• Title/Summary/Keyword: scientific inquiry ability

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Relationship between Science Education Researchers' Views on Science Educational Theories for Pre-service Science Teachers and the Examination for Appointing Secondary School Science Teachers (예비과학교사에게 필요한 과학교육학 이론에 대한 과학교육 연구자들의 의견과 중등과학교사임용시험의 연관성)

  • Lee, Bongwoo;Shim, Kew-Cheol;Shin, Myeong-Kyeong;Kim, Jonghee;Choi, Jaehyeok;Park, Eunmi;Yoon, Jihyun;Kwon, Yongju;Kim, Yong-Jin
    • Journal of The Korean Association For Science Education
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    • v.33 no.4
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    • pp.826-839
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    • 2013
  • The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

Effectiveness of Decision-Making Skills in SSI Class Based on Debate by Utilizing SNS in Terms of Students' Personality Traits (SSI 토론 수업에서 SNS 활용이 성격특성별 의사결정능력에 미치는 효과)

  • Jang, Seoyoon;Cha, Heeyoung;Park, Hyemin;Park, Chuljin
    • Journal of The Korean Association For Science Education
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    • v.36 no.5
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    • pp.757-768
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    • 2016
  • This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.

Evaluation on the Implementation of Girl Friendly Science Activity (여학생 친화적 과학활동 프로그램의 운영 평가)

  • Jhun, Young-Seok;Shin, Young-Joon
    • Journal of The Korean Association For Science Education
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    • v.24 no.3
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    • pp.442-458
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    • 2004
  • This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

Perceptions and Practices of Teachers in an Earth Science Teachers' Research Group About Teaching Geologic Field Trip: A Case Study (지구과학 교사 연구 모임 참여 교사의 야외 지질 학습 지도에 대한 인식과 실행에 대한 사례 연구)

  • Jun, Young-Ho;Kwon, Hong-Jin;Choi, Byeon-Gak;Park, Jeong-Woong;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • v.28 no.6
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    • pp.686-698
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    • 2007
  • The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.

An Analysis Reflecting on the Science core Competency of Certification Textbooks in Elementary School and Teachers' and Students' Perceptions (초등학교 3~4학년군 과학 검정 교과서의 과학핵심역량(ScC) 반영 실태 및 교사와 학생의 인식)

  • Chae, Heein;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
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    • v.41 no.2
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    • pp.325-337
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    • 2022
  • This study aims to determine the implications of the efficient and effective implementation of science core competency (ScC) education by examining the state of science core competencies derived from the 2015 revised elementary school science curriculum and analyzing teachers' and students' perceptions. To this end, this paper investigated the reality of reflecting the science core competencies of science textbooks in a group of third and fourth graders from seven elementary schools who passed the test. In addition, in-depth interviews were conducted with four elementary school teachers who participated in qualification textbook selection, and 156 elementary school students were surveyed to determine their perceptions of science core competencies. Findings showed that, first, 1,586 science core competencies were reflected throughout the textbooks, with an average of 227 per textbook and biology being the most salient area. Second, teachers did not understand the difference between previous inquiry activities in textbooks and ScC education. Third, no statistically significant differences were observed in the perceptions of male and female students on science core competencies, the highest average of perceptions being those of scientific thinking ability. From these results, this study concluded that for ScC education to be realized as a curriculum, textbooks must be organized according to the purpose of core competency education, implementing practical changes, and efforts must be directed toward changing the perceptions of individuals who deliver education.

The Effect of the Use of Concept Mapping on Science Achievement and the Scientific Attitude in Ocean Units of Earth Science (해양단원 개념도 활용 수업이 과학성취도 및 태도에 미치는 효과)

  • Han, Jung-Hwa;Kim, Kwang-Hui;Park, Soo-Kyong
    • Journal of the Korean earth science society
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    • v.23 no.6
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    • pp.461-473
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    • 2002
  • Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.

A Meta-Analysis on the Effects of Integrated Education Research (통합교육의 효과에 대한 메타분석)

  • Kim, Jiyoung;Park, Eunmi;Park, Jieun;Bang, Dami;Lee, Yoonha;Yoon, Heojoeng
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.403-417
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    • 2015
  • The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.