• Title, Summary, Keyword: 과학의 본성

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Comparison of Beliefs in Science Education of Elementary Teachers for the Gifted and General Teachers (초등과학 영재교사와 일반교사의 과학교육에 대한 신념 비교)

  • Jeon, Hye-lin;Yeo, Sang-Ihn
    • Journal of Science Education
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    • v.35 no.2
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    • pp.240-249
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    • 2011
  • The purposes of this study is to compare the beliefs in the nature of science, science teaching and learning of the elementary teachers in charge of the gifted and the general teachers. For this study, a survey on beliefs of the nature of science, science teaching and learning was conducted to 88 elementary teachers for the gifted and 90 elementary general teachers. Data was analyzed by their academic career and major. The results of this study were as follows: There were no significant differences in beliefs in the nature of science and science teaching between the elementary science teachers in charge of the gifted and the general elementary teachers, but the former has a more constructivism in science learning than the latter. In the some sub-domains of the beliefs of the nature of science, science teaching and learning, there were statistically significant differences according to their academic career and major. Implications from findings of this study were suggested, such as recruiting and in-service training system for teachers in charge of the gifted.

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A Review of Elementary Science Textbook Analysis Research Conducted over the Past Three Decades in the United States and Analysis of the Nature of Science in the Introductory Chapter of U.S. Elementary Science Textbooks (최근 30년간 미국에서 행하여진 초등 과학 교과서 분석에 대한 연구 및 초등 과학 교과서 도입 단원에 나타난 과학의 본성에 대한 분석)

  • Lee, Young-Hee
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.398-412
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    • 2012
  • 과학 교과서는 과학 교육에 있어서 아주 중요한 역할을 하여 왔다. 교과서는 학생들이 학문적 경험을 하게끔 주도하며 학교 교육을 대표하는 수단이라고 할 수 있다(Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002). 그러나 과학 교육에서 교과서의 중요한 역할에도 불구하고, 국내외에서 그 연구가 미비하였다 (Good, 1993). 이 연구의 첫번째 과제로써 과학 교과서 연구 현황을 살펴보기 위해 지난 30여년간 미국에서 이루어진 초등 교과서와 관련된 연구들을 분석 및 정리하였다. 한편 과학의 본성에 대한 이해는 지난 반세기 동안 과학 교육에서 하나의 중요한 목표가 되어 왔으며, 미국의 여러 국가적 차원의 지침서에서는 그 중요성을 강조하였다 (NRC, 1996; AAAS, 1990, 1993). 그럼에도 불구하고 과학 교과서 연구에서 과학의 본성에 관련한 선행 연구가 거의 없다는 것을 알고, 본 연구의 두번째 과제로써 현재 미국 초등 교과서에 나타난 과학의 본성에 대한 연구를 4가지 주제에 근거하여 분석하였다. 과학의 본성에 대한 4가지 주제는 (a)지식 체계로서의 과학, (b) 탐구 방법으로의 과학, (c) 생각의 방법으로의 과학, 그리고 (d) 과학과 기술, 그리고 사회와 연관된 관계 (Chiappetta, Fillman, & Sethna, 2004)로서, 본 연구에서는 미국 초등 과학 교과서에 나타난 이 4가지 주제를 학년별 및 출판사별로 4가지 영역의 포함 정도를 퍼센트로 산출하였다. 또한 도입 단원 전체를 분석하였으므로, 단원 전반적 내용에 내포된 과학의 본성에 대한 측면을 연구자의 직관과 전문성에 근거하여 서술적인 방식으로 토의하였다.

Comprehensive Presuppositions Regarding Nature of Science, Scientific Causality, and Nature Held by In-service Secondary Science Teachers (중등 과학 교사들의 과학의 본성, 과학적 인과성 및 자연에 대한 종합적 관점 조사)

  • Hong, Hanghwa;Park, Jongwon
    • Journal of Science Education
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    • v.38 no.2
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    • pp.454-469
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    • 2014
  • Teachers' presuppositions of nature of science, scientific causality, and nature are unconsciously constructed through interactions with his or her physical and social environment everyday and it began even before they were in any formal education. It directly influences their teaching later. Thus, this study examined what comprehensive presuppositions in nature of science, scientific causality, and nature are held by in-service secondary science teachers. For the study, Q-methodology was used. Q-sorting was done on 81 statements from three instruments: Nature statements, the Test of Preferred Explanations, and the Nature of Science Scale with twelve in-service science teachers. Teachers sorted the statements along a presented agreement scale of their viewpoint and the collected data was analyzed using recommended procedures for Q-sorts in order to group teachers with similar views. As a result, ten participants were placed in five factors based on their presuppositions of science, scientific causality, and nature and distinctive features of each factor were discovered. In addition, the study confirmed that presuppositions of science, scientific causality, and nature are interrelated. This study method will be helpful to discover more relationships regarding teachers' various viewpoints further.

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The Influence of Global Science Literacy-Oriented Instruction on Students' Views of the Nature of Science (글로벌 과학적 소양 함양을 위한 수업이 학생들의 과학의 본성에 대한 관점에 미치는 영향)

  • Yu, Eun-Jeong;Oh, Hyun-Seok;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • v.29 no.7
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    • pp.602-616
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    • 2008
  • The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.

Analyzing Science-gifted Middle School Students' Understandings of Nature of Science (NOS) (중학교 과학영재들의 과학의 본성에 대한 인식 분석)

  • Park, Eun-I;Hong, Hun-Gi
    • Journal of Gifted/Talented Education
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    • v.21 no.2
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    • pp.391-405
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    • 2011
  • The nature of science has been recognized in a great deal in the field of science education. However, only few innovative programs are offered for science-gifted students to improve their recognition of the nature of science. The current study describes and analyzes science-gifted students' understandings of the nature of science (NOS). In addition, the study looks into contradictory views among the aspects of NOS, which are fundamental data in constructing target programs on NOS for science gifted students. Data used in this study were collected from 73 middle school science-gifted students using an open-ended questionnaire, VNOS. The results of this study showed that the participants' understanding of NOS was significantly distributed on naive or transition view except for 'tentative NOS', and the results revealed inconsistent view among the aspects of NOS. This study proposes two suggestions to enhance the recognition of science-gifted on NOS of science to informed state and to have consistent perspectives with other areas. First, the role of experiment has to be changed-it should be the process in constructing scientific knowledge rather than an instrument to check scientific knowledge to transform perspective on experimental data and scientific knowledge. Second, various opportunities must be provided to science-gifted students, so they can experience the culture and community of scientists and science to gain a wider insight of science.

The effectiveness of the change in perspective of the nature of science depending on subjects of the history of science-role play -The atomic model transition and the Mendeleev's periodic table - (과학사 주제에 따른 과학사-역할놀이가 대학생의 과학의 본성의 변화에 미치는 효과 -원자모형의 변천과 멘델레프의 주기율표의 변천 주제를 중심으로-)

  • Kim, Do Wook
    • Journal of Science Education
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    • v.39 no.1
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    • pp.15-27
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    • 2015
  • This study investigated whether there was a difference of the change in perspective of the nature of science depending on subjects of the history of science, after designing for two kinds of topics of role play programs based on the history of science to be transformed into a modern perspective. Before the history of science-role plays, the degree of the modern perspective was statistically no difference between group I(the atomic model transition-role play) and group II(the Mendeleev's periodic table-role play). However after treatment of the history of science-role plays for the each group, the degree of group I was higher than the degree of group II in the modern perspective. The results of this study indicate that the degree of changes into modern perspective of the nature of science by performing a history of science-role play may be depend on the subject of the history of science combined with the role play, and suggest the possibility that may be more effective to change the nature of science into the modern perspective, in case of performing of role play based on the history of science that includes the scientific knowledge established by a number of scientists with time series.

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Changes in High School Student Views on the Nature of Science according to Curriculum Change (교육 과정의 변화에 따른 과학의 본성에 대한 고등학생의 관점 변화)

  • Moon, Seong-Sook;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.26 no.1
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    • pp.58-67
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    • 2006
  • Student understanding of the nature of science is necessary not only because it is helpful for solving everyday problems with growing science literacy, but also because it influences students' science learning. Therefore, it was necessary to investigate student views on the nature of science under the 7th national curriculum and compare with those before the 7th national curriculum in order to probe the elements which contribute to changes in student views on the nature of science. A significant number of differences were found between subdimensions of views on the nature of science through the comparison. High school students under the 7th national curriculum had more relativistic, instrumental, and deductive but less process-oriented views than high school students before the 7th national curriculum. The differences between mean values which showed high school student views on the nature of science under and before the 7th national curriculum were significant, except for the subdimension of instrumentanlism/realism. In particular, high school students under the 7th national curriculum possessed a contextual view, whereas those before the 7th national curriculum possessed a decontextual view. Although other factors might be the cause for differences found in this study, we argued by discussion that differences among textbook contents seemed to be the major factor.

The Influence of Hypothetical Deductive Experiment upon Students' Views on the Nature of Science (가설 연역적 탐구 실험 수업이 학생들의 과학의 본성에 대한 관점에 미치는 영향)

  • Kim, Ji-Young;Kang, Soon-Hee
    • Journal of The Korean Association For Science Education
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    • v.27 no.3
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    • pp.169-179
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    • 2007
  • We investigated the effects of hypothetical deductive experiment on students' views about the nature of science (NOS). Participants were 212 eighth graders from a middle school and they were assigned to a control group and an experimental group. Students of the control group did guided experiment in small group and students of the experimental group did hypothetical deductive experiment in small group. The results revealed that both students of the control group and the experimental group possessed similar views about NOS in a pretest. But the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest. Students who used mainly surface learning strategy within the experimental group exhibited more sophisticated views about hypothesis in the posttest. On the other hand, students who used mainly deep learning strategy within the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest.

The Relation of High School Students' Epistemological belief, Acceptance of Evolutionary Theory and Evolutionary Knowledge (고등학생의 인식론적 신념과 진화수용 및 진화지식과의 관련성)

  • Kim, Sun Young
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.259-265
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    • 2015
  • This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

Exploring the level of nature of science and its degree of revising curriculums: The case of the 7th and 2009 revised curriculums (교육과정 개정에 따른 과학의 본성 수준 및 반영정도 탐색 : 7차 및 2009 개정교육과정사례 분석)

  • Lee, Jeong-Won;Park, Young-Shin;Jeong, Da-Hye
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.2
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    • pp.217-232
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    • 2016
  • In line with the emphasis on the importance of nature of science recently, this paper examines the degree and level at which the 2009-revised convergence science textbook, developed from the common science under the 7th curriculum in South Korea, reflected nature of science according to the development of curriculum. 'Nature of science' was classified according to scientific view - which represents scientists' view - and naive view - which represents general thinking and scientific error concepts. Also, 'Nature of science' was classified according to the explicit method and implicit method in terms of teaching method. The level of nature of science was defined using the four occasions of scientific view, naive view, explicit teaching and implicit teaching. In order to identify the components and level of nature of science reflected in the textbook, using the 10 items which refer to Lederman(2001)'s 7 definitions, NOSAT (Nature of Science Analyzing Tool) was developed and used. The results are that, since the educational curriculum is changed from common science under 7th curriculum to 2009-revised convergence science, the degree of reflection was rather a withdrawal. On parts of theories of 7th common science curriculum except research parts, it was difficult to find explicit nature of science. Also on 2009-revised curriculum, nature of science, which is seen on 2007 curriculum, disappeared. It is suggested that the future curriculum emphasizes the importance of nature of science, and bolster the reflection of nature of science according to the changing curriculum. Nature of science should not be expressed limitedly, but instead, should be more positively reflected, and the reflection method should be not implicit but explicit, allowing direct teaching. Towards that end, writers of the textbook should have an accurate understanding of nature of science. And, for the right teaching, teachers' capabilities are important and it is necessary to train teachers to understand and act for nature of science.