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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 36, Issue 4 - Aug 2016
Volume 36, Issue 3 - Jun 2016
Volume 36, Issue 2 - Apr 2016
Volume 36, Issue 1 - Feb 2016
Selecting the target year
Development of a Play-Learning Model in Science Museum
Kwon, Yi-Young ; Jeong, Eunyoung ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 191~202
DOI : 10.14697/jkase.2016.36.2.0191
In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called `Play-Learning Model in Science Museum`, and `play` is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. `Play-Learning Model in Science Museum` emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: `Preparation`, `Exploring the exhibits`, `Experience`, and `Summary of learning content`. In the `Preparation` step, the students form related knowledge and are ready to play. The `Exploring the exhibits` step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the `Experience` step, hands-on activities related to the prior step are included. In the `Summary of learning content` step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.
Content Analysis of Life Science Area in Science Textbooks According to Korean Elementary Curriculum Change
Koh, Yeon-Sook ; Kim, Hyo-Nam ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 203~219
DOI : 10.14697/jkase.2016.36.2.0203
The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: `The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from `Teaching themes period` to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.` The differences of living things and non-living things should be included in elementary science curriculum for the correct `life` concept formation of elementary students. `Strategies for helping the living of descendants` and `the heredity of animal and plant` which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.
Narrative Inquiry on Effects of Portfolio Application on Pre-service Science Teachers` Reflective Thinking
Kang, Kyunghee ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 221~229
DOI : 10.14697/jkase.2016.36.2.0221
This study aimed to investigate the effects of portfolio application on pre-service science teachers` reflective thinking. For the purpose, we used narrative inquiry on pre-service science teachers` portfolios. We also analyzed the dimensions and levels of pre-service science teachers` reflective thinking. Analysis results showed that the pre-service science teachers` reflective thinking was mostly centered on focus at the beginning of semester. In addition, they exhibited routine and technical levels of reflective thinking. Analysis of pre-service science teachers` reflective thinking showed it as gradually extending to the dimension of inquiry and dimension of change by the end of semester. Here, the level of reflective thinking was higher at the dialogic level and transformative level. Pre-service science teachers showed that they had difficulties in making portfolios. However, they answered positively about application of portfolios. The results of this study suggest that there is a need to actively introduce portfolio assessment in teacher education courses in order to increase the reflective thinking of pre-service science teachers.
Exploring the Pre-service Science Teachers` Emotional Experience, Display Rules, and Controlling Strategies During Teaching Practice
Kim, Heekyong ; Lee, Narea ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 231~251
DOI : 10.14697/jkase.2016.36.2.0231
The goal of the study was to examine pre-service teachers` emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as `understanding students`, `finding the positive side`, `seeing good students`, `ignoring`, `holding back`, `evading`, and `giving up`. Finally, suggestions for teacher education were discussed.
Explore Vocational Identity of Science-Gifted Students by Analyzing Letters Written to Myself in the Future
Yu, Eun-Jeong ; Kim, Kyung Hwa ; Ko, Sun Young ; Jang, Sun Kyung ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 253~267
DOI : 10.14697/jkase.2016.36.2.0253
Everybody dreams of a bright future. A future career determines the direction and quality of an individual`s life. Achieving positive career development is one of the most crucial tasks during adolescence. In both national and personal perspectives, the vocational identity of science-gifted students provides some important points to discuss. The purpose of this study is to examine the vocational identity of science-gifted students. Participants included 103 science-gifted students who have received an acceptance letter from a science-gifted school. The modified VISA (Vocational Identity Status Assessment) model was used to analyze the vocational identities of gifted students with `a letter to myself in the future`. The study found that vocational identity status of the science-gifted students was determined as Foreclosed and Searching Moratorium. The science-gifted students demonstrated more Commitment than Exploration and Reconsideration. They also showed higher levels in Career Identification, In-Narrow Exploration, and Career Flexibility. In addition, they shared common orientations in vocational identity such as strong enthusiasm, challenging limits, and responsibility towards humanity. We expect that this study will contribute to the social interest of science-gifted students in the area of career education. In order for science-gifted students to nurture their full potential with a deeper awareness of education, follow-up studies have to be conducted to provide greater and ideal career education.
Exploration of Features of Cross-Curricular Instructional Consulting in Middle School Science Lessons through Case Study
Kwak, Youngsun ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 269~277
DOI : 10.14697/jkase.2016.36.2.0269
Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers` learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers` learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students` misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject`s essence, and ways to improve the undue authority of consultants.
Effect of Infographic Instruction to Promote Elementary Students` Use of Scientific Model
Jung, Jinkyu ; Kim, Youngmin ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 279~293
DOI : 10.14697/jkase.2016.36.2.0279
The purpose of this study was to analyze the effect of infographic instruction to promote the use of the scientific model in the `lens` unit of elementary science textbooks. The participants were
Investigation of Learning Progression for Dissolution and Solution Concepts
Noh, Taehee ; Lee, Jaewon ; Yang, Chanho ; Kang, Sukjin ; Kang, Hunsik ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 295~302
DOI : 10.14697/jkase.2016.36.2.0295
In this study, we investigated a learning progression focusing on
graders` performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.
Contextualized Nature of Technology in Socioscientific Issues
Lee, Hyunok ; Lee, Hyunju ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 303~315
DOI : 10.14697/jkase.2016.36.2.0303
Socioscientific issues (SSI), by their nature, are conceptually embedded in technology. Previous research reported that nature of technology (NOT), unlike nature of science, was quite explicitly manifested in SSI decision-making, and NOT could be a promising construct for promoting SSI reasoning. In this study, authors introduced an integrated conceptual framework for NOT, which consisted of four dimensions (i.e., artifacts, knowledge, practice and system) as diverse modes of technology. We adapted the framework to investigate students` conceptualizations of NOT in the context of various SSIs. Data was collected from 45 college students enrolled in a liberal arts course on science and technology. The students participated in a team project, where they prepared and led discussions for SSI topics in class. Seven topics concerning SSIs were selected by students themselves. The preparation and class discussion of each student group were audio-recorded, and final reports were also analyzed. As a result, NOT sub-components in the dimensions of artifacts and system were explicitly represented in most contexts of SSI with various ranges of understanding. Other sub-components under the dimensions of knowledge and practice were rarely or implicitly shown in the discussion. The depth of students` understanding on NOT varied. Implications for science education were discussed.
Exploring the motivation for science learning of 3
year high school students who chose different college majors from their track
Ha, Minsu ; Shin, Sein ; Lee, Jun-Ki ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 317~324
DOI : 10.14697/jkase.2016.36.2.0317
This study aims to investigate the motivation for science learning of 3rd year high school students who choose different majors from their track. A total of 2,012 high school 3rd year students participated in this study. We used Science Motivation Questionnaire II (Glynn et al., 2011) to measure the students` science motivation and performed Rasch analysis, MANOVA and logistic regression analysis. First, results showed that 11.5% of students in the science track switched their pathway to a non-STEM major and 14.3% of students in the humanities track switched to a STEM major. In addition, there were gender differences in switching majors. Second, we found a significant difference in science motivation between two groups of students switching their major only in career motivation. Third, science motivation was the significant predictor of STEM major choice; in particular, career motivation was the most influential variable. Based on these results, we proposed that prediction of and paying close attention to students` career motivation are required before making decisions on which track to take.
Study of Perception on Programming and Computational Thinking and Attitude toward Science Learning of High School Students through Software Inquiry Activity: Focus on using Scratch and physical computing materials
Hwang, Yohan ; Mun, Kongju ; Park, Yunebae ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 325~335
DOI : 10.14697/jkase.2016.36.2.0325
Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students` attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.
Analysis of Makerspace Users` Experiences and Suggestions for Science Education
Byun, Moon-Kyoung ; Cho, Moon-Heum ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 337~346
DOI : 10.14697/jkase.2016.36.2.0337
Makerspace was constructed to assist the public in creating new business, industry and market opportunities by combining their creative ideas with technology. So far, in Korea, a total of 58 makerspaces have been constructed and are running currently. Makerspaces are equipped with a variety of high-tech devices such as 3D printing technology and a laser cutter as means for transforming ideas into their prototypes. In this study, we examined users` experiences in makerspaces using online questionnaires and face-to-face interviews. We then presented motivations for using makerspace, interest in using it, concerns about using technologies, and other issues related to using makerspaces. Based on the results, we proposed three suggestions to improve users` experiences in makerspaces. These suggestions include: (1) supporting teaching and learning practices in makerspaces, (2) providing professional development opportunities for instructors in makerspaces, and (3) promoting innovative services that accommodate diverse users` needs.
Impact of Student Assessment Activities on Reflective Thinking in High School Argument-Based Inquiry
Lee, Seonwoo ; Nam, Jeonghee ;
Journal of The Korean Association For Science Education, volume 36, issue 2, 2016, Pages 347~360
DOI : 10.14697/jkase.2016.36.2.0347
This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students` self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students` reflective writing to investigate how the student assessment activities influenced the students` reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group`s ratio was higher than the comparative group`s. The result of analysis of the reflective practice showed that the ratio of the experimental group`s students who reached the metacognitive level of reflection in their writing increased, while the comparative group`s decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students` engagement in the learning process, and can be used as a tool to scaffold learning.