• Title/Summary/Keyword: scientific analysis

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The Effects of Science Classes Using Abductive Strategies Applied to Elementary School Students on Scientific Concept Understanding and Meta-cognition (귀추전략 과학수업이 초등학생의 과학적 개념 이해와 초인지에 미치는 영향)

  • KIM, Hee-Yeon;KANG, Beodeul;YOO, Pyoung-Kil
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.4
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    • pp.1133-1142
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    • 2016
  • The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.

Middle and High School Students' Views on the Scientific Model (과학적 모델에 대한 중·고등학생들의 견해)

  • Cha, Jeong-Ho;Kim, Young-Hee;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.48 no.6
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    • pp.638-644
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    • 2004
  • The purpose of this study was to investigate students' views on the scientific model and to compare their views by grade, gender, and achievement. Relationships between students' views on the scientific model and epistemological beliefs were also investigated. Participants were 137 8th- and 112 11th-graders in Seoul. The results indicated that the students' views on the scientific model, on the whole, were adequate except the items concerning the 'models as exact replicas'. Male students or high-achieving students had more adequate views on the scientific model than female students or low-achieving students. However, there was no significant difference between 8th- and 11th-graders. In correlation analysis, students with inappropriate views on the scientific model were found to have traditional epistemological beliefs.

Pre-service Science Teachers' Understanding of the Nature of Science (예비 과학교사의 과학의 본성에 대한 인식)

  • Mayer, V.J.;Choi, Joon-Hwan;Lim, Jae-Hang;Nam, Jeong-Hee
    • Journal of The Korean Association For Science Education
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    • v.27 no.3
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    • pp.253-262
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    • 2007
  • This study is an investigation regarding the understanding of the nature of science among pre-service science teachers majoring in science education. We interviewed 22 senior students in science education who finished their internship courses. Students were interviewed individually for approximately 20 minutes each. Data from semi-structured interview were audio-recorded and transcribed for the analysis. Findings indicated that participants held more complete understanding of the nature of scientific knowledge than the nature of scientific enterprise. Their understandings of the nature of scientific method was that hypothetical-deductive method is more scientific than descriptive-narrative method and there is a single stepwise scientific method to solve problems. These results showed that they have a narrow view of the nature of science. Thus, teacher education programs need to integrate the understanding of the nature of science throughout.

The Analysis of the Educational Objectives, Scientific Models and Cognitive Processes in Scientific Inquiry of the SNU Scientifically Gifted Student Program (서울대학교 과학 영재 프로그램의 학습 목표, 과학적 모형, 과학탐구의 인지 과정 분석)

  • Shin My-Young;Chun Miran;Choe Seung-Urn
    • Journal of the Korean earth science society
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    • v.26 no.5
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    • pp.387-394
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    • 2005
  • We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

An Analysis of the Patterns of Scientific Questions Generation among Elementary Science-Gifted and General Students (초등과학영재와 일반학생의 과학적 의문 생성 패턴 분석)

  • Eom, Ju Gyeong;Lee, Kil-Jae
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.537-548
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    • 2015
  • This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

The Relationship between the Perception of Pre-Service Elementary School Teachers' 'Scientific Creativity' and 'Scientific Creativity Education': Focus on Creativity 'within a Frame' and 'between Frames' (예비초등교사의 '과학 창의성'과 '과학 창의성 교육'에 대한 인식의 연관성 -틀 내 및 틀 간 창의성을 중심으로-)

  • Chuiim, Choi;Jee-young, Park;Sun-Kyung, Lee
    • Journal of The Korean Association For Science Education
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    • v.42 no.5
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    • pp.515-524
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    • 2022
  • In this study, the relationship between the perception of 'scientific creativity' and 'scientific creativity education' of pre-service elementary school teachers was explored, focusing on the creativity within and between the framework. Within-frame creativity is divided into theoretical creativity and experimental creativity that operate within the paradigm, and between-frame creativity refers to theoretical creativity that brings about paradigm shift. Data collection was conducted through in-depth interviews, and the analysis was performed based on the categories within and between the frames. As a result, pre-service elementary school teachers mainly understood scientific creativity as the scientific creativity within a frame. And they consider scientific creativity in various ways in experimental and theoretical creativity aspects within a frame. On the other hand, they thought that scientific creativity education was possible in terms of experimental creativity within a frame. Based on the results of this study, we would like to discuss the attributes of scientific creativity that can be considered in science education and its educational direction.

Comparison of Characteristics of Scientific Emoticons Made by General and Science-Gifted Elementary Students (초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성 비교)

  • Ji Eun Lee;Hunsik Kang
    • Journal of The Korean Association For Science Education
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    • v.43 no.2
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    • pp.73-86
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    • 2023
  • This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

The Relationships Among Middle School Students' Understanding About the Nature of Scientific Knowledge, Conceptual Understanding, and Learning Strategies (중학생의 과학 지식의 본성에 대한 이해와 개념 이해 및 학습 전략 사이의 관계)

  • Cha, Jeong-Ho;Yun, Jeong-Hyun;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.25 no.5
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    • pp.563-570
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    • 2005
  • This study investigated the relationships among middle school students' understanding about the nature of scientific knowledge, conceptual understanding, and learning strategies. Grade 7 students (N=162) in Incheon completed the nature of scientific knowledge scales (NSKS) and a learning strategy questionnaire. After learning density by way of a CAl program, a conception test was administered. Results indicated that students' conceptual understanding and both deep and surface learning strategies were significantly correlated to their understanding about the nature of scientific knowledge. A cluster analysis was used to classify students on the basis of their deep and surface learning strategies. Three clusters of students with distinctive learning strategy patterns were found; high deep-low surface strategy (cluster 1), low deep-high surface strategy (cluster 2), and high deep-high surface strategy (cluster 3). One-way ANOVA results revealed that the scores of cluster 3 were significantly higher than those of the others in the NSKS and the conception test. Additionally, cluster 1 also performed better than cluster 2 in the conception test. Lastly, educational implications were discussed.

Analysis of Lead Ions in a Waste Solution Using Infrared Photo-Diode Electrode

  • Ly, Suw-Young;Lee, Hyun-Kuy;Kwak, Kyu-Ju;Ko, Jun-Seok;Lee, Jeong-Jae;Cho, Jin-Hee;Kim, Ki-Hong;Kim, Min-Seok;Lee, So-Jung
    • Toxicological Research
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    • v.24 no.3
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    • pp.227-233
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    • 2008
  • To detect lead ions using electrochemical voltammetric analysis, Infrared Photo-Diode Electrode(IPDE) was applied via cyclic and square wave stripping voltammetry. Lead ions were deposited at 0.5 V(versus Ag/AgCl) accumulation potential. Instrumental measurements systems were made based on a simple and compact detection system. The stripping voltammetric and cyclic voltammetric optimal parameters were searched. The results yielded a cyclic range of $40{\sim}240mgl^{-1}$ Pb(II) and a square wave stripping working range of $0.5{\sim}5.00mgl^{-1}$ Pb(II). The relative standard deviation at 2 and 4 $mgl^{-1}$ Pb(II) was 0.04% and 0.02%(n=15), respectively, using the stripping voltammetric conditions. The detection limit was found to be 0.05 $mgl^{-1}$ with a 40 sec preconcentration time. Analytical interference ions were also evaluated. The proposed method was applied to determine lead ions in various samples.

Development and Analysis of Various Activity Types for Teaching Scientific Creativity (과학적 창의성 지도를 위한 활동자료의 개발과 유형 분석)

  • Park, Jongwon;Kim, Jinkuk
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.310-327
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    • 2013
  • This study aims to develop teaching materials for scientific creativity and to introduce it in more detail. To do this, based on the analysis of the previous studies, we developed about 80 activities in five categories. Main features of the developed materials are as follows: (1) it covers various areas of creativity, (2) each activity includes elements of scientistic creativity, (3) each activity includes guides for thinking creatively and instances of the guides, (4) these guides are categorized to be utilized in other situations for teaching creativity, (5) the activities can be transformed according to actual teaching situations. The teachers gave responses that materials were appropriate to teach scientific creativity and that they wanted to use the materials in schools. And based on the teachers' response about the advantages, disadvantages, and conditions for more effective use of the materials, we hope that further studies for actual use and revisions on the materials will be conducted. Finally, we suggested various methods to use the developed activities for different purposes and educational situations.