• 한국과학교육학회지
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• 제33권3호
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• pp.581-596
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• 2013

The aim of this study was to identify students' views on the orientation of science and to investigate the relationship between their views and decision-making on socio-scientific issues (SSI). In this study, 27 university students attending a science course were asked to discuss four controversial issues: the Toyota recall, the green car, the global warming and swine influenza (influenza A (H1N1)). The study was comprised of two stages. At the first stage, we examined students' views on the nature of science and on the orientation of science with the open-ended questionnaire based on VNOS and VOSTS. While they held relatively similar views on the nature of science, their views on the orientation of science were distinct as pragmatic, intrinsic, communal and ethical views. At the second stage, to examine the role of their views on the orientation of science in decision-making, we selected four students who had similar views on NOS but different views on the orientation of science. The four students were selected from each group of views on the orientation of science and their decision-making processes were analyzed following grounded theory. Across SSIs, they relied upon their views on the orientation of science as the strategies for decision, though considered different perception, and causal and contextual conditions. This study indicates that understanding students' views on the orientation of science would be helpful for achieving scientific literacy for informed decision.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.195-206
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• 2010

The purposes of this study were to develop science education programs for changing students' science research ethical views, and to investigate the types and features of their views, and to examine their changes overtime. The subject of this study was one 6th grade class(41 students) at an elementary school located in Seoul. The scientific research ethical education programs developed in the study was applied through 8 lessons over 4 weeks. The results of this study show that 3 types of science research ethical views were appeared in elementary students participated in this study: 'human technology centered views', 'value ecology centered views' and the mixed views. The numbers of students, who changed their views from type I or type II to type III, were significantly increased. Students with type III appeared to actively involve in classroom activities aligned with science research ethical issues. The results imply that intended science ethical education program can affect students' ethical views on science. It is also important to aware that teacher's effective assistance and help contribute to students' meaningful changes on their traditional scientific ethical views. Educational implications on science education are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.243-251
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• 2010

The purpose of this study is to investigate the relationships between elementary school teachers' points of view about the organization of the science curriculum and their views on the nature of science (NOS). We surveyed 132 elementary school teachers' view points about these two kinds of views, analyzed the data by their variables, and compared the two viewpoints with their personal details. The elementary school teachers thought the science curriculum should be emphasized through the process more than contents. They thought the contents of the science curriculum should be integrated rather than separated. As teachers' career progressed, they focused on the contents more than the process. On the other hands, because elementary school teachers showed the NOS views as relativism, deductivism, decontextualism, content, and instrumentalism, when we plotted sub-viewpoints of NOS in process-content dimension, we thought it would be similar distributions with point of views on the organization of science curriculum. However, there was no meaningful relation. This showed that teachers' views on the organization of the curriculum and the NOS are totally different. These findings suggest further research is needed to find how factors influence elementary school teachers' views on the organization of the science curriculum and what inclinations can occur in science classes with their different views.

• 한국과학교육학회지
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• 제24권1호
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• pp.121-128
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• 2004

This study was to investigate high students' conceptions of acids and bases, and their views on learning science. Multiple sources of data were collected over six months with a participation of sit tenth graders and their science teacher. The transcripts of interviews and other data were examined with an eye toward students' conceptions of acids and bases, and their views of learning science. Students' views of science are displayed the representative pattern. Each pattern is represented with an episode. Students' views of learning have been found to reflect the transmissive models of science educational practice. Students accept passive and difficult-to-modify views of the learner roles that they should play in the science classroom. Students identified science classes as conservative places, despite the introduction of science literacy as a goal of Korean science education since 1980. Behaviorism remains the major influence in their expectation, design, and practice in school science. Moreover, 'transmission' remains the persistent and dominant classroom cultural dynamic for both teaching and learning of science.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.558-570
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• 2005

The importance of teaching the nature of science (NOS) has been always emphasized in science education. However, the NOS is hardly taught in elementary science class. We are lacking in the strategies and materials for teaching NOS. So we designed the science drama teaching, and investigated the effects on pupils' perceptions about NOS. The subjects of this study were 185 third graders from a elementary school. The treatment group was provided with science drama lessons and the control group was provided with traditional lecture-type lessons. Their perceptions about NOS were investigated before/after the science lessons and after 3 months following them, and both of two groups were compared. The pretest results revealed that the pupils of both groups were found to have similar views on NOS. Dey had traditional views of the most items except for social construction of theories, mathematical knowledge and decision-making. After science lessons, they tended to change their views toward modem views, but the pupils of the treatment group showed more modem views than those of the control group on the observation, model, social construction of theories, predictions. After 3 months, the pupils of the control group tended to come back to their traditional views, but those of the treatment group showed tendencies that their changed views were kept up on the observation, scientific model, scientific knowledge, scientific methods, decision-making, social construction of theories, mathematical knowledge. Therefore this study suggests that science drama teaching could be one of the effective ways for teaching NOS.

• 한국과학교육학회지
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• 제24권6호
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• pp.1158-1172
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• 2004

이 연구는 중등학생들이 가지고 있는 자연에 대한 관점중 인식론적 관점과 존재론적 관점과 그러한 관점의 원인을 알아보고자 하였다. 156명의 중등학생들이 참여했고, 자료는 설문지를 통해 수집되었다. 이 설문지는 선행연구에 기초하여 연구자들에 의해 개발되었다. 연구 결과, 중등학생들의 자연에 대한 관점 중에는 자연은 알 수 없다는 인식론적 관점이 가장 많았다. 이러한 관점의 근원은 자연의 규칙성과 조화, 예측 가능한 자연 현상, 자연 현상의 순환 과정이나 인과 관계, 자연과 인간과의 관계 등으로 매우 다양하였다. 중등학생들의 존재론적 관점에는 초자연적인 관점이 가장 많았다. 존재론적 관점들 중에서 학생들의 초자연적 관점은 그들의 신학적 측면의 영향이 광범위하게 나타났다. 과학이 다루는 세상이면서 동시에 과학의 대상물이 존재하는 물질세계인 자연에 대한 인식론적 관점과 존재론적 관점은 학습자가 과학 학습을 어떻게 이해하는지에 대한 바탕을 제공하는 중요한 자료가 된다. 앞으로 학생들이 가지고 있는 자연에 대한 인식론적 관점과 존재론적 관점과 그들의 과학 학습 과정 사이의 관련성의 연구가 필요하다.

• 한국과학교육학회지
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• 제20권2호
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• pp.244-249
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• 2000

본 연구에서는 현직 중등학교의 과학교사들을 대상으로 그들의 과학관과 학습관을 조사하였고 이 둘이 어느 정도 관련되어 있는가를 알아 보았다. 교사들은 1정 자격연수에 참여한 83명의 교사들이었는데, 평균 연령 28.7세, 평균 경력 4.0년이었으며, 근무하고 있는 지역과 학교가 다양하였다. 사용한 설문지는 권성기와 박승재(1995)가 사용하였던 '과학의 본성에 대한 인식조사지'와 '구성주의 학습관 조사지'였다. 이 조사지들은 11등급 척도로 -5에서 5까지 표시하게 되어 있었는데, 자료의 분석은 t 검증과 ANOVA를 사용하였다. 자료들을 분석한 결과 중등 과학교사들은 상대주의, 연역주의, 도구주의, 과정주의적인 과학관과 구성주의적인 학습관을 나타내었다. 그리고 그들의 과학관과 학습관 간에는 높은 관련성이 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.108-116
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• 2007

The purpose of this study was to examine the views of elementary students and teachers in relation to life phenomenon. Students seemed to strongly agree with the notion of vitalism as well as with organicism. However they clearly disagreed with the notion of mechanism. Contrary to our supposition, their viewpoints on lift phenomenon were highly affected by their relative levels of academic achievement in science subject areas, rather than by their religious affiliations. One possible explanation for this outcome is that elementary schoolers have not firmly established religious views, though they might indeed have a religious affiliation. High-achieving children in science subject areas seemed to agree with both vitalism and organicism (p<.01), and it is suggested that those students must have had more opportunities to encounter related cases in modem science or life ethics. Teachers agreed with all three views, showing the highest rate of approval in organicism. Though they appeared to agree with mechanism, they were strongly opposed to radical mechanism generally arguing that 'organism and machines were essentially the same'. Student responses indicated that TV had a bigger influence on their viewpoint on life phenomenon than teachers did. This means that children held certain views about the relative significance and influences of teachers vis-a-vis TV in daily life, and is also reflective of a perception amongst students that teachers do not how the significance of viewpoints on lift phenomenon.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.430-441
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• 2011

We investigated the elementary students' epistemological views on the nature of scientific measurement. The Views About Scientific Measurement (Ibrahim, 2005) was administered to 117 sixth graders. The analyses of the results indicated that there was an inconsistency in their epistemological views depending on the contexts of the measurement. They also had some difficulties in understanding a distribution of the data, which is needed to understand the necessity of repeating measurements, choosing a best representative value, and comparing data sets. They were found to have some naive views on scientific measurement which influenced negatively for fostering modern epistemological views on the nature of scientific measurement. The results suggest that the nature of scientific measurement should be emphasized explicitly in the national curriculum, and an effective method which improves elementary students' epistemological views on the nature of scientific measurement also be developed.

• 한국과학교육학회지
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• 제23권1호
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• pp.9-20
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• 2003

이 연구는 초등학생들이 가지고 있는 자연에 대한 관점을 알아보고자 수행되었다. 초등학교 5, 6학년 18명의 학생이 연구에 참여하였고, 일련의 정교화된 도구들을 이용한 반구조화된 면담을 통해 학생들의 자연에 대한 관점을 도출하였다. 연구 결과, 학생들의 자연에 대한 관점은 공통적인 특징을 보이기도 하지만, 각기 다른 관점을 가지고 있었다. 또한 종교, 심미적인 측면, 과학, 사회 등 여러 가지 요인이 자연에 대한 과점 형성에 관련되어 있는 것으로 나타났다. 따라서 과학교육과정을 구성할 때, 과학교육자들이 학생들의 자연에 대한 다양한 관점을 이해하는 것이 필요하다고 본다. 또한 과학교육과정과 다른 교과의 교육과정과의 관계도 고려될 필요가 있다.