Journal of The Korean Association For Science Education
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v.35
no.3
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pp.477-485
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2015
In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.
Journal of The Korean Association For Science Education
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v.32
no.1
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pp.160-181
/
2012
The purpose of this study is to understand raters' errors in rating performance assessments of science inquiry. For this, 60 middle school students performed scientific inquiry about sound propagation and 4 trained raters rated their activity sheets. Variance components estimation for the result of the generalizability analysis for the person, task, rater design, the variance components for rater, rater by person and rater by task are about 25%. Among 4 raters, 2 raters' severity is higher than the other two raters and their severities were stabilized. Four raters' rating agreed with each other in 51 cases among the 240 cases. Through the raters' conferences, the rater error types for 189 disagreed cases were identified as one of three types; different salience, severity, and overlooking. The error type 1, different salience, showed 38% of the disagreed cases. Salient task and salient assessment components are different among the raters. The error type 2, severity, showed 25% and the error type 3, overlooking showed 31%. The error type 2 seemed to have happened when the students responses were on the borders of two levels. Error type 3 seemed to have happened when raters overlooked some important part of students' responses because she or he immersed her or himself in one's own salience. To reduce the above rater errors, raters' conference in salience of task and assesment components are needed before performing the holistic scoring of complex tasks. Also raters need to recognize her/his severity and efforts to keep one's own severity. Multiple raters are needed to prevent the errors from being overlooked. The further studies in raters' tendencies and sources of different interpretations on the rubric are suggested.
The purpose of this study was to investigate the correlation between high school students' observation ability quotient and changes in their stress hormones while observing fruits. This experimental study was performed with 29 first-year female high school students in a metropolitan city. In order to measure the observation ability quotient, an appropriate scientific observation program was developed. In observation program, the subjects carried out observations in an open and autonomous environment and recorded their observations. Their saliva samples were extracted before and after the task so as to analyze the amount of the secreted hormone. Also, their observation ability was measured using the quotient equation of observation ability. And then, in order to investigate the relationship between the observation ability and the cortisol hormone, a correlation analysis was performed. The main results are as follows: First, the amount of learner's hormone secreted during the experiment decreased in overall after the free observation. And the observation ability quotient turned out to be significantly correlated to the cortisol hormone.
Given the potential of mobile applications to create new learning opportunities beyond the prevalent use of digital textbooks and Internet lectures, this study aims to derive types and themes of mobile application content that can be effectively integrated with the school curricula. Twenty primary school teachers participated in this study that examines teachers' perceptions about the advantages and disadvantages of printed and digital textbooks' modality, the advantages and disadvantages of mobile learning, and the themes relevant to develop mobile applications. Findings indicate that it is necessary to develop activity-centered applications for vertical use rather than theme-centered applications for horizontal use. In addition, while most ideas derived from teachers center on multimedia access, there was lack of ideas that leverage the affordances of mobile devices for collaborative interaction and location-awareness. Lastly, to promote the diffusion of mobile learning in school environments, this study suggests the need to overcome teachers' epistemology that perceives mobilization against inquiry activities.
As a part of research to elucidate the pathogenesis of so called Soft Tunic Syndrome(STS), that caused mass mortalities in the cultured sea squirts, Halocynthia roretzi, the epidemiological and pathological analysis were done to both clinically normal and diseased groups of the farms of Tongyoung and Geoje coastal areas in southeast sea from February to July, 2008. In the histological finding of the tunic, most of individuals showed tunic softness syndromes that included the disarrangement and destruction of tunic fiber with the simultaneous presence of flagellates-like cells, recently suspected as main agents of tunic softness syndromes. Simultaneously, the intensive degenerative changes of the skeletal muscle of diseased sea squirts were recognized. The changes were characterized with the hyalinization and condensation of muscle fibril and hemocytic infiltration in the muscle fibers. Those were thought to be a kind of typical Zenker's necrosis as in the skeletal muscle of higher vertebrates. Besides of the diseased sea squirts, Zenker's necrosis of skeletal muscles were seen in the normal ones. Epidemiological inquiry for diseased groups revealed that the higher incidences of tunic softness syndrome were recorded in the fast growing groups and in the sites presuming the organic pollution. And Higher malondialadehyde(MDA) and glutathione peroxidase(GPx) activity were detected in the groups showing STS. Those results suggested that Zenker's necrosis of body muscles was a kind of"nutritional myopathy" by oxidative stress. Conclusively, it was considered that Zenker's necrosis of body muscles gives an important clue for elucidating pathogenesis of STS of cultured squirts. And it seems that the necrosis were caused by the oxidative stress to body muscle during abnormal rapid growth of sea squirts.
We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.
Kim, Changman;Cha, Jeongho;Kim, Inwhan;Choi, Junghoon;Hwang, Bookkee
Journal of Science Education
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v.35
no.1
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pp.102-118
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2011
In this study the authors developed the practice-centered science camp program which was based on the review of out-of-school scientific activities and the standards of HASA (Hands, Head and Heart At Science Activity) curriculum emphasizing on hands-operated skills. After applying this science camp program we confirmed the validity of the program based on the students' responses at the camp. Using students' reports written during the camp and their essays written on the web-site after camp, we analyzed students' responses into four categories; knowledge, inquiry, hands-operated skills, and scientific attitudes. Also we evaluated the components of the science camp programs and students' perception of science and science-related attitudes using a questionnaire before and after the camp. In terms of contents and activities for the development and application of science camp, our result showed that the science camp program should be complemented to connect real life with high-tech science and include more activities related hands-operated skills and competition activities evoking constructive competitive spirits. In conclusion, we can infer that the agencies which take parts of the national policy enterprise related science education, such as Scientific Education Research Center, must develop and specialize science camp program with more competitive human resource system and economic support. Science educators should give more attention on joining school science education with out-of-school science education, which might have a positive effect on students' attitudes and participation toward science.
Kim, Youngmin;Paik, Seoung-Hey;Choi, Sun Young;Kang, Nam-Hwa;Maeng, Seungho;Joung, Yong Jae
Journal of The Korean Association For Science Education
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v.35
no.4
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pp.751-772
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2015
Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.
Journal of The Korean Association For Science Education
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v.27
no.9
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pp.854-869
/
2007
In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.
Journal of The Korean Association For Science Education
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v.40
no.4
/
pp.415-427
/
2020
This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1st grade elementary school and (2) Guidebook for 1st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.
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