Journal of the Korean Association for Research in Science Education最新文献_第5页

Science High School Students’ Shift in Scientific Practice and Perception Through the R&E Participation: on the Perspective of Legitimate Peripheral Participation in the Community of Practice 科学高中生通过R&E参与科学实践与认知的转变——基于实践共同体合法外围参与的视角

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0371

Minjoo Lee, Heui-baik Kim

{"title":"Science High School Students’ Shift in Scientific Practice and Perception Through the R&E Participation: on the Perspective of Legitimate Peripheral Participation in the Community of Practice","authors":"Minjoo Lee, Heui-baik Kim","doi":"10.14697/JKASE.2016.36.3.0371","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0371","url":null,"abstract":"Learning at the elbow of scientist is a well-known educational approach to improve students` understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students` scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students` participation and major shifts in their scientific practices and perceptions. Students` development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn`t know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists`. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students` development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121851425","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

Understanding the Role of Wonderment Questions Related to Activation of Conceptual Resources in Scientific Model Construction: Focusing on Students` Epistemological Framing and Positional Framing 理解与概念资源激活相关的好奇问题在科学模型建构中的作用:以学生的认识论框架和位置框架为中心

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0471

Chae-eun Lee, Heui-baik Kim

{"title":"Understanding the Role of Wonderment Questions Related to Activation of Conceptual Resources in Scientific Model Construction: Focusing on Students` Epistemological Framing and Positional Framing","authors":"Chae-eun Lee, Heui-baik Kim","doi":"10.14697/JKASE.2016.36.3.0471","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0471","url":null,"abstract":"The purpose of this study is to explore how students’ epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students’ framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were \"understanding phenomena\" and \"facilitator\" asked wonderment questions, but the others whose framings were \"classroom game\" and \"non-respondent\" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of \"understanding phenomena\" and shifted between the positional framings of \"facilitator\" and \"respondent.\" Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of \"classroom game\" and \"receiver.\" In contrast, when students constantly shared an \"understanding phenomena\" framing and dynamically shifted between the framings of \"facilitator\" and \"respondent,\" they were able to activate various conceptual resources and develop their group model. The students’ framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126961491","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: 2

Exploration on the Features and Possibility of Self-Study in Science Education Research: Based on the Theoretical Background and Previous Researches 科学教育研究中自主学习的特点与可能性探析——基于理论背景与前人研究

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0457

K. Jo, Heekyong Kim*, Jaehyeok Choi, Y. Joung

{"title":"Exploration on the Features and Possibility of Self-Study in Science Education Research: Based on the Theoretical Background and Previous Researches","authors":"K. Jo, Heekyong Kim*, Jaehyeok Choi, Y. Joung","doi":"10.14697/JKASE.2016.36.3.0457","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0457","url":null,"abstract":"We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants’ efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133820214","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

An Analysis of the Relationship of Grit, Interest, Task-Commitment, Self-Regulation Ability, and Science Achievement of High School Students 高中生毅力、兴趣、任务承诺、自我调节能力与科学成绩的关系分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0445

Kongju Mun, E. Ham

{"title":"An Analysis of the Relationship of Grit, Interest, Task-Commitment, Self-Regulation Ability, and Science Achievement of High School Students","authors":"Kongju Mun, E. Ham","doi":"10.14697/JKASE.2016.36.3.0445","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0445","url":null,"abstract":"The purpose of this study is to identify the structural relationship among students’ grit, interest, self- regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task- commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students’ grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students’ grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125246516","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: 2

The Application of Science Education Lecture for Pre-Service Teacher Using Teaching-Learning Method Based on Flipped Learning 基于翻转学习的教与学方法在职前教师科学教育讲座中的应用

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0499

전영주, 윤마병

{"title":"The Application of Science Education Lecture for Pre-Service Teacher Using Teaching-Learning Method Based on Flipped Learning","authors":"전영주, 윤마병","doi":"10.14697/JKASE.2016.36.3.0499","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0499","url":null,"abstract":"예비과학교사 교육에서 강의식 수업의 한계를 극복하고, 디지털 네이티브 세대들에게 적합한 학습자 중심의 교육을 위하여 플립러닝 수업을 시도했다. 플립러닝 교수-학습 원리를 일반적인 수업모형 (ADDIE)에 적용하여 수업을 계획하고, 학습 자료를 개발했다. 개발된 플립러닝 학습 자료와 수업 설계에 대하여 전문가 패널의 델파이 방법과 타당도 검사를 통해 CVR .75 이상으로 검증 받았다. 플립러닝 수업자료를 과학교육론 강좌에 적용하여 교수 효과를 분석한 결과, 학생들의 학습동기와 흥미, 학습에 대한 자신감을 높이는데 도움이 되었지만, 학생들의 강의 만족도는 이전의 강의식 수업과 비교하여 30% 이상 떨어졌고, 학업 성취도 향상에 대한 자기 확신도 부족했다. 성공적인 플립러닝 수업을 위해서는 교수자-학생 간 의사소통과 개별화 수업이 충분하게 이루어질 수 있는 소인수 학급을 대상으로 해야 하며 학습자의 학습 부담을 줄이고, 선행학습 동영상 자료의 접근성을 강화해야 한다.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124344224","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 Characteristics of Group and Classroom Discussions in the Scientific Modeling of the Particulate Model of Matter 物质粒子模型科学建模中小组讨论和课堂讨论的特点

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0361

Chanho Yang, Soo-Hyun Kim, M. Jo, Taehee Noh

{"title":"The Characteristics of Group and Classroom Discussions in the Scientific Modeling of the Particulate Model of Matter","authors":"Chanho Yang, Soo-Hyun Kim, M. Jo, Taehee Noh","doi":"10.14697/JKASE.2016.36.3.0361","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0361","url":null,"abstract":"In this study, we investigated the characteristics of group discussion and classroom discussion in the scientific modeling of the particulate model of matter. 7th graders in Seoul participated in this study. We implemented science instructions based on the GEM cycle of scientific modeling. We analyzed the differences between group discussion and classroom discussion in three steps: exploring thoughts, comparing thoughts, and drawing conclusions. We also looked into the level of argumentations of the students in the modeling activities. The analysis of the results indicated that students generated a group model by extracting commonalities from each model of their group members, and then they evaluated and modified the group model by comparing the differences among the models in classroom discussion. The main step involved in group discussion was ‘exploring thoughts’, whereas in classroom discussion it was ‘comparing thoughts’. Although the levels of argumentation among the students were generally low, most students participated with enthusiasm, as they expressed their interest and had positive perception in the modeling activities. As a result, the modeling activities were found to have positive influences on concept development. Some suggestions to implement the modeling activities in science teaching effectively were discussed.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130388141","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

Analysis on the Mismatch between Instructional Design and Teaching Practice of Pre-service Science Teachers in Teaching Practicum 职前科学教师教学实习中教学设计与教学实践的错位分析

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0435

J. Jung, Bongwoo Lee

{"title":"Analysis on the Mismatch between Instructional Design and Teaching Practice of Pre-service Science Teachers in Teaching Practicum","authors":"J. Jung, Bongwoo Lee","doi":"10.14697/JKASE.2016.36.3.0435","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0435","url":null,"abstract":"The purpose of this study is to analyze the mismatch between instructional design and teaching practice of pre-service science teachers and to investigate the cause of these mismatches. Twenty pre-service science teachers took part in teaching practicum for four weeks from Apr. 2015 to May 2015 and we analyzed their lesson plans and videos of these lessons. After that, we interviewed the pre-service science teachers in order to know the cause of these mismatches and additional informations. The main findings are as follows. First, in the introductory stage, we found more mismatch in the \"attention and motivation stimulation\" area than any other area. Many pre-service science teachers corrected their ‘motivation practice’ in different forms. Second, we found out that the most mismatch occurred in the evolving stage. Many pre-service science teachers added learning contents in \"learning content presentation\" area. Third, in the closing stage, many pre-service science teachers omitted the \"leaning content summary\" area in the lack of time. Fourth, the number of mismatches by internal factors is similar of by external factors. The mismatches by external factors were mainly by feedback of guidance teacher and change by students’ response. In addition, we discussed the implications related to reflective mentoring program, importance of guidance teacher, importance of time management etc.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134062725","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: 3

Development and Management of the Advanced STEAM Teacher Training Program 高级STEAM教师培训项目的开发与管理

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0399

Insik Hahn, Shin-Young Hwang, Jungsook Yoo

引用次数: 5

Scoring Korean Written Responses Using English - Based Automated Computer Scoring Models and Machine Translation: A Case of Natural Selection Concept Test 使用基于英语的自动计算机评分模型和机器翻译对韩语书面回答进行评分:以自然选择概念测试为例

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0389

M. Ha

{"title":"Scoring Korean Written Responses Using English - Based Automated Computer Scoring Models and Machine Translation: A Case of Natural Selection Concept Test","authors":"M. Ha","doi":"10.14697/JKASE.2016.36.3.0389","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0389","url":null,"abstract":"This study aims to test the efficacy of English-based automated computer scoring models and machine translation to score Korean college students’ written responses on natural selection concept items. To this end, I collected 128 pre-service biology teachers’ written responses on four-item instrument (total 512 written responses). The machine translation software (i.e., Google Translate) translated both original responses and spell-corrected responses. The presence/absence of five scientific ideas and three naïve ideas in both translated responses were judged by the automated computer scoring models (i.e., EvoGrader). The computer-scored results (4096 predictions) were compared with expert-scored results. The results illustrated that no significant differences in both average scores and statistical results using average scores was found between the computer-scored result and experts-scored result. The Pearson correlation coefficients of composite scores for each student between computer scoring and experts scoring were 0.848 for scientific ideas and 0.776 for naïve ideas. The inter-rater reliability indices (Cohen kappa) between computer scoring and experts scoring for linguistically simple concepts (e.g., variation, competition, and limited resources) were over 0.8. These findings reveal that the English-based automated computer scoring models and machine translation can be a promising method in scoring Korean college students’ written responses on natural selection concept items.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131813990","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: 2

Examining the Validity of History-of-Science-Based Evolution Concept Assessment and Exploring Conceptual Progressions by Contexts 考察基于科学史的进化概念评估的有效性，探索概念的语境进展

Journal of the Korean Association for Research in Science Education Pub Date : 2016-06-30 DOI: 10.14697/JKASE.2016.36.3.0509

M. Ha

{"title":"Examining the Validity of History-of-Science-Based Evolution Concept Assessment and Exploring Conceptual Progressions by Contexts","authors":"M. Ha","doi":"10.14697/JKASE.2016.36.3.0509","DOIUrl":"https://doi.org/10.14697/JKASE.2016.36.3.0509","url":null,"abstract":"Previous studies have investigated the similarity between the development of evolutionary explanations and students’ conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers’ (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students’ evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers’ evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students’ conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121758451","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: 2