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Examining the Validity of History-of-Science-Based Evolution Concept Assessment and Exploring Conceptual Progressions by Contexts (과학사에 근거한 진화개념검사도구의 타당도 확인 및 맥락에 따른 진화개념 발달 탐색)

Ha, Minsu
- Journal of The Korean Association For Science Education
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- v.36 no.3
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- pp.509-517
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- 2016
Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.
https://doi.org/10.14697/jkase.2016.36.3.0509 인용 PDF KSCI

Case Study of Service-Learning Linked to 'History of Science' Lecture for Pre-service Science Teachers (예비과학교사의 과학사 강좌 봉사-학습(Service-Learning) 운영 사례 연구)

Yoon, Ma-Byong
- The Journal of the Korea Contents Association
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- v.19 no.9
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- pp.567-581
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- 2019
Service-Learning (S-L) is an experiential learning-based teaching-learning method that connects students with curriculum and school-based community service and raises students' academic ability and social responsibility awareness through the value of 'reflection' and 'reciprocity'. This study analyzed the case of S-L course of 'History of Science and Inquire Activity' for pre-service science teachers (PSTs). The S-L lectures linked to the subjects of the History of Science were conducted in terms of three stages (Preparation-Implementation-Evaluation), and S-L classes were conducted in three schools five times. The educational effects of S-L lectures were analyzed by collecting questionnaires, class observation and self-reported reflection diary. The PSTs were able to understand the school realities and improve the teaching abilities and pedagogic content knowledge through educational service activities. The PSTs who participated in the S-L course had hard time due to excessive learning time, the difficulty of preparing the class, the fear of the class, and trial and error. Nonetheless, most of the students responded that they were very satisfied (4.68) with the S-L lecture, and that they could develop self-efficacy for their future teaching career thank to this learning experience.
https://doi.org/10.5392/JKCA.2019.19.09.567 인용 PDF KSCI