• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.44-56
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• 2014

이 연구의 목적은 인지적 전략인, 갈등도(Oh, 2011)를 기반으로 학생들이 명시적으로 과학의 본성(NOS)의 교육을 돕기 위하여 과학의 본성요소뿐만 아니라 과학의 역사를 담은 NOS Flow Map을 개발 제안하는 것이다. 예비적으로 과학의 본성의 교육을 위해 제안한 NOS Flow Map을 사용에 대한 이해를 탐색하기 위하여, 자신들의 NOS 이해를 강화하기 위해 우리가 제안한 NOS Flow Map의 유용성에 대한 예비 초등교사들의 인식를 조사하였다. 과학의 본성에 대한 중요한 관점들은 Kuhn의 과학철학과 역사가 아주 잘 일치된다. 즉 Kuhn의 과학혁명의 예로 가장 중요한 Copernicus의 혁명과정이 과학의 본성 중요한 요소들과 잘 일치됨을 보여준다. 따라서 이 연구에서 인지갈등을 통한 NOS 흐름도는 과학의 소양교육을 강화하는데 명시적이고 반성적인 도구이며 유망한 방법이라고 조심스럽게 제안한다.

• The Bulletin of The Korean Astronomical Society
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• v.37 no.2
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• pp.102.2-102.2
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• 2012

이 연구의 목적은 거시적인 관점에서 NOS의 중요한 요소들을 강조한 Flow map(oh, 2011)를 이용한 명시적이고 암시적인 교육의 본성교육이 얼마나 이루어졌는가를 알아본다. 과학의 본성은 지식의 내용뿐만 아니라 지식이 어떻게 형성되었는가에 있다. 이러한 과학의 본성을 이해한다는 것이 현대의 과학의 중요한 목적중의 하나인 과학적 소양을 얻는 것이다. 이를 구체적으로 실현하는 교수 모형으로 가장 중요한 이론의 생성과 실험에 의한 확증과 이론의 확증을 미시적인 관점으로 연구를 전개하였다. 따라서 먼저 Kuhn(1996)의 과학철학 이론과 NOS를 통한 Flow map 개발에 이론적 배경이 된 과학의 본성의 정의, 과학의 본성에 대해 합의된 핵심 요소들, Kuhn(1996)의 과학철학 이론을 바탕으로 한 Oh(2011)가 제안한 Flow map의 구조를 알아본다. 연구방법은 귀추(abduction)를 통한 가설의 생성과정과 확증을 보여주는 Oh(2012)의 자연과학의 추리과정을 이용하여 충북대학교 천문우주학과에서 자연과학캠프에 참여한 고등학생들을 대상으로, "Galileo의 흑점발견과정"으로부터 현대의 태양의 흑점 모형을 이해하도록 한다.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.

• Journal of Science Education
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• v.41 no.1
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• pp.60-79
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• 2017

The purpose of this study was to develop a program for the history of science and technology in order for the technical high school students to understand the nature of science (NOS). The program was composed of the six topics based on the textbooks such as convergence science and physics I, and was taught to 290 10th graders at a technical high school located in the metropolitan area. The questionnaire about NOS was asked the students before and after the instruction, so as to investigate the effect of the program on improving their understandings of NOS. The analysis followed t-test and ANOVA using SPSS 23.0 for Windows program. The questionnaire based on the conceptual framework of the four themes of the NOS (Lee, 2014). The research findings were as follows. First, the program was effective in improving their understanding of NOS since the t-test result was significant statistically for the overall domains of NOS (p<.01). Second, there was no significant gender differences in the understanding of NOS among technical high school students (p<.05), neither did their majors (p<.05). Third, all domains in NOS were statistically correlated (p<.01), and in a particular, each domain was consistently correlated with the aspect of the nature of the interactions among science, technology, and society. Hence, the further studies should be conducted to examine how the history of science and technology effects the understanding of the NOS and how the domains in NOS affected each other.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.273-290
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• 2020

This study aims to investigate tenth graders' understanding of the nature of scientific inquiry (NOSI). A total of 100 public school students participated. A questionnaire of Views about Scientific Inquiry was used to assess their understanding of the NOSI, and data were collected using qualitative research methods such as open-ended questionnaires and, when necessary, semi-structured interviews. By employing a constant comparison method to analyze their responses, five students were consistently categorized as the group with informed views regarding all the eight aspects of the NOSI. The rest of the students showed different levels of understanding regarding each aspect. A large portion of the students represented a group with mixed views about four aspects and informed views about three aspects, whereas naive views about one aspect prevailed among them. The results showed that many students comparatively lacked understanding of the aspect related to the scientists' process of constructing explanations and formulating theories. This study discusses the relationship between its results and the current science curriculum and presents implications for the overall enhancement of students' understanding of the NOSI. Finally, it encourages the acquisition of scientific inquiry ability and makes suggestions to promote further studies.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.