• Title, Summary, Keyword: 과학의 본성

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The Effects of 'Science History Based Chemist Inquiry Program' on the Understanding toward Nature of Science, Scientific Attitudes, and Science Career Orientation of Scientifically Gifted High School Students ('과학사 기반 화학자 탐구 프로그램'이 고등학교 과학영재의 과학의 본성에 대한 인식과 과학적 태도, 과학 진로지향도에 미치는 영향)

  • Park, Gi-Su;Yoo, Mi-Hyun
    • Journal of the Korean Chemical Society
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    • v.57 no.6
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    • pp.821-829
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    • 2013
  • The purpose of this study was to develop 'Science History Based Chemist Inquiry Program' for the science-gifted in high school and investigated the application effects on the understanding toward the nature of science, scientific attitudes, and science career orientation. This study was conducted with one class of 17 scientifically gifted high school students, and the 'Science History Based Chemist Inquiry Program' was applied during 22 class hours. The results of this study were as follows: First, the science gifted students' understanding toward the nature of science showed a statistically significant improvement (approximate significance probability .005). Property of the scientific model, sub-domain of the nature of science, is significantly improved (approximate significance probability .029). This result show that 'Science History Based Chemist Inquiry Program' can improve the scientifically gifted high school students' perception about nature of science. Second, the scientifically gifted students' scientific attitude wasn't changed significantly. However, the openness and creativity in the sub-domains of the scientific attitude showed a statistically significant improvement (p<.05). Third, science career orientation of science-gifted did not show a statistically significant change. But the value of the level of awareness about the science career has been significantly improved (p<.05).

The Relationship between Students' Out-of-school Science Experience and Their View on the Nature of Science (학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이의 관계)

  • Kang, Suk-Jin
    • Journal of the Korean Chemical Society
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    • v.56 no.3
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    • pp.378-385
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    • 2012
  • In this study, the relationship between students' out-of-school science experience and their view on the nature of science was investigated. The participants were 267 sixth graders, 281 eighth graders, and 307 tenth graders from schools in Seoul. A test of views on the nature of science which consists of five items concerning the purpose of science, the definition of scientific theory, the nature of scientific model, the tentativeness of scientific theory, and the origin of scientific theory was administered. Students' out-of-school science experiences were measured with a subscale of the modified Science Experience Survey consisting of seven items. The results indicated that no statistically significant relationship was found between students' out-of-school science experience and their view on the nature of science in sixth graders. In eighth graders, high level students in terms of out-of-school science experiences were found to possess more contemporarily epistemological view in the item concerning the nature of scientific model but more falsificationist view in the item concerning the tentativeness of scientific theory. High level tenth graders in terms of out-of-school science experiences exhibited more epistemologically sophisticated understandings of the nature of science than their counterparts in the items concerning the purpose of science, the definition of scientific theory, and the nature of scientific model.

An Analysis on Views of Nature of Science and Science Inquiry of Science Gifted Students (과학 영재의 과학 본성과 탐구 관점 분석)

  • Lee, Hang-Ro
    • Journal of Gifted/Talented Education
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    • v.21 no.2
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    • pp.511-530
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    • 2011
  • This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

Exploring the Factors Influencing the Understanding of the Nature of Science through Authentic Open Inquiries (개방적 참탐구 활동에서 학생들의 과학의 본성에 대한 이해에 영향을 미치는 요인 탐색)

  • Kim, Mi-Kyung;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.28 no.6
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    • pp.565-578
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    • 2008
  • The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

The Effect of Science History Program Developed by Genetic Approach on Student's Conception toward Particulate Nature of Matter and Understanding about the Nature of Science (기원론적 접근법에 따라 개발한 과학사 프로그램이 학생들의 입자론적 물질관 및 과학의 본성에 대한 이해에 미치는 영향)

  • Yoo, Mi-Hyun;Yeo, Sang-Ihn;Hong, Hun-Gi
    • Journal of the Korean Chemical Society
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    • v.51 no.2
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    • pp.213-222
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    • 2007
  • In this study, science history program was developed to enhance student's concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of ‘Composition of Matter' in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 24 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.01 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science.

The Relationships Among Middle School Students' Understanding About the Nature of Scientific Knowledge, Conceptual Understanding, and Learning Strategies (중학생의 과학 지식의 본성에 대한 이해와 개념 이해 및 학습 전략 사이의 관계)

  • Cha, Jeong-Ho;Yun, Jeong-Hyun;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.25 no.5
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    • pp.563-570
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    • 2005
  • This study investigated the relationships among middle school students' understanding about the nature of scientific knowledge, conceptual understanding, and learning strategies. Grade 7 students (N=162) in Incheon completed the nature of scientific knowledge scales (NSKS) and a learning strategy questionnaire. After learning density by way of a CAl program, a conception test was administered. Results indicated that students' conceptual understanding and both deep and surface learning strategies were significantly correlated to their understanding about the nature of scientific knowledge. A cluster analysis was used to classify students on the basis of their deep and surface learning strategies. Three clusters of students with distinctive learning strategy patterns were found; high deep-low surface strategy (cluster 1), low deep-high surface strategy (cluster 2), and high deep-high surface strategy (cluster 3). One-way ANOVA results revealed that the scores of cluster 3 were significantly higher than those of the others in the NSKS and the conception test. Additionally, cluster 1 also performed better than cluster 2 in the conception test. Lastly, educational implications were discussed.

Analysis of the Effectiveness on Online Fusion Science Program in Undergraduate General Education for Students Majoring in Science and Engineering: Focus on the NOS and STEAM Literacy (대학 교양교과 온라인 융합과학 프로그램이 이공계열 학생에게 미치는 효과 분석: 과학의 본성(NOS) 및 융합인재소양(STEAM Literacy) 중심으로)

  • Yu, Jihye;Lee, Young Hee
    • Journal of Science Education
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    • v.43 no.2
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    • pp.207-226
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    • 2019
  • The purpose of this study is to investigate how fusion science program for undergraduate general education influences the understanding of Nature of Science (NOS) and STEAM Literacy of students majoring in science and engineering in college. The students participated in the pre/post NOS survey(Lee, 2013) and the STEAM literacy survey(Choi et al., 2013) in the program. The results of this study are as follows. First, the fusion program was effective in understanding the NOS because there is a statistically significant difference between the pre/post tests.(p < 0.01). Second, while there were no significant differences between genders, however, there is a significant difference in students' majors in NOS understanding(p < 0.05). Third, it showed that improvement in STEAM Literacy in Convergence and Creativity domains is significant(p < 0.01). By contrast, the Caring domain of STEAM Literacy was decreased statically significant(p < 0.01). In the end, there is no difference in STEAM Literacy between genders as well as among students' major(p < 0.05).

Suggesting Conceptual Framework on the Nature of Technology (NOT) and Investigating College Students' Perceptions Regarding the Nature of Technology(NOT) (기술의 본성(NOT) 개념 틀 제안 및 이공계 대학생들의 기술의 본성(NOT)에 대한 인식 탐구)

  • Baek, Yujin;Lee, Young Hee
    • Journal of Science Education
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    • v.43 no.3
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    • pp.363-381
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    • 2019
  • This study aims to suggest an inclusive conceptual framework for the Nature of Technology (NOT) by examining literature and researches regarding NOT and then to analyze the conceptions of the students in Science and Engineering Department of a college based on the NOT framework. Findings are as follows: First, the conceptual framework of the NOT developed from the study has the five domains of NOT, which are Technology as Artifacts, Technology as Knowledge, Technology as Practice, Technology as History, and Technology as a part of Society. Second, the participants' conceptions of the NOT emphasize on three domains of the Technology as Practice (26.4%), Technology as a part of Society (25.8%), and Technology as Knowledge (24.3%) among the five domains of the NOT. Third, according to the microanalysis of the students' conceptions regarding NOT, students in Science and Engineering Department of a college possess concrete and various views of the NOT even though NOT is abstract and complex ideas. Specifically, they seem to recognize the NOT as a product of process and ability to utilize the technology for convenience of life.

Analysis of Students' Socioscientific Decision-Making from the Nature of Technology Perspectives (과학·기술관련 사회쟁점(SSI)에 대한 학생들의 주요 의사결정 논점의 기술의 본성(NOT)적 해석)

  • Lee, Hyunok;Lee, Hyunju
    • Journal of The Korean Association For Science Education
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    • v.35 no.1
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    • pp.169-177
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    • 2015
  • Since socioscientific issues (SSI) reflect various characteristics of new technologies designed to meet the incessant human needs in the contemporary society, this study explores the feasibility of adapting nature of technology (NOT) to analyze students' socioscientific decision-making. To achieve the aim, forty-five college students enrolled in a liberal arts course on science and technology studies participated in the study and responded to a GMO (golden rice) scenario in a written form. Four major viewpoints were identified from their writing: 1) is the technological artifact able to solve a societal problem?, 2) are there some alternatives to solve the societal problem?, 3) what kinds of side effects or flaws could turn up during distribution and consumption of the technological artifact?, and 4) can we cope with the technological uncertainty? We revisited the viewpoints within the NOT framework (technology as a 'fix,' cultural context and role of values, technological trade-offs, technology as a system, and technological progression). As a result, unlike NOS, NOT were quite explicitly represented in their decision-making and students' level of understanding on NOT varied. It indicates that NOT can be a promising construct for cultivating informed SSI decision-making.

The Effects of Explicit Instructions on Nature of Science for the Science-gifted (과학 영재를 대상으로 한 명시적 과학의 본성 프로그램의 효과)

  • Park, Eun-I;Hong, Hun-Gi
    • Journal of The Korean Association For Science Education
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    • v.30 no.2
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    • pp.249-260
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    • 2010
  • The main purpose of this study is to examine the effects of explicit instructions on the nature of science (NOS) on the understanding of science-gifted students. Participants were engaged in 8 explicit NOS instructions spanning 6 months. Data were collected before and after the instructions from 20 science-gifted students using student worksheets, open-ended questionnaires (Views of Nature Of Science, VNOS), and in-depth interviews. The results of this study showed that explicit instructions were helpful in improving the understanding of the tentativeness in science and socially and culturally embedded aspects of science. However, participants not only still possess naive views on the nature of science about the distinction of law and theory and the empirical aspects of science, but also had conflicting views and misconceptions in some areas. The study has implication for development of science-gifted program that the explicit instructions on NOS and science inquiry should be provided concurrently, given the complementary relationship of the two activities.