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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of the Korean earth science society
Journal Basic Information
Journal DOI :
The Korean Earth Science Society
Editor in Chief :
Volume & Issues
Volume 24, Issue 8 - Dec 2003
Volume 24, Issue 7 - Dec 2003
Volume 24, Issue 6 - Oct 2003
Volume 24, Issue 5 - Aug 2003
Volume 24, Issue 4 - Jun 2003
Volume 24, Issue 3 - Apr 2003
Volume 24, Issue 2 - Feb 2003
Volume 24, Issue 1 - Jan 2003
Selecting the target year
Patterns of Teacher Questioning Discourse in Korean Science Classrooms
Shin, Myeong-Kyeong ; Yager, Robert E. ; Oh, Puil-Seok ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 61~73
This is a descriptive study to identify patterns of teacher questioning discourse. Transcripts from Korean secondary science classrooms were examined while extensive review of literature on classroom discourse was carried out. When it is assumed that teacher questioning discourse can be categorized into different patterns by considering together the apparent exchange structures and pedagogical functions, various patterns of teacher questioning discourse were revealed. Although most patterns found illustrate the centrality of the teacher, a few of them are considered alternatives to the typical IRE discourse. A framework for classifying teacher questioning discourse is suggested and its implications for science teacher education and future research discussed.
Reflection on the Iowa Chautauqua Program as a Science Teacher Inservice Model
Oh, Phil-Seok ; Shin, Myeong-Kyeong ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 74~81
The Iowa Chautauqua Program has provided effective staff development for over 2,700 K-12 science teachers during the past two decades. This is a review of the features of the program, its instructional staff, and a description of the outcomes as disclosed from evaluative studies conducted by staff, teacher participants, doctoral students, and outside evaluators. Examples of outcomes are included as revealed from the qualitative studies reported in newsletters, published papers, dissertations, annual staff reports, and evidences of success reported to accrediting groups. The Chautauqua stresses student-centeredness, constructivist learning, and the visions of reform featured in the National Science Education Standards.
Cases of Exemplary Science Teachers' Professional Development Efforts
Kwak, Young-Sun ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 82~92
This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.
Development of the Test Instrument to Assess Students' Progress in Understanding Nature of Science: Based on AAAS Benchmarks for Science Literacy
Choe, Seung-Urn ; Lee, Eun-Ah ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 93~99
The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.
Scientifically Gifted Students' Conceptions of Nature of Science
Choi, Seong-Hee ; Lee, Eun-Ah ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 100~107
The purpose of this study is to assess gifted students' conceptions about nature of science (NOS). Scientifically gifted students who are expected to be professionals in the future should possess an adequate understanding of NOS that if firm foundation for scientific career. 47 volunteers from the 8th grade gifted science program in Seoul National University Gifted Education Center participated to answer questions inquiring NOS conceptions. Their answers were analyzed and compared to different groups such as non-gifted students and younger gifted students. As a result, gifted students' understanding of NOS appeared to surpass that of non-gifted students in many aspects and it seemed that gifted students formed their NOS view in early ages. The relative weakness in their NOS conceptions was found in understanding of scientific enterprise. Their strong misunderstanding about obstacles that minority people would face in scientific enterprise was noticed, too. They admitted that there has been discrimination in scientific enterprise, but they wrongly believed that outstanding scientists cannot be affected by it. Further studies will be required to probe more.
An Application of Problem Based Learning to an Earth Science Course in Higher Education
Kwon, Byung-Doo ; Kim, Kyung-Jin ;
Journal of the Korean earth science society, volume 24, issue 2, 2003, Pages 108~116
Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.