• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.389-403
• /
• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of the Korean Chemical Society
• /
• v.59 no.4
• /
• pp.320-335
• /
• 2015

The purpose of this study was to identify the concepts of elementary school teachers related to three states of matter from activities of classifying various materials in life. The subjects were 25 teachers majored in primary science education at a graduate college of education and 10 teachers of elementary school located in a metropolitan city. A questionnaire and observation related to classification activities, and interviews were carried out and analyzed them qualitatively and quantitatively. From the analysis, we found that most elementary school teachers understood the classification criteria of three states of matter through macroscopic viewpoints and experienced difficulties in determining the state of mixture materials. After discussion of the classification results, the teachers’ concept was changed. But, when performing classification activity on the basis of the newly created concepts, it has not reached its results agreed. The result of this study shows that process of concept of science has been agreed in the same way to all people is not easy. Therefore, the teacher education programs to make possible to improve the ability capable of classifying the states of the various matters and to understand the nature of classification is required. In addition, deep discussion on the classification of the mixture is also necessary.

• Journal of the Korean Magnetics Society
• /
• v.5 no.4
• /
• pp.315-323
• /
• 1995

표면, 계면, 박막 계에 대한 자성 연구는 실용적인 응용가능성과 고체 내부와는 다른 특이한 현상으로 인해 지난 십여년간에 걸쳐 실험적으로나 이론적으로 많은 관심을 끌 어 왔으며 고체물리나 재료과학 분야에서 그 중요성이 증대되고 있다. 표면에서 규칙 적인 격자가 끊어지거나 원자 조성이 달라짐으로 인해 표면, 계면, 박막계에서는 고체 내부와는 다른 독특한 현상이 생긴다. 예를 들어 전자 상태가 국재화되고 자기 모멘트 가 증가되며 또 수직 자기 이방성이 생기거나 복잡한 자기 질서가 생기기도 한다. 이 러한 계에 대한 이론적 연구의 일차적 목적은 이들의 본성을 미시적인 차원에서 근본 적으로 이해하는데 있다고 할 수 있다. 최근에 들어 실험기술의 발전으로 인해 새로운 구조나 조성을 갖는 인공적인 물질의 제작이 가능하게 되었으며, 이와 병행하여 이들 의 특성을 실험적으로 측정할 수 있는 기술도 동시에 발전하여 왔다. 따라서 이론적 연구 또한 이미 얻어진 실험적 결과를 설명하는 데 그치지 않고 아직 실험적으로 행해 지지 않은 새로운 물질의 특성을 예측하는 중요한 역할을 할 수 있다.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.337-348
• /
• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of Gifted/Talented Education
• /
• v.23 no.4
• /
• pp.567-592
• /
• 2013

The purpose of this study is to investigate effective teaching and learning method for teaching decision-making on Socio-Scientific-Issues(SSI) in science classroom. So we carried out new teaching and learning trial for decision-making about Global Warming issues. Our new trial focused on self-directed and cooperative learning in decision-making about SSI. And our participants were science gifted or science high-achieved students in middle school. We analysed students' written decision-making of the last process in our new trial. We can find our instruction made progress in informed decision-making, structure of argumentation, reflective thinking stage, using the scientific information and understanding of the nature of science. As a result, self-directed and cooperative learning in decision-making on SSI leads students to the meaningful decision-making scientifically.

• Journal of the Korean Chemical Society
• /
• v.43 no.6
• /
• pp.699-706
• /
• 1999

The purpose of this study was to investigate high school students' conceptions and conceptual types on molecular kinetic theory of gases. Data was collected by a series of semi-structured and in-depth interviews, and has been analyzed. This study showed that the students came to science classes with various prior conceptions of many disciplinary topics. Their conceptual types of their prior knowledge were distinguished as superficial terms-speaking, partial sense-making, and causal sense-making by the degrees of organization and elaboration of conceptual networks. These conceptual types had influence on the ways students understand and think of science, a stability of their conceptions, a tendency to distinguish school science from everyday science, and building a meaning of concept in contexts. It was referred that the students didn't have proper understanding on the nature of scientific knowledge and had been limited their participations as active learners. Therefore, in order for students to experience conceptual change, they must have opportunities of manifesting their own thinking, taking part in discussions, and promoting their motivations and metacognition of knowing and learning science.

• Journal of Korean Philosophical Society
• /
• v.144
• /
• pp.235-256
• /
• 2017

This essay considers Leibniz-Clark correspondence on the nature of space and hole argument. The ontology of space had been debated under the name of substantivalism-relationism controversy. The debates between the two parties are concerned with the nature of existence of parts of space-time. Substantivalism claims that the point of space-time has existence analogous to that of material substance. Relationism argues that space-time should be understood as the framework of possible spatio-temporal relations between bodies. Although these two approaches attempt to respect theoretical context, it seems that the problems of these two interpretive schemes stems from the lack of understanding of the structure of space-time theories, especially how space-time is connected with the laws of motion. In order to appreciate the substance-relation controversy without deviating from the context of space-time theories, it is necessary then to capture how space-time theories are constituted. This essay offers the clear connection of ontology of space-time with present practices of theoretical physicists.

• Journal of The Korean Association For Science Education
• /
• v.32 no.4
• /
• pp.729-750
• /
• 2012

The purpose of this study was to develop science education content standards, to guide in developing k-12 national science curriculum, and to provide guidance for local districts and schools to effectively apply the national science curriculum to their school curriculum. We suggest ideas for science education content standards, describing how science education content standards would look through reviews of literature for background research, surveys, and interviews to set the frame, developing standards for each sub-component, and examining and revising. The science education content standards consist of situation, components, and performance. Situation refers to when, where, and how science was needed. Components refers to what kind of knowledge and what kind of process and understanding should be taught in school science, like Nature of Science, Scientific Creativity, Scientific Inquiry, & Disciplinary Core Ideas. Performance refers to what we would like to achieve through science education.

• Journal of Gifted/Talented Education
• /
• v.14 no.1
• /
• pp.29-46
• /
• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.859-877
• /
• 2017

The purpose of this study is to probe secondary science teachers' perception on scientific models and modeling. A total of 50 experienced science teachers were surveyed with 10 open-ended questions about several aspects of models and modeling: definition, examples, purpose, multiplicity, changeability, design/construction, evaluation and beliefs in the use of models and modeling as a teaching tool. The analysis of the data shows the following results: 1) understanding of models and modeling held by a majority of experienced secondary science teachers was far from that of experts as they concentrated on a model's superficial, representative, and visual functions, 2) when it comes to their view toward the use of a model, a model does not remain in the stage of 'doing science' but in the stage of being a subsidiary teaching tool for the teacher's explaining and the students' understanding of scientific concepts, 3) the subjects they majored in made meaningful differences in their contextual understanding of models and modeling, 4) though most of the teachers acknowledged the importance of teaching about models and modeling, even a lot of them showed a negative position toward the opinion that they are willing to apply modeling to their classes. Implications of the results were discussed in terms of intervention in order to enhance secondary science teachers' understanding and pedagogical content knowledge of models and modeling.