own expense. More concern should be paid on this volunteer service from educational institutions and academic world.
Analysis on the Characteristics of National Assessment of Educational Achievement (NAEA) Items for Science Subject: With a Focus on Optics
Lee, Bongwoo ; Lee, Inho ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 465~475
DOI : 10.14697/jkase.2015.35.3.0465
The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students` characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in `formation of image` in `light` part and `variation of phase in propagation of wave` in `wave` part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.
The Effect of Physics Instruction Using Infographics Based on Visual Thinking in High School
Noh, Sang Mi ; Son, Jeongwoo ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 477~485
DOI : 10.14697/jkase.2015.35.3.0477
In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of `infographics concept formation, infographics understanding activity, and infographics configuration activity`, on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from `simple arrangement` to `simple reconfiguration` and from `illustration` to `comparative analysis`, which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group`s achievement significantly improved. Fourth, there was a significant improvement in the area of `normality of scientist, attitude on scientific inquiry, and scientific attitude` in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students` understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.
The Analysis of Relationship between Science Contents and Cognitive Domain of Students in Elementary Schools Through Multiple Choice items of TIMSS 2011
Jeon, Seongsoo ; Park, Jong-Ho ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 487~498
DOI : 10.14697/jkase.2015.35.3.0487
This research is for acquiring implications to science education based on learner`s characteristics by analyzing the relationship between contents on science learning and cognitive domain of students in elementary schools through TIMSS 2011-based academic achievement test. Forty one multiple choice items from by TIMSS 2011 were used on 317 primary school students, fourth to sixth grade, and according to grade and achievement level of research targets, test results were analyzed. With these data, the relationship between contents on science learning and the score by cognitive domains, and through correlation by items, we drew static and negative correlations, and then compared the value. The result are as follows: First, other fields except for `physical science` and `inference` revealed meaningful differences by learners` grade, and the interrelationship between all contents domains and cognitive fields also appeared statically different. Second, both achievement level of contents and cognition of learners presented significant differences, but the correlation between scientific contents and cognitive field of learners showed different aspects. Third, in static and negative correlation by items, the complexity and their aspects could be classified by targets` academic achievement levels.
How do Elementary School Students Perceive Science Classroom? : Developing a Framework for Cultural Analysis of Science Classroom
Park, Joonhyeong ; Na, Jiyeon ; Joung, Yong Jae ; Song, Jinwoong ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 499~508
DOI : 10.14697/jkase.2015.35.3.0499
The purposes of this study are to investigate elementary students` perception of science classroom through an analysis of students` answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers` teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.
Development of an Analytical Framework for Dialogic Argumentation in the Context of Socioscientific Issues: Based on Discourse Clusters and Schemes
Ko, Yeonjoo ; Choi, Yunhee ; Lee, Hyunju ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 509~521
DOI : 10.14697/jkase.2015.35.3.0509
Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students` argumentation occurring in the scientific inquiry context, using the Toulmin`s model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin`s model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of `discourse clusters` and `discourse schemes.` Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students` group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students` discourse on SSI.
Analyzing the Pre-Service Science Teacher Community`s Reflection on their Instructions from the Cultural Historical Activity Theoretical Perspective: A Case of Three Years of Biological Laboratory Class
Shim, Hyeon-Pyo ; Ryu, Kum-Bok ; Jeon, Sang-Hak ; Hwang, Seyoung ;
Journal of The Korean Association For Science Education, volume 35, issue 3, 2015, Pages 523~536
DOI : 10.14697/jkase.2015.35.3.0523
In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by
. We also analyzed the aspect of reflection in terms of both `the diversity of reflection subjects` and `the practicality of reflection.` Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, `regular PCD,` `introduction of tools for facilitating reflection,` `transition of the subject in PCD from researcher to pre-service teachers` are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as `managing time,` `participation of students,` `mentor`s role (a kind of teaching manual),` reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community`s co-reflection from the viewpoint of an activity system.