• Journal of the Korean earth science society
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• v.25 no.7
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• pp.565-575
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• 2004

The effects of education utilizing history of science on science achievement and attitudes of the ninth grade students were investigated according to their achievement level, along with the development of teaching and ;earning materials. A total of 144 ninth grade students were divided into the experiment and control group. Instructing students using history of science was performed in the experiment group, while conventional instruction was used in the control group. The scores of both pre-test and post-test were estimated by ANCOVA. Instructions applying history of science were more effective in increasing the students' science achievement and attitude than conventional instructions. In particular, the former enhanced the achievements of the upper-level students, more than it did for the middle and lower-level students. In addition, using history of science showed a better effect on higher and middle-level students, in improving their attitudes toward science, than it did for lower-level students. This study suggests that the instruction utilizing history of science should be designed based on the students' achievement level, and that various teaching and learning materials related to the instruction were helpful.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.346-371
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• 2012

The purpose of this study is to investigate the possibilities of science ethics education with history of science (HOS) and to develop its teaching and learning model for secondary school students. A total of 72 cases about science ethics were extracted from 20 or more HOS books, journal articles, and newspaper articles. These cases were categorized into 8 areas, such as forgery, fabrication, violation of bioethics in testing, plagiarism and stealth, unfair allocation of credit, over slander, conjunction with ideologies, and social responsibility problems. The results of this study are as follows. First, research forgery, occurring in the process of the research, was the most frequent in HOS. Second, we developed eight teaching lesson plans for each area. Third, we proposed a teaching and learning model based on the developed lesson plans as well as related teaching and learning models in the fields of science ethics education, ethics education, and history education. Our model has five steps, 'investigating-suggesting casesclarifying problems-finding alternatives-summarizing'.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.324-333
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• 2011

The opinion, that the history of science should be introduced to science lesson, has been continuously emphasized by a group of people who supported the needs of science and scientific process, nature of science, and the interaction between science and society. When the importance of the integrated science education is emphasized, the history of science is suggested as an effective curriculum for it. To respond to this identified interest, we developed a lesson of the history of science by selecting the contents of the history of science as subject topics of the integrated science and by utilizing the findings of previous studies related to the history of science in science educations. To develop the history of science class as a subject of integrated science, we chose 'the age of the earth' as a unit. After the pilot test of the unit in secondary school students, the possibility of offering the lesson as a regular course was examined with analysis of the students' reactions showing its effectiveness.

• Journal of Science Education
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• v.35 no.2
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• pp.262-273
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• 2011

This research was aimed to develop and apply the molecular genetics teaching program based on the history of science and creative problem solving model (HS-CPS model) for gifted students. Based on the strategies of creative problem solving and scientific theory development, the HS-CPS teaching program were developed. This program was applied to 8 first and second graders of the special class for invention activity in a high school. Creative problem solving ability in science and the understanding of DNA and gene concept were tested in pre and post of 12 lessons. The results were as follows: First, creative problem solving ability in science was improved meaningfully. Second, HS-CPS teaching program was effective in the understanding of DNA and gene concepts. Third, the students responded positively to the program evaluation questionnaire.

• Journal of Science Education
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• v.40 no.2
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• pp.166-188
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• 2016

The purpose of this study was to analyze the utilization of history of science and STEAM and the elementary school teachers' perceptions about design-based STEAM instruction applying the history of science in science class. To research the utilization of the history of science and STEAM in elementary science class, educational value of design-based STEAM instruction applying the history of science, the questionnaire was revised based on research conducted by Lee & Shin(2014), Park et al.(2010), Shin & Han(2011) and developed questionnaire a total of 20 questions. It was administered to reply the questionnaire to 201 teachers of elementary school in D and G area. The results of this study were as follows: elementary school teachers did not teach actively the history of science, made it read students by simply introducing himself. They did not teach actively STEAM due to not enough time(busy to take a magnitude). They were difficult to teach, but the most focused on the 'Creative Problem-solving' process. And elementary school teachers perceived positively about the educational value of design-based STEAM instruction applying the history of science. Especially, they perceived that it can help elementary school students find a hint for solving the problem through examples of cases of scientific principles and a scientist. In conclusion, it implicates that it is need to regard elementary school teachers' perceptions on application of the history of science and STEAM, and develop specific design-based STEAM program applying the history of science in order to be applied successfully in elementary school for the STEAM settlement.

• 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.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.765-772
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• 2005

The purpose of this study was to analyze the effects of instruction using science history on science achievement and attitude of students. A pretest-posttest control group design was employed. Subjects were comprised of 193(males 114, females 79) first grade middle school students. A control group of 94 students was instructed using traditional teaching methods and an experimental group of 99 students was instructed using the history of science. Two groups were taught 15 lessons during a 9-week period. To analyze the data statistically, an analysis of covariance(ANCOVA) was applied. The experimental group was significantly different from the control group inrespect to science achievement. There was no significant difference in science achievement between the two groups according to gender. Analysis results on the attitude towards science found the experimental group to significantly differ from the control group. There was no significant difference in attitudes towards science between the two groups according to gender.

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.23-23
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• 2011

• Journal of Science Education
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• v.44 no.2
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• pp.145-156
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• 2020

The purpose of this study is to analyze the science history materials presented in middle school 'Science' textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school 'Science' textbooks. The analysis used the three-dimensional framework. The results of analysis show that the number of science history materials presented in textbooks tends to increase as the grade goes up. It was also found that science history materials were presented in a specific unit for each grade. The three-dimensional analysis of science history materials showed that conceptual-fundamental-discovery/device types were most commonly presented in all grades. At the instruction context level, the conceptual context was the most common, and the basic role was the main at the role level. The discovery/device type was the most common type of presentation. The results of the study show that the science history materials presented in science textbooks were concentrated in some areas. Also, the instruction context and role were concentrated in some factors in terms. This suggests that various science history materials need to be developed in the future. It is also necessary to explore concrete methods to ensure that science history materials presented in textbooks can be used in various roles in different contexts.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.221-239
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• 2009

The purpose of this study was to explore how 9th grade students' understanding of the nature of science developed during a one-year implementation of NOS learning materials. The lessons were a combination of short readings in episodes in the history of science with accompaning response booklets consisting of illustrations and questions. The lessons were designed to be 45 minutes in length and were implemented over ten months of the school term. Data on students' understanding as it developed during the implementation were obtained from test items, questionnaires, and students' journal. Findings indicate that students showed changes in their understanding of the nature of science towards modern views of the nature of science. However, they showed understanding of tentativeness of scientific knowledge, they also showed belief of absoluteness of scientific knowledge.