Showing papers in "Journal of the Korean Association for Research in Science Education in 2000"

The Effects of Cognitive Conflict on Students' Conceptual Change in Physics.

Abstract: The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.

An Explorative Analysis of Hypothesis-Generation by Pre-service Science Teachers

Abstract: Hypothesis is defined as a single proposition proposed as a possible explanation for the occurrence of some observed phenomena. The purpose of this study was to analyze and categorize hypotheses generated by students on the cause of difference between the structures of muscles of the fishes and the terrestrial animals. A hypothesis-generating test was administered to 23 three college students who were majoring in science education. The study showed that college students generated manipulative and theoretical hypotheses as proposed explanations for the structural difference between muscles of the fishes and the terrestrial animals. Furthermore, students generated several hypotheses which were categorized by the quality of abductive process based on the degree of likeness between experienced knowledge and current phenomena. This study also discusses the implications of these findings for teaching and research in science education.

Effects of Cooperative Learning Strategy on Achievement and Science Learning Attitudes in Middle School Biology.

Abstract: 과학교육에 있어서 전통적 수업은 다양한 학생들의 특성과 요구를 수용하지 못하여 학생들의 과학에 대한 흥미를 저하시켰다. 평균적인 다수의 학생들을 대상으로 한 수업에서 결국 많은 학생들이 수업에 흥미를 잃게 되고 학생들은 타율적인 대상으로만 머물러 자신의 능력을 발휘할 기회를 얻지 못하고 있다. 이러한 문제를 극복하고 학생들의 활동을 격려하며 구성원들의 합의를 통한 문제해결을 이끌어내기 위한 수업 방식으로서 협동학습이 제안되었다. 본 연구에서는 생물교과에 협동학습을 적용하여 그 효과를 분석하고 소집단 학습과 협동학습의 차이를 알아보았다. 중학교 2학년 「동물의 구조와 기능」단편에서 협동학습, 소집단 학습, 전통적학습을 실시하여 학생들의 과학 학업 성취도와 과학학습 태도에 대한 효과를 분석하였다. 연구대상은 서울시 소재 남녀공학 중학교 2학년 188명이며 10주간 10차시 수업처치를 하였고 사전-사후 통제집단 설계를 사용하였다. 연구 결과는 SPSS통계 프로그램을 이용하여 공변량분석으로 분석하였다. 연구 결과 협동학습은 소집단학습이나 전통적 수업에 비해 학생들의 학업 성취도와 과학학습 태도에서 유의미한 효과가 있는 것으로 나타났다(p＜.05). 그리고 협동학습은 학업 성취도면에서 성취수준이 상위인 학생들에게 효과가 없었고 중위와 하위의 학생들에게는 유의미한 효과가 있었다 (p＜.05). 또한 협동학습은 남학생과 여학생 모두에게 효과적이었다(p＜.05). 협동학습은 과학학습 태도의 세 영역인 감정적 영역, 행동 의도적 영역, 인지적 영역에서 모두 유의미한 효과를 보였다(p＜.01).

The Effects of Formative Assessment with Detailed Feedback on Students' Science Achievement, Attitude, and Interaction between Teacher and Students

Abstract: The purpose of this study was to examine the effects of formative assessment with detailed feedback on students' science achievement, attitude, and interactions between the teacher and the students. For the study, 133 seventh graders were selected from a girl's middle school in Seoul, and assigned to the experimental and the control groups. The duration of the treatment was over a period of nine weeks. In the experimental group, detailed feedbacks on the solution, teacher's comments on the results, and relevant references were provided after each formative assessment. However, only the answers were presented in the control group. Prior to instructions, a achievement and a attitude tests were administered. After the instructions, follow-up tests which were similar to the pretests were also administered. The results showed significant difference between the two groups in science achievement. It was found that the usage of formative assessments with detailed and supportive feedbacks was more effective in stimulating students' interest, raising their confidence in the subject, increasing their participation, as well as reducing their anxiety. The results also strongly indicated that detailed feedbacks were more effective in improving the interactions of the teacher and the students. The results strongly suggest that formative assessment utilizing detailed and supportive feedback is a necessary component of effective science teaching and learning.

The Change of Middle School Students' Motivation for Investigation through the Extended Science Investigations

Abstract: In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.

Analysis of Verbal Interaction in Small Group Discussion

Abstract: In this study, discourse patterns of four peer small groups in learning science concepts were examined. Verbal interactions during small group discussions were audio- and video-taped, transcribed, and analyzed. Three coding frameworks for the levels of turns, interaction units, and episodes were developed. In the analyses of turns, no clear relationships between students' prior achievements and contributions to knowledge building processes were found. Partly participating modes and symmetrical interaction modes were dominant in the analyses of interaction units to suggest that some students did not participate actively in small group discussions and that students' verbal interactions were superficial. The analyses of episodes also indicated that agreeing and/or partial elaborating on group members' ideas were the most frequent patterns and dialectical exchanges were rare in small group discussion.

Effect of Concept Learning Strategy Emphasizing Social Consensus during Discussion

Abstract: In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.

The Effects of Visual Organization and Cooperative Learning in Problem-Solving Strategy

Abstract: In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

The Conceptions of High School Students about Acid Rain, Ozone Layer, and Greenhouse Effect

Abstract: In this study, 10th-grade students' conceptions concerning acid rain, ozone layer, and greenhouse effect were investigated. A conception test that asked to explain about the three concepts and the relationships among them was administered to 137 students. Analysis of their responses indicated that students had lack of understanding about the definition of acid rain, the difference between greenhouse effect and global warming, and how to prevent the increase in greenhouse effect. They also confused ozone layer with greenhouse effect. Many students thought that there were causal relationships among the increase of acid rain, the destruction of ozone layer, and the increase in greenhouse effect.

Secondary Science Teachers' Views on Science and Learning

Abstract: Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

The Effects of a Teaching Strategy Based on the Interactive Formative Assessment in Middle School Science Class

Abstract: In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

창의적 문제해결력 신장을 위한 초등과학교육과정 개발 및 적용

Abstract: 본 연구의 목적은 창의적 문제해결력 신장을 위한 초등과학 교육과정을 개발하여 그 효과를 검증하고자 하는 것이다. 창의적 문제해결력 신장을 위하여 과학의 명제적 지식인 내용지식`과 절차적 지식인 `과정지식`, 그리고 `창의적 사고기능`을 교육과정의 구성요소로 설정하였다. 과학의 내용지식은 지식의 구조파악을 용이하게 해 주기 위해 다섯 가지 핵심주제 (theme)를 중심으로 하여 6차나 7차 교육과정보다 더 포괄적으로 구성하였고, 과정지식은 기초적 과정 지식과 통합적 과정지식으로 구분하여 학년별로 차별화 하였다. 또한 창의적 사고 기능의 요소는 확산적 사고와 비판적 사고로 나누어서 이를 문제해결의 단계별로 적용하도록 교육과정을 구성하였다. 이러한 세 가지 교육과정 구성요소들이 상호작용 하도록 5학년 2학기의 세 단원을 구성하여 실험집단에 적용하였다. 수업방법은 문제해결중심의 방법을 사용하였다. 비교집단은 6차 교육과정의 내용을 그대로 적용하였다. 사전검사로서 창의적 문제해결력 검사를 수행평가의 형태로 제작하여 실험집단과 비교집단 각각에게 수업 전에 실시하였고 사후검사는 사전검사와 동형의 문제를 제작하여 각 단원이 끝날 때마다 한 문제씩 실시하여 세 단원에 걸친 평가를 실시하였다. 평가 결과를 검사의 종류와 집단을 두 변인으로 하여 이원변량분석 및 T검증을 해 본 결과 실험집단의 사전 ·사후검사의 점수 차이는 유의미하고 비교집단의 점수차이는 유의미하지 않게 나옴으로 해서 본 연구에서 개발한 초등 과학 교육과정이 창의적 문제 해결력 신장을 위해 효과적이었음이 검증되었다.

학생의 과학적 설명가설의 생성과정 분석 - 과학적 가설의 정의와 특성을 중심으로 -

Abstract: One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

The Effects of Ethical Education in Science Classes on Middle School Students' Attitude toward Science.

Abstract: The purpose of this study was to examine the effect of teaching science ethical issues relevant to the middle school science curriculum. The experimental subjects were 132 second grade middle school students in Seoul, who were divided into two groups without any statistical differences. The results of this study indicated that teaching ethical issues in science had a positive influence on students' attitudes toward science and fostered a positive impression of science education. Also, the students showed a positive attitude in dealing with ethical problems in science and technology. Regardless, the results of this study suggest that ethical education in science classes is effective in increasing positive attitude toward science and the ability of the students in addressing and resolving ethical problems in science and technology. As such, we strongly recommend that the science curriculum for middle school students be changed to integrate ethical issues in the science class.

Study on Attitude of Science Gifted and Talented Middle School Students toward Science

Abstract: Purpose of this study is to investigate on the attitude toward science of science gifted and talented(G/T) middle school students. The inventory instrument used for study was a revision of TOSRA which consisted of six domains. Subjects were 131 students who had entered into Center for Science G/T Education, Seoul National University in 1999. This center is composed of five divisions: mathematics, physics, chemistry, biology, and earth science. There was no difference between genders totally, but the attitude level of male was higher than that of female in 'career interest in science' domain. Compared among domains, while the attitude score toward leisure interest in science' was the highest, 'normality of scientist' was the lowest. Whereas the attitude level was no difference among divisions except chemistry, that of chemistry division was higher than mathematics in 'adoption of scientific attitudes' domain. Thus, it is needed to provide social and national encouragement for superior science G/T students as well as to develope special programs for them so as to achieve their dreams and to contribute to scientific development of nations.

The Effect of Grouping by Students' Communication Apprehension in Cooperative Learning

Abstract: In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

An Investigation on Science Teachers' Evaluation Practices in the Secondary Schools

Abstract: The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998 The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33% Also there were a few teachers who did not evaluate the attitude domain as 8% The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum

학생의 내.외향성에 따른 협동학습의 효과

Abstract: 본 연구에서는 협동학습 전략을 사용한 공통과학 수업에서 학생의 내 외향성을 고려한 소집단 구성의 효과와 내 외향적 학생의 차이를 조사하였다. 고등학교 1학년 93명을 대상으로 내 외향성의 측면에서 동질적으로 소집단을 구성한 협동학습과 이질적으로 구성한 협동학습을 물질 단원 10차시 동안 실시하였다. 사전 검사로 내 외향성 검사와 논리적 사고력검사, 사전 학습 동기 검사를 실시하였고, 사후 검사로 학업 성취도 검사, 탐구사고력 검사, 자아존중감 검사, 의사소통 불안 검사, 학습 동기 검사를 실시하였다. 이원 공변량 분석 결과, 학업 성취도와 탐구사고력에서는 주효과나 상호작용 효과가 없었다. 그러나 자아존중감 검사에서는 상호작용 효과가 유의미하였다. 동질 집단에서는 내향적 학생과 외향적 학생의 차이가 크지 않았으나, 이질 집단에서는 외향적 학생의 자아존중감이 내향적 학생보다 높게 나타났다. 또한 내향적 학생은 외향적 학생에 비하여 의사소통 불안이 유의미하게 높았다. 소집단 활동과 조원에 대한 학생들의 인식도 조사하였다. 【In this study, the effects of extraversion/introversion grouping and the differences between extroverts and introverts in cooperative learning strategy applied to general science class were investigated. Ninety-three 10th-graders were grouped into homogeneous and heterogeneous cooperative groups with respect to extraversion and introversion, and were taught about matter for 10 class periods. Prior to the instructions, three tests regarding the extraversion/introversion, logical thinking, and learning motivation were administered. After the instructions, their achievements, process skills, self-esteem, communication apprehension, and learning motivation were examined. Two-way ANCOVA results revealed that there were no main and interactive effects in the scores of the achievement and the process skills tests. However, significant interactive effect was found in the self-esteem. While the difference in the self-esteem of the introverts and the extroverts was small in the homogeneous group, the self-esteem of the extroverts was higher than that of the introverts in the heterogeneous group. The communication apprehension of the introverts was significantly lower than that of the extroverts. Students' perceptions to their group activities and group members were also studied.】

The Effects of Portfolio Instruction on the Creativity and Scientific Inquiry Ability of Students in Elementary Science Classroom

Abstract: The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

초등학교 교사들의 과학 교수 방법에 영향을 미치는 과학에 대한 학문적 배경, 과학 교수에 대한 태도, 과학 교수 효능에 대한 신념의 상호 관계성 조사 (i) - 양적 연구를 중심으로 -

Abstract: 교사들의 전문적인 자질 향상과 교사 양성과정과 재교육 과정의 변화를 위한 기본 방향을 제시하고자 하여 본 연구에서는 초등학교 교사들의 과학에 대한 학문적 배경, 과학 교수 태도, 과학 교수 효능에 대한 신념, 과학 교수법의 관계를 양적, 질적인 방법으로 조사하였다. 양적 연구 방법은 초등학교 교사들의 과학에 대한 학문적 배경(고등학교 때 이수한 과학과목의 수와 성취도, 교사양성 기간 중 이수한 과학과목과 과학교육과목의 수와 성취도), 과학 교수 태도, 과학 교수 효능에 대한 신념(과학 교수 자기 효능감과 과학 교수 결과의 기대감), 과학 교수법(비지시적, 지시적, 혼합형 교수법)의 활용을 각각 측정도구로 조사하였고 각각의 변인들간의 상관 관계를 Pearson상관 계수로 분석하였다. 그 결과는 다음과 같다. : 첫째, 초등학교 교사들이 고등학교 때 이수한 과학과목의 성취도, 교사양성 기간 중 이수한 과학과목과 과학교육과목의 수는 과학교수 태도와 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 둘째, 교사들이 고등학교 때 이수한 과학과목의 성취도, 교사양성 기간 중 이수한 과학과목의 수와 과학교육과목의 성취도는 과학교수 자기 효능감과 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 셋째, 교사들이 고등학교와 교사양성 기간의 과학과목 성취도는 비지시적인 교수법과 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 넷째, 교사들이 고등학교 때 이수한 과학과목의 수와 성취도, 교사양성 기간 중 이수한 과학 과목과 과학 교육 과목 성취도는 혼합형 교수법과 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 다섯째, 교사들의 과학교수 태도와 과학교수 자기 효능감과 과학교수 결과의 기대감과는 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 여섯째, 교사들의 과학교수 자기 효능감과 비지시적 교수법과 혼합형 교수법과는 각각 통계적으로 유의한 양의 상관 관계를 나타내었다. 일곱째, 초등학교 교사들의 과학교수 태도와 비지시적 교수법과 혼합형 교수법은 각각 통계적으로 유의한 양의 상관관계를 나타내었다. 효과 있는 교수법의 개발 연구, 과학교수 효능의 신념과 과학교수 태도의 개발 연구와 이에 영향을 미치는 요인 및 상관 연구가 계속되기를 기대한다.

중학교 과학수업에서 형성평가의 실제 - 구성주의적 관점에서의 형성평가를 중심으로 -

Abstract: 본 연구의 목적은 실제 과학수업에서 형성평가가 어떻게 이루어지고 있는지를 파악하는 것이었다. 이를 위하여 중학교 과학수업을 관찰, 녹화하였으며, 교사와 학생을 대상으로 면담을 실시하였다. 수업 중 형성평가가 실제로 어떻게 이루어지는가를 관찰한 결과, 형성평가는 계획된 형성평가, 상호작용 형성평가, 계획된 형성평가에서 상호작용 형성평가로의 전환으로 구분되었다. 교사들은 형성평가를 통하여 개인적 발달, 사회적 발달, 과학적 발달을 평가하였으며, 과학적 발달은 내용평가, 과정평가, 상황평가로 구분되었다. 수업 중 이루어지는 대부분의 평가는 과학적 발달평가였으며, 그 중에서도 내용평가에 치중되어 이루어졌다. 형성평가가 이루어지는 과정은 정보얻기, 판단하기, 피드백하기로 구분되었고, 이 세 과정은 서로 밀접하게 관련되며 순환적으로 이루어졌다. 또한 교사의 질문유형과 피드백의 유형은 교사와 학생의 수업 중 상호작용 정도에 영향을 미쳤다. 위의 결과는 과학 수업에서 형성평가가 학생들의 다양한 측면을 평가할 수 있어야 하며, 상호작용이 보다 활발히 일어날 수 있도록 정보를 얻는 방법, 피드백을 하는 방법 등에 있어서 보다 많은 연구와 전략의 개발이 필요함을 시사해준다.

Development of a Tool for K-12 Science Curriculum Articulation

Abstract: The purpose of this study was to develop a tool for K-12 science curriculum articulation analysis, especially the concept map of 'properties of matter' and the table of the key concepts of 'properties of matter' by grade. We have 5 steps for the purpose; to extract common subject of K-12 science curriculums, to analyze the contents of K-12 science curriculum related to the common subject, to develop and analyze concept maps of K-12 science curriculums, to develop common concept map and the table of key concepts by grade of K-12 science curriculum, and to modify and clear up the concept map and the table. First two steps are related to the develop of 'water' concept map, and the others are related to the 'properties of matter' concept map.

Development of a Value Inquiry Model in Biology Education

Abstract: 과학과 기술의 급속한 발전에 따라 그에 관련된 사회적 쟁점들이 야기되는 상황에서, 그러한 쟁점에 대해 합리적인 의사결정을 할 수 있는 능력이 과학교육에서 강조되고 있다. 본 연구에서는 `생물학과 관련된 가치문제에 대한 합리적인 가치판단 및 현명한 의사결정에 이르는 과정`을 `생물 교육에서 가치 탐구` 로 정의하고, 그 모형을 개발하였다. 이를 위해서 가치명료화 모형과 가치분석 모형을 중심으로 가치 탐구 모형을 고찰하였다. 가치명료화 모형은 가치갈등의 해결에는 도움이 되지 않지만 개인적인 가치문제에 주로 관심을 둠으로써 가치의 내면화 과정을 강조한다. 가치분석 모형은 정의적 요소가 부족하다는 비판을 받지만 가치문제에 대한 분석적인 사고과정의 절차를 제시함으로써 합리적인 해결을 강조한다. 본 연구에서는 가치 탐구의 심리적 측면과 논리적 측면을 고려하여 상호보완적 입장에서, 가치문제의 인식과 명료화, 갈등상황에 관련된 생물학적 지식 파악, 갈등상황에 관련된 사람들의 입장 고려, 대안 탐색, 각 대안의 결과 예측, 대안의 선택, 대안에 대한 평가, 최종적 가치판단 및 선택의 공언 단계가 포함된 가치 탐구 모형을 개발하였다. 개발된 모형에 근거하여 가치 탐구 교육목표를 설정하였으며, 생물교육에서 가치 탐구에 적합한 교육 내용으로 동물 복제, 시험관 아기, 유전공학, 생장 호르몬 투여 문제, 뇌사, 장기 이식, 실험 동물을 선정하였고, 이를 제6차 및 제7차 과학과 교육과정의 교육내용과 관련지어 조직하였다. 또한, 가치 탐구 교육에 적합한 수업모형으로 생물윤리적 가치명료화 의사결정 모델, 가치분석 모형에 따른 조별 발표, 역할극 및 토론, web forum을 이용한 토론을 선정하였고 학생들의 가치 탐구 능력의 변화를 평가하기 위한 방법으로 면담법을 선정하였다.

A Study on Science Teachers' Perceptions of the 6th High School Science Curriculum and Their Practices

Abstract: We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.

A Study of High School Students' Philosophical Views on Science

Abstract: This study was to investigate high school students' philosophical views on science and positions of constructivists; Popper, Lakatos, Toulmin, and Kuhn. The results of this study were as follows: First, most students had the eclectic position(69%): similar percentages in sex(male 67%, female 75%), stream(liberal art 72%, science 74%), and of having experience on reading books or magazines related to the philosophy of science(ever 78%, never 64%). Second, in analysis of ANDVA of science philosphical perspectives by experience of reading books, magazines, and matters related to the philosophy of science, significant difference was revealed(p

The Effects and the Development of Learning Materials for the Discussion in Science Classes of the Secondary School - Focussing on the Concepts of Force and Motion -

Abstract: The purpose of this study was to develop learning materials for the discussion and examine the effects of the discussion learning over the students' conceptual change on force and motion. The subjects consisted of 360 middle school students, comprising of 5 discussion groups of 185 students and 5 traditional learning groups of 175 students. The results indicated that students in the discussion groups showed higher achievement than those in the traditional learning groups. Therefore this study supported the importance of discussion in conceptual change. However further research should be conducted to examine other educational effects of discussion.

Chemistry Problem-Solving Ability and Self-Efficacy

Abstract: The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.

The state of the Art of Common Science Teaching in High School

Abstract: This study is to examine how common science, which was selected as a required subject in high schools with the reorganization of the 6th national science curriculum by the Ministry of Education, is taught in high schools these days. The results show that only one teacher is teaching common science in 3.2% of schools or the teachers divide and teach units according to their majors. In this situation, there are many problems because there are too many integrated contents in each unit and they are too short to solve the study subject during the unit time of 50 minutes. Another problem is that there is no special laboratory for common science. For the knowledge part of common science, lecture-learning is used as a method of teaching and for the inquiry part, inquiry-learning is used. Evaluation is conducted using subjective or objective paper-tests for the knowledge part, and reports are used for evaluation in the inquiry part. Therefore, this study shows that students' response to common science is below the general level and this subject missed the original intent introduced to raise students' interests about science.

The Relationships Between Verbal Behaviors and Chemistry Problem Solving Ability in Cooperative Learning

Abstract: This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

Types of Students' Responses to Anomalous Data

Abstract: In this study, the types and the characteristics of students' responses to anomalous data were investigated. The criteria for classifying students' responses were 'acceptance of validity of anomalous data', 'acceptance of inconsistency between anomalous data and initial theory', and 'change of belief in initial theory'. Seven types of responses were identified as follows: Rejection, reinterpretation, exclusion, uncertainty, peripheral theory change, partial belief change, and theory change. Absolute belief in the intial theory and doubts about methodological accuracy were found to be the major reasons for rejecting anomalous data. The students did not accept the inconsistency between anomalous data and initial theory because they ignored the experimental procedures and focused on the similarity of the experimental results.