• Title, Summary, Keyword: 과학의 본성

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Galileo의 태양흑점 발견과정을 토대로 과학의 본성에 대한 고등학생들의 믿음 탐색

  • Lee, So-Jeong;Kim, Yong-Gi;O, Jun-Yeong
    • The Bulletin of The Korean Astronomical Society
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    • v.37 no.2
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    • pp.102.2-102.2
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    • 2012
  • 이 연구의 목적은 거시적인 관점에서 NOS의 중요한 요소들을 강조한 Flow map(oh, 2011)를 이용한 명시적이고 암시적인 교육의 본성교육이 얼마나 이루어졌는가를 알아본다. 과학의 본성은 지식의 내용뿐만 아니라 지식이 어떻게 형성되었는가에 있다. 이러한 과학의 본성을 이해한다는 것이 현대의 과학의 중요한 목적중의 하나인 과학적 소양을 얻는 것이다. 이를 구체적으로 실현하는 교수 모형으로 가장 중요한 이론의 생성과 실험에 의한 확증과 이론의 확증을 미시적인 관점으로 연구를 전개하였다. 따라서 먼저 Kuhn(1996)의 과학철학 이론과 NOS를 통한 Flow map 개발에 이론적 배경이 된 과학의 본성의 정의, 과학의 본성에 대해 합의된 핵심 요소들, Kuhn(1996)의 과학철학 이론을 바탕으로 한 Oh(2011)가 제안한 Flow map의 구조를 알아본다. 연구방법은 귀추(abduction)를 통한 가설의 생성과정과 확증을 보여주는 Oh(2012)의 자연과학의 추리과정을 이용하여 충북대학교 천문우주학과에서 자연과학캠프에 참여한 고등학생들을 대상으로, "Galileo의 흑점발견과정"으로부터 현대의 태양의 흑점 모형을 이해하도록 한다.

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The Importance of Reflection on the Middle School Science Experiment Class for Teaching the Nature of Science (과학의 본성 지도를 위한 중학교 과학 실험수업에서 '반성'의 중요성)

  • Do, Songhee;Hwang, Yohan;Park, Jongseok
    • Journal of Science Education
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    • v.33 no.2
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    • pp.184-192
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    • 2009
  • Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

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The Effects of Teachers' Philosophical Perspectives of Science on Their Students' Conceptions of the Nature of Science (과학교사들의 과학철학적 관점이 중학생들의 과학의 본성 개념에 미치는 영향)

  • Soh, Won-Ju;Kim, Beom-Ki;Woo, Jong-Ok
    • Journal of The Korean Association For Science Education
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    • v.18 no.1
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    • pp.109-121
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    • 1998
  • Scientific literacy implies an adequate understanding of the nature of science. However, little is known about factors that can influence students' conceptions of the nature of science. The purpose of this study was to test the validity of the prevalent assumption that teachers' philosophical perspectives of science directly influence their students' conceptions of the nature of science. A comparison between science teachers' and students' perspectives of science did not support the assumption that a science teachers' perspectives of science is significantly related to students' conceptions of science. The data clearly indicated that there was no relationship between teachers' philosophical perspectives and those of their students. The results convincingly indicated that the nature of science was not being considered or taught to students as a consequence of students' needs and curriculum guide objectives. It is believed that the results of this investigation will help to redirect the focus of future efforts to promote more adequate conceptions of the nature of science in our secondary schools.

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화제의 책속으로 - "인간 본성에 대하여"

  • Korean Federation of Science and Technology Societies
    • The Science & Technology
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    • v.34 no.3
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    • pp.90-91
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    • 2001
  • 인간 본성에 대한 연구는 사회과학 및 인문학과 함께 자연과학의 한 부분으로 다뤄져야 할 당위성이 있다. 오늘날 생물학이 인간의 본성을 푸는 열쇠이기 때문에 사회과학자들은 생물학 원리를 무시할 수 없게 된 것이다.

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Development and Implementation of the History of Science and Technology Program for Understanding of Technical High School Students about the Nature of Science (특성화고 학생들의 과학의 본성(NOS) 이해를 위한 과학기술사 수업 프로그램의 개발 및 적용)

  • Seo, Dong Hyun;Lee, Young Hee;Jho, Hunkoog
    • Journal of Science Education
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    • v.41 no.1
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    • pp.60-79
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    • 2017
  • The purpose of this study was to develop a program for the history of science and technology in order for the technical high school students to understand the nature of science (NOS). The program was composed of the six topics based on the textbooks such as convergence science and physics I, and was taught to 290 10th graders at a technical high school located in the metropolitan area. The questionnaire about NOS was asked the students before and after the instruction, so as to investigate the effect of the program on improving their understandings of NOS. The analysis followed t-test and ANOVA using SPSS 23.0 for Windows program. The questionnaire based on the conceptual framework of the four themes of the NOS (Lee, 2014). The research findings were as follows. First, the program was effective in improving their understanding of NOS since the t-test result was significant statistically for the overall domains of NOS (p<.01). Second, there was no significant gender differences in the understanding of NOS among technical high school students (p<.05), neither did their majors (p<.05). Third, all domains in NOS were statistically correlated (p<.01), and in a particular, each domain was consistently correlated with the aspect of the nature of the interactions among science, technology, and society. Hence, the further studies should be conducted to examine how the history of science and technology effects the understanding of the NOS and how the domains in NOS affected each other.

Instructional Influences of Explicit and Reflective Scientific Inquiry Learning Program about Nature of Scientific Inquiry (과학 탐구의 본성에 대한 명시적-반성적 탐구 학습 프로그램의 영향)

  • Han, Sujin;Yang, Chanho;Noh, Taehee
    • Journal of the Korean Chemical Society
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    • v.57 no.1
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    • pp.115-126
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    • 2013
  • In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

The Influence of Small Group Discussion Using the History of Science upon Students' Understanding about the Nature of Science (과학사를 이용한 소집단 토론 수업이 학생들의 과학의 본성에 대한 이해에 미치는 영향)

  • Kang, Suk-Jin;Kim, Young-Hee;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.24 no.5
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    • pp.996-1007
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    • 2004
  • In this study, we investigated the effects of small group discussion using episodes from the history of science on students' understanding about the nature of science (NOS), achievement, enjoyment of science lessons, and science learning motivation. Participants were 138 ninth graders from a middle school in Seoul and they were assigned to a control group and a treatment group. Students in the treatment group were provided with two contrasting perspectives concerning the NOS and were encouraged to discuss them in small groups. The intervention lasted for 5 class periods. The results revealed that students of both the control group and the treatment group were found to possess similar views about NOS in a NOS pretest, whereas students of the treatment group exhibited more sophisticated understanding in a NOS posttest. The scores of the treatment group were also significantly higher than those of the control group in an enjoyment of science lessons test and a learning motivation test. However, there was no significant difference between two groups in the achievement test scores.

The Effects of Explicit and Reflective Instruction about Nature of Science Using Episodes from the History of Science in 'Composition of Material' Unit of Middle School Science (중학교 과학 '물질의 구성' 단원에서 과학사 소재를 활용한 명시적.반성적 과학의 본성 수업의 효과)

  • Kim, Kyung-Sun;Noh, Jeong-A;Seo, In-Ho;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.28 no.1
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    • pp.89-99
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    • 2008
  • In this study, we investigated the effects of explicit and reflective instruction about nature of science (NOS) using episodes from the history of science upon students' understanding about NOS, achievement, and enjoyment of science lessons. Four classes of ninth graders (N=129) at a coed middle school were divided into the control and the treatment groups. The students were taught about the composition of material for 11 classes. Before the instruction, most of the students in both the control and the treatment groups held naive views about NOS. After the instructions, the views about NOS of the control group students did not change, whereas the students in the treatment group held more adequate views about NOS. The high-level students in the treatment group showed more adequate views about NOS than the low-level students. However, there were no significant differences between the test scores of the two groups in the achievement and the enjoyment of science lessons.

The Characteristics of Perceptual Change of High School of the Arts Students through Explicit Instructions on the Nature of Science (예술 고등학생들의 명시적 과학의 본성 수업을 통한 개념 변화의 특성)

  • Kim, Hee-Jung;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.266-283
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    • 2013
  • The goal of this study is to explore the characteristics of perceptual change among students majoring in arts on the nature of science and apply the results to science education. According to the study, it is important to consider the results of interaction between learners' aptitude and teaching method. Teaching the nature of science to first grade students explicitly, experimental inquiry strategy was applied to fine arts students, and teaching strategy of scientific history to music students. To find out which elements of the nature of science have come into view on modern philosophy of science, pre and post tests on the nature of science (VNOS-C) were conducted on the students. To find out specifically why views on the nature of science have changed, a case study was conducted focusing on students who showed changes in their views on the elements of the nature of science. In conclusion, this study suggests that by using experimental inquiry strategy and strategy of scientific history properly, it is possible to change students' viewpoints on the elements of the nature of science and on modern philosophy of science. Through explicit instruction, we were able to find some positive conceptual changes on the nature of science and the modern philosophy of science in terms of both quantity and quality. This shows that the students studying arts are experiencing a constructivist conceptual change on the nature of science, and that conceptual ecology and learning strategy are involved in this process. Therefore, it is thought that this study offers an important implication in organizing science education on the nature of science.