Journal of the Korean Association for Research in Science Education最新文献_第10页

Test Environment Factors Influencing Word Association about Science Terminology in Students 影响学生科学术语词汇联想的测试环境因素

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1031

E. Yun, Yunebae Park

{"title":"Test Environment Factors Influencing Word Association about Science Terminology in Students","authors":"E. Yun, Yunebae Park","doi":"10.14697/JKASE.2015.35.6.1031","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.1031","url":null,"abstract":"The list of words and the semantic structure that connects them have been important to the areas of psychology, psychoanalysis, linguistics, and education. Some researchers in constructivist perspectives of science education also have interests in the structure of science concepts expressed by science terminologies. The purpose of this paper was to investigate the test environment factors influencing the word association test as a method to identify students' semantic structures for science terminologies. We set up four variables that are possibly considered in recognizing a word as having scientific meaning. The four variables include: noticing whether stimulus words are science terminologies or not, presenting science terminologies and everyday words alternately, whether presider is science teacher or not, and whether students have learned the concepts or not. In comparing the test results of the experimental group and the control group, we have checked whether each variable influences the test result or not. Stimulus words included nine science terminologies containing both ordinary and scientific meanings, and subjects included 282 middle school students. The degree of recognizing science terminology as having scientific meaning was found to increase only when stimulus words were noticed as science terminologies. In the case of the remaining variables, there was no difference between the control group and the experimental group.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123026574","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}

引用次数: 1

The Development and Application of STEAM Education Program based on Systems Thinking for High School Students 基于系统思维的高中生STEAM教育方案的开发与应用

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1007

Jaedon Jeon, Hyonyong Lee

引用次数: 4

Exploring a Teacher's Argumentation-Specific Pedagogical Content Knowledge Identified through Collaborative Reflection and Teaching Practice for Science Argumentation 通过科学论证的协作反思与教学实践探索教师的论证专用教学内容知识

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1019

Suna Kim, Shi-Eun Lee, Heui-baik Kim

{"title":"Exploring a Teacher's Argumentation-Specific Pedagogical Content Knowledge Identified through Collaborative Reflection and Teaching Practice for Science Argumentation","authors":"Suna Kim, Shi-Eun Lee, Heui-baik Kim","doi":"10.14697/JKASE.2015.35.6.1019","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.1019","url":null,"abstract":"Received 30 September 2015Received in revised form 13 December 2015 25 December 2015Accepted 28 December 2015This study examined the development of a teacher’s teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers’ journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students’ challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133912693","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}

引用次数: 1

Effects on Individually Tailored Teaching According to Types of Under-achievement in Science 科学低能学生类型个性化教学的效果

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0907

Sang-yun Kim, Kyoeng-Ran Lee, Namgwon Back, Jong-ho Park

{"title":"Effects on Individually Tailored Teaching According to Types of Under-achievement in Science","authors":"Sang-yun Kim, Kyoeng-Ran Lee, Namgwon Back, Jong-ho Park","doi":"10.14697/JKASE.2015.35.5.0907","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.5.0907","url":null,"abstract":"Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116393283","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}

引用次数: 0

Transfer of Students’ Understanding of NOS through SSI Instruction 通过SSI教学转移学生对NOS的理解

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0895

Yoonsook Chung, Sungwon Kim

{"title":"Transfer of Students’ Understanding of NOS through SSI Instruction","authors":"Yoonsook Chung, Sungwon Kim","doi":"10.14697/JKASE.2015.35.5.0895","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.5.0895","url":null,"abstract":"Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126203617","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}

引用次数: 0

Elementary Preservice Teachers' Understanding of the Image Observed in a Diverging Lens 小学职前教师对发散透镜中观察到的图像的理解

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0871

Gyeong-pil Kwon

引用次数: 0

International Comparative Study of the Use of ICT by Middle School Teachers 中学教师使用信息通信技术的国际比较研究

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0885

Jaebong Lee

{"title":"International Comparative Study of the Use of ICT by Middle School Teachers","authors":"Jaebong Lee","doi":"10.14697/JKASE.2015.35.5.0885","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.5.0885","url":null,"abstract":"In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126633090","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}

引用次数: 1

Comparing Characteristics and Perceptions of Science Imaginary Drawings of Scientifically-Gifted and General Elementary Students 科学资优小学生与普通小学生科学想象图的特征与感知比较

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0817

Jiyoung Lee, Hunsik Kang

{"title":"Comparing Characteristics and Perceptions of Science Imaginary Drawings of Scientifically-Gifted and General Elementary Students","authors":"Jiyoung Lee, Hunsik Kang","doi":"10.14697/JKASE.2015.35.5.0817","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.5.0817","url":null,"abstract":"This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114819730","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}

引用次数: 0

Analysis on the Argumentation Pattern and Level of Students' Mental Models in Modeling-based Learning about Geologic Structures 地质构造建模学习中学生思维模式的论证方式及水平分析

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0919

Su-Kyeong Park

{"title":"Analysis on the Argumentation Pattern and Level of Students' Mental Models in Modeling-based Learning about Geologic Structures","authors":"Su-Kyeong Park","doi":"10.14697/JKASE.2015.35.5.0919","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.5.0919","url":null,"abstract":"This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126807865","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}

引用次数: 1

The Analysis of Learner's Motivation and Satisfaction with 3D Printing in Science Classroom 3D打印在科学课堂中的学习动机与满意度分析

Journal of the Korean Association for Research in Science Education Pub Date : 2015-10-31 DOI: 10.14697/JKASE.2015.35.5.0877

Moon-Kyoung Byun, Jun-Ho Jo, M. Cho

引用次数: 4