Journal of the Korean Association for Research in Science Education最新文献

{"title":"2015 개정 과학과 교육과정의 적용에 대한 초·중학교 교사의 인식과 요구","authors":"김현경, 나지연","doi":"10.14697/JKASE.2017.37.1.0103","DOIUrl":"https://doi.org/10.14697/JKASE.2017.37.1.0103","url":null,"abstract":"본 연구의 목적은 2015 개정 과학과 교육과정의 적용에 대한 초· 중학교 교사의 인식과 요구를 조사하는 데에 있다. 이에 초등학교교사 468명과 중학교 교사 422명을 대상으로 설문조사를 실시하였다. 다수의 초·중학교 교사들은 학교 과학교육에서 2015 개정 교육과정의 주요 변화들이 적용 가능하다고 응답하였다. 그러나 2015 개정 과학과 교육과정의 주요 변화를 적용하는 과정에서 발생할 것 같은 어려움으로 교사들이 가장 많이 선택한 응답은 각각 교수·학습 자료의 부족, 실험 준비 시간의 부족, 과학 교과 역량 함양 방법이나 내용체계 활용 방법에 대한 이해 부족이었다. 2015 개정 과학과 교육과정을 적용할 때에 교수·학습 자료가 우선적으로 필요하다고 응답하였다. 본 연구에서는 이러한 결과를 바탕으로 교사 연수의 내용, 교사의 역할, 교사 공동체 형성에 대해 제안하였다.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124887066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEAM 기반 학생 연구 활동 분석을 통한 과학 교육에 대한 시사점 고찰","authors":"김남희, Kew-Cheol Shim","doi":"10.14697/JKASE.2017.37.1.0125","DOIUrl":"https://doi.org/10.14697/JKASE.2017.37.1.0125","url":null,"abstract":"본 연구는 2012년부터 2015년도 사이에 진행된 고등학생 STEAM기반 학생 연구과제에 대해 STEAM 요소 분석을 실시하여 STEAM요소의 융합 양상 및 몇 가지 의미 있는 사례들에 대한 고찰을 실시하였다. 이 연구를 위해 4년 동안 진행된 400개 STEAM 기반 학생연구과제들이 연구대상으로 선정되었다. 연구 결과는 다음과 같다. 첫째, STEAM 기반 학생 연구과제들을 진행하면서 STEAM 요소들 중 과학(S) 요소와 수학(M) 요소가 가장 많이 활용되었으며, 예술(A) 요소가 상대적으로 가장 적게 활용되었음을 알 수 있었다. 둘째, STEAM 융합 유형들 중 STEM 유형이 가장 많이 나타난 것으로 확인되었다. 연도별로 봤을 때, 특별한 경향을 보이지는 않으나, 연도가 지날수록 학생들이 STEAM 요소들을 더욱 다양한 방식으로 활용하고 있음을 확인할 수 있었다. 이러한 결과들을 종합한 결과, 학생들의 창의성을 자극하고, STEAM 요소들을 다양하게 활용하도록 도울 수 있는 안내와 지도 방안의 마련이 필요하다.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123553951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"한국, 미국, 영국, 싱가포르의 과학 교육과정 비교 - 에너지 개념을 중심으로 -","authors":"윤혜경, 정용욱","doi":"10.14697/jkase.2017.37.5.799","DOIUrl":"https://doi.org/10.14697/jkase.2017.37.5.799","url":null,"abstract":"에너지는 매우 복합적인 과학개념으로 많은 국가의 과학 교육과정에서 핵심을 이루는 개념이지만, 교수 학습 과정에서 많은 어려움을 야기하는 개념이기도 하다. 본 연구는 한국, 미국, 영국, 싱가포르의 교육과정을 비교분석하여 향후 교육과정 개정 시 고려해야 하는 에너지 교육과정의 쟁점들을 추출하고자 하였다. 이를 위해 한국의 2015 개정교육과정, 미국의 차세대 과학교육표준(NGSS, Next Generation Science Standards), 영국의 과학 교육과정(National curriculum in England: Science programmes of study), 싱가포르의 과학 교육과정(Science syllabus)에서 에너지를 명시적으로 포함하는 성취기준들을 추출하여, 여섯 가지 개념 요소(에너지 형태, 에너지 자원, 에너지 전달, 에너지 전환, 에너지 보존, 에너지 산일)에 따라 분류하고 비교 하였다. 에너지 관련 성취기준이 학교 급별, 학문 영역별, 에너지 개념 요소별로 어떻게 분포하는지 빈도 분석을 실시하였고, 에너지 개념 요소별로 내용 분석을 병행하였다. 그 결과 모든 나라의 교육과정 모두에서 에너지 개념의 중요성을 확인할 수 있었지만, 세부적으로는 강조하고 있는 개념 요소와 개념 요소별 내용에 있어서 상당한 차이를 발견하였다. 그 중 다른 나라와 대비되는 한국 교육과정의 가장 큰 특징은 에너지 개념 요소 중 에너지의 형태와 관련된 성취기준의 빈도가 가장 높다는 점, 특정 물리량에 대응하지 않는 체 포괄적인 의미로 사용되는 에너지 형태를 포함하고 있다는 점, 에너지 전달에 비해 좀 더 어려운 개념 요소인 에너지 전환을 강조하고 있는 점, 에너지 보존의 경우 역학적 상황에만 국한하여 성취기준이 제시되고 있는 점, 에너지 개념과 관련하여 ‘계’를 도입하지 않고 있는 점 등을 들 수 있다. 이러한 차이가 야기하는 교육과정 개편 상의 쟁점들에 대해서 논의하였다.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126064475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' Understanding and Application by Implementing 2009 Revised Curriculum Elementary Science Achievement Standards","authors":"Eun Ju Kim, J. Lee, Xuan-ting Lee, Dae-Hyun Kim","doi":"10.14697/JKASE.2016.36.6.0911","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0911","url":null,"abstract":"","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127428795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Peer Review to the Improvement of Gifted Elementary Science Students’ Open Inquiry","authors":"Sue-yeon Kim, Young-Suk Jhun","doi":"10.14697/JKASE.2016.36.6.0969","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0969","url":null,"abstract":"The purpose of this study is to figure out gifted elementary science students’ improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students’ inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn’t rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups’ presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer’s inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122903684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Item Response Analysis of Energy as a Cross-Cutting Concept for Grades 3 to 9","authors":"Kim， Youngmin, 강남화, Kang， Hunsik, 맹승호, Jun-Ki Lee","doi":"10.14697/JKASE.2016.36.6.0815","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0815","url":null,"abstract":"This study investigated children’s (grade 3 to 9) responses to assessment items on energy as a cross-cutting concept in order to get basic information for a learning progression. The assessment consisted of 8 ordered multiple-choice items at the contexts of electric circuit, mechanical energy of falling objects, phase change of matter, dissolution, biological phenomena of a lizard, food chain, radiative equilibrium between Sun and Earth, and the system of water cycling. Children’s responses to each item were analyzed with using cross-tabulations in terms of grades and item option levels and Wright map and Differential item functioning based on Rasch modeled item response analysis. The results offered empirical evidence of children’s development of understanding energy from relation between energy and its phenomena, types of energy, transfer and conversion of energy, towards conservation and equilibrium of energy for all of eight contexts. Children of each grade did not fully understand energy conservation. As grade goes up, their understandings of energy transfer and conversion were differentiated across the contexts and topics of energy. According to Rasch analysis, children had easier understanding of energy on dissolution and poorer understanding of energy on water cycling than that on other contexts. It was discussed and suggested that the results of this study help us organize science topics with regard to energy when developing new national science curriculum.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115909793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Analysis on the Characteristics of Problem-Finding and the Aspects of Using Science and Technology of Undergraduate Students’ Convergence Problem Solving Activity","authors":"Jongho Baek","doi":"10.14697/JKASE.2016.36.6.0867","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0867","url":null,"abstract":"In accordance with the changing of society, remarkable increase in knowledge and information, the competencies to choose and use proper information in various domains are considered as an important skill. As one of the methods in developing these competencies, it is emphasized that a problem-based learning can make student understand and use knowledge by solving the contextualized problem. However, it is skeptical of learner’s development of competencies to use knowledge by solving well-defined given problem. Therefore it is required that students be allowed to develop the competency to find problem through experiences to determine and evaluate the purpose of the problem and method. The purpose of this study is to understand how undergraduate students use science or technology in finding a problem. In this line, this study articulated four cases conducted by participants who engaged in convergence teaching-learning program. And this study investigated the participants’ process of problem-finding, method and reason to apply science or technology. The results were drawn by analyzing interviews and written data, including their proposal, a poster, and final reports. Participants changed the form of problem from initial ill-structured one into a concrete one, where the participant could derive a detailed solution. Science or technology applied as the detailed example to convert problem into a concrete form, or as the analyzing tool or theoretical background of problem to make a link with other domain. Their reason of applying science or technology could be summarized in ‘personal interest based on prior experience’ and ‘alternatives to resolve a dissatisfaction.’ Based on the result, this study suggests holistic approach that is included in both intuitive thinking and logical thinking and metacognitive regulation to stimulate problem-finding in problem-based learning program.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131383662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identification of Variables as the Effects of Integrated Education Using the Delphi Method","authors":"Yoon， Heojeong, Jiyoung Kim, Bang dami","doi":"10.14697/JKASE.2016.36.6.0959","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0959","url":null,"abstract":"In this study, the Delphi Method was conducted to extract variables as effects of integrated education. Forty-six experts engaged in both the integrated education and research fields participated in this study. The Delphi survey was conducted for three rounds. In the first round, an open questionnaire was given asking variables possibly considered as effects of integrated education. In the second round, variables induced from analysis of the first survey results were given and the degree of agreement for each variable was determined according to the Likert scale. In the third round of the survey, mean, standard deviation, and the first and third quartile calculated using the results of the second survey were given to experts to determine their degree of assent. In addition, categories for variables were suggested. The degree of agreement for appropriateness of categorization and relative importance were determined As a result, a total of 18 variables were chosen except for career awareness. They were categorized according to their definition and properties into five categories: ‘creativity’ (flexible thinking, associative thinking, intuitive thinking, creative thinking), ‘problem solving’ (meta-cognition, problem recognition and solving, critical thinking, decision making ability, ability of knowledge application, knowledge and information processing skills), ‘integrative perception and sensitivity’ (concern and interest in various disciplines, understanding and acceptance of difference, integrative thinking), ‘interpersonal relations’ (communication skills, cooperation), and ‘disciplinary literacy’ (humanistic imagination, basic knowledge and literacy of each discipline, academic motivation). The degree of agreement was high in variables included in ‘creativity’ and ‘problem solving’categories and the frequency of choosing the importance was high in variables included in ‘integrative perception and sensitivity’. The educational implication related to implementation and practice of integrated education were discussed on the basis of results.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122833501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Cognitive Biases Limiting Rational Problem Solving and Debiasing Methods Using Science Education","authors":"M. Ha","doi":"10.14697/JKASE.2016.36.6.0935","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0935","url":null,"abstract":"This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133171413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Longitudinal Study of Science Core School Students' STEM Career Motivation","authors":"Sein Shin, A. Rachmatullah, M. Ha, Jun-Ki Lee","doi":"10.14697/JKASE.2016.36.6.0835","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.6.0835","url":null,"abstract":"The purpose of the present study is to analyze the trajectory of science core school students’ STEM career motivation and to examine the relationship between the trajectory patterns and students’ tracks. Longitudinal STEM career motivation data with seven constructs were collected from 256 students for five semesters and the data were analyzed by using group-based trajectory modelling analysis. In order to examine the relationship between trajectory pattern groups and the tracks, chi-square tests were conducted. Based on our findings, we found that students are likely to have similar trajectory patterns in STEM career education experience and in their perception towards STEM career value. In terms of parents’ support, academic self-efficacy and STEM career motivation aspects are divided into two distinctive trajectory groups (‘high’ and ‘low’ group), while two other variables, STEM career self-efficacy and STEM career interest, are divided into three trajectory groups (‘moderate declining’, ‘high declining’, ‘increasing’ group). Most of the trajectory groups are shown the pattern that the level of each constructs increase until their second academic year, then after that, the patterns started going down. Moreover, there are significant relationship between track and each trajectory groups. Science track and science-core track students have similar trajectory patterns. In contrast, humanities track students have different trajectory groups in some constructs. Based on these findings, we suggest that STEM career education environment should consider various patterns of students’ STEM career development.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125678341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}