• Title, Summary, Keyword: 과학의 본성

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Assessment of an Aesthetic Model of Science for NOS Teaching (예비교사의 과학의 본성 지도를 위한 과학의 미학적 모델 측정 방안)

  • Kwon, Sunggi;Nam, Ilkyun
    • Journal of Science Education
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    • v.44 no.2
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    • pp.197-204
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    • 2020
  • In order to teach the nature of science which is one of the goals of science education, the aesthetic model of science was developed into a two-dimensional model through theoretical reviews on the aesthetic aspect of science. We represented 10 kinds of scientific experiments that scientists thought are beautiful in the aesthetic space of science. This paper tried to represent the greatest and famous scientific experiments in the history of science into the aesthetic space of science to find the suitability or usefulness of that model. At the same time, we were able to develop measuring tools as the Likert-scale with pictures of scientific experiments. Through this, we propose various teaching approaches on the nature of science (NOS) based on the aesthetic model of science and the potential for utilization in measuring the effects of the ways of teaching NOS.

Development of an Instrument to Assess Secondary School Students' Conceptions of the Nature of Science (중등 학교 학생들의 과학의 본성 개념을 측정하기 위한 도구 개발)

  • Soh, Won-Ju;Kim, Beom-Ki;Woo, Jong-Ok
    • Journal of The Korean Association For Science Education
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    • v.18 no.2
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    • pp.127-136
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    • 1998
  • The purpose of this study was to develop, field test an instrument to assess secondary school students' conceptions of the nature of science. The instrument named Philosophical Perspectives Probe(PPP) is a pool of 24 multiple-choice items that address a wide range of philosophical topics of science. The statements and the choices of this instrument were derived from an analysis of various philosophical positions. The main philosophical systems of the instrument are inductivism, falsificationism, and relativism, respectively. Major distinctions depend on the issues of the criteria of demarcation, patterns of scienctific change, epistemological status of scientific knowledge, and the scientific methods. The researchers also offer teachers a new way of assessing and interpreting their students' conceptions on a wide variety of topics related to the nature of science.

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University Students' Understanding of the Nature of Science (과학적 소양의 관점에서 본 대학생들의 과학의 본성에 대한 이해)

  • Park, Hyun-Ju;Lee, Kum-Hee
    • Journal of The Korean Association For Science Education
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    • v.25 no.3
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    • pp.390-399
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    • 2005
  • The purpose of this study was to examine university students' understanding of the nature of science, an aspect of scientific literacy, which is the goal of modern science education. To accomplish this, the differences and similarities by gender and major. on college students' understanding of the nature of science were investigated. 'Understanding of the Nature of Science' developed by Lee (2003) was implemented for this study. The instrument has three sub-scales; a scientific world view, scientific inquiry, and scientific enterprise. The instrument is only expected to give, and provides meaningful information on student understanding of the nature of science. A total of 120 college students, majoring in science education, liberal arts, and physical exercise participated in this study. Science education major students were verified to have a better understanding of the nature of science followed by liberal arts students and then physical exercise students. Moreover, men revealed slightly more comprehension that of women. More than 80% of students, majoring in science education, answered 11 out of 23 questions, approximately 50%. In the area of scientific inquiry, both science education and liberal arts students showed more comprehension that those in physical exercise. All participants showed relatively lower comprehension of the definition of scientific contribution than other subjects, but displayed a greater comprehension of the ethics of science. On the other hand, most students have relatively low apprehension in the contribution of science, while higher apprehension in the ethics of science.

Effects of Model Construction and Pattern Identification Activities on Views on the Nature of Science in the Context of Science 10 Inquiry Unit (10학년 과학 탐구 단원의 맥락에서 모델구성과 규칙발견을 통한 명시적 수업이 과학의 본성의 관점에 미치는 효과)

  • Cho, Jung-Il;Kim, Jin-Hee;Hong, Hang-Hwa
    • Journal of The Korean Association For Science Education
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    • v.28 no.8
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    • pp.955-963
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    • 2008
  • This study was conducted to assess any change in students' views on the nature of science (NOS) after lessons through the activities of model construction and pattern identification. The instrument used to examine NOS views was the Views of Nature of Science questionnaire (VNOS). Four students' responses on VNOS before and after instruction were analyzed. The two levels of their views, novice and expert, were judged by the authors based on criteria set by several science educators. The instruction consisted of six hours of the so-called black box and cube activities developed for model construction and pattern identification, respectively. Students' views were at the novice level in definition of scientific theory, tentativeness of scientific knowledge, difference of hypotheses, theories and laws, model construction, and creativity and imagination in experiments and investigations. Students' views on NOS knowledge such as model and theory have improved for two students after instruction. The improvement seemed to be due to an explicit approach using the activities of model construction and pattern identification. The factors of changes and no-changes of views on NOS were identified and discussed in terms of improvement of the views.