In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

Scientific creativity is necessary for all ordinary students in ordinary school settings. In this study, a practical format for teaching scientific creativity is suggested, and sample teaching materials based on this format are developed. To facilitate the practical use of the teaching materials in ordinary schools, the model of IS3CA(Iterative Small Scale Scientific Creative Activity) was proposed. Using this format and the proposed teaching materials, a brief in-service program was developed and implemented. Here, the aim is to improve teachers' actual professional ability to develop their own teaching materials rather than just using the pre-developed teaching materials provided by the researcher. Positive responses about the in-service program were collected from the teachers, and the results also showed that the development of teaching materials by teachers was possible. Therefore, I expect that the teaching of scientific creativity by ordinary teachers is possible for ordinary students in ordinary school contexts. Finally, based on the results and experiences of this study, a curriculum for teaching scientific creativity is suggested.

This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

This study introduces the development of elementary science textbooks in Korea. In Korea there has been eight revisions to the National curriculum and the development of nine textbooks. The State of Korea has organized textbook development teams, but this time the State chose the development team through public contest. Researchers suggested the 'FLOW' development model based upon results of studies in creative education and developed the new science textbooks. The 'FLOW' model includes four stages, aimed towards capturing students' interest in science (Fun Science), engaging students in various scientific inquiries and experiences (Lab. Experience), organizing their own knowledge of science (Organizing Knowledge), and to encourage students to become little scientists (Willing to be a Scientist). The textbook is a research-developmental textbook that utilizes various literature and exploration-strategic textbooks. The textbook's basis is formed upon scientists' experiences that assist in the realization of 'inquiry' that is emphasized within the science field.

The aims of this study are to investigate two main problems for the hypothetico-deduction method and to develop a scientific inquiry model to resolve these problems. The structure of this scientific inquiry model consists of accounts of the context of discovery and justification that the hypothetico-deduction holds as two main problems : 1) the heuristic flaw in the hypothetico-deduction method is that there is no limit to creating hypotheses to explain natural phenomena; 2) Logically, this brings into question affirming the consequent and modus tollens. The features of the model are as follows: first, the generation of hypotheses using an analogical abduction and the selection of hypotheses using consilience and simplicity; second, the expansion phase as resolution for the fallacy of affirming the consequent and the recycle phase as resolution for modus tollens involving auxiliary hypotheses. Finally, we examine the establishment process of Copernicus's Heliocentric Hypothesis and the main role of the history of science for the historical invalidity of this scientific inquiry model based on three examples of If/and/then type of explanation testing suggested by Lawson (International journal of science and Mathematics Education, 2005a, 3(1): 1-5) We claim that this hypotheticho-deduction process involving abduction approach produced favorable in scientific literacy rising for science teacher as well as students.

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.

Categorization is an important human function used to process different stimuli. It is also one of the most important factors affecting measurement of a person's classification ability. Explicit categorization, the representative system by which categorization ability is measured, can verbally describe the categorization rule. The purpose of this study was to develop a prediction model for categorization ability as it relates to the classification process of living organisms using fMRI. Fifty-five participants were divided into two groups: a model generation group, comprised of twenty-seven subjects, and a model verification group, made up of twenty-eight subjects. During prediction model generation, functional connectivity was used to analyze temporal correlations between brain activation regions. A classification ability quotient (CQ) was calculated to identify the verbal categorization ability distribution of each subject. Additionally, the connectivity coefficient (CC) was calculated to quantify the functional connectivity for each subject. Hence, it was possible to generate a prediction model through regression analysis based on participants' CQ and CC values. The resultant categorization ability regression model predictor was statistically significant; however, researchers proceeded to verify its predictive ability power. In order to verify the predictive power of the developed regression model, researchers used the regression model and subjects' CC values to predict CQ values for twenty-eight subjects. Correlation between the predicted CQ values and the observed CQ values was confirmed. Results of this study suggested that explicit categorization ability differs at the brain network level of individuals. Also, the finding suggested that differences in functional connectivity between individuals reflect differences in categorization ability. Last, researchers have provided a new method for predicting an individual's categorization ability by measuring brain activation.

This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students' perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.

With an emphasis on scientific literary, science education has again became closer to the interests and needs of people and sometimes expands its scope beyond the boundaries of school and the curriculum. Science educators often claim that its historical roots can be traced back to the movements of General Science and Science and Citizenship during the 1920s-40s. This study attempts to re-interpret the historical meanings of the Mechanics' Institute Movement (MIM) from the perspectives of science education. In doing so, this study first introduces the process of the emergence of MIM with a focus on its founder, George Birkbeck, and the Andersonian Institute where evening science classes began to be open to skilled workers. Then the overview of MIM is described, with examples drawn from the London Mechanics' Institute and the Manchester Mechanics' Institute. In discussing science teaching of MIM, the details taken from various mechanics' institutions are examined in terms of why, what, and how to teach sciences. This study argues that the MIM was a unique social phenomenon in which science could respond to the needs of skilled workers through education, providing science learning opportunities which were otherwise unavailable and that the MIM shared many similarities with current practice of science education, moving towards a wider career perspectives, cross-subject, community-based, and informed citizenship.