Browse > Article
http://dx.doi.org/10.15267/keses.2018.37.1.001

The Causal Structure between the Critical Thinking and the Scientific Literacy Competency in Pre-service Elementary Teachers  

Kim, Dong Uk (Daegu National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.37, no.1, 2018 , pp. 1-11 More about this Journal
Abstract
Factors and causal structures of pre-service elementary teachers about the critical thinking and the scientific literacy competency were investigated in this study. The third grade university students and the first grade university students in the metropolitan city participated in this study. The factor analysis method and the structural equation modeling method were used for the data analysis, and the following results were obtained. First, the third grade university students and the first grade university students recognized 'inquisitive thinking' factor and 'reflective thinking' factor as factors of the critical thinking, and 'scientific explanation' factor and 'evidence-based conclusion' factor as factors of the scientific literacy competency respectively. Second, the third grade university students showed more the influence from 'reflective thinking' factor to 'scientific explanation' factor and from 'reflective thinking' factor to 'evidence-based conclusion' factor than the first grade university students.
Keywords
critical thinking; scientific literacy competency; pre-service elementary teacher;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Lee, Y. & Im, S. (2011). An analysis of pre-service science teachers' reflective thinking about scientific experiment in experimental journal writings. Jouranl of the Korean Association for Science Education, 31(2), 198-209.
2 Matsuura, T., Meng, L. & Kadoya, S. (2004). A comparative study of Japan and China with regard to structures of teachers' consciousness in elementary science education. Journal of Science Education in Japan, 27(1), 19-24.
3 National Curriculum Information Center (2014). Curriculum documents of Korea. Curriculum Resources. Retrived December 1, 2017, from http://www.ncic.go.kr/.
4 OECD (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD Publishing.
5 Park, E. & Kang, S. (2007). The influence of hypotheticodeductive teaching programs on creative thinking, critical thinking and scientific attitude. Journal of the Korean Association for Science Education, 27(3), 225- 234.
6 Park, J. (2016). Discussion about the three aspects of scientific literacy: Focus on integrative understanding, settlement in curriculum, and civic education. Jouranl of the Korean Association for Science Education, 36(3), 413-422.   DOI
7 Park, S. & Lee, B. (2012). Analysis of factors affecting high school science teachers' class compositions. Journal of the Korean Association for Science Education, 32(5), 991-1006.   DOI
8 Park, Y., Yoon, S., Hand, B., Therrien, W. & Shelley, M. (2013). The effectiveness of an argument-based teaching and learning approach for improving the science and math ability and the relation of critical thinking ability to the science and math ability of elementary students with special needs. Journal of Special Education & Rehabilitation Science, 52(4), 411-433.
9 Song, S. & Shim, K. (2011). The effects of biological instruction using reflective thinking strategies on scientific thinking ability of high school students. The Korean Society of Biology Education, 39(3), 387-400
10 Bhang, S. (2011). Research trends in Korea on critical thinking education and lessons. Journal of Lifelong Learning Society, 7(1), 61-83.   DOI
11 Choi, H. (2015). The result of science performance in PISA 2012: Comparing the results of Korea with those of Japan, and of Finland. Korean Journal of Teacher Education, 31(3), 379-399.   DOI
12 Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities, In J. B. Baron & R. J. Sternberg (Eds.), Teaching skills: Theory and practice (pp. 9-26), New York: W.H. Freeman and Company.
13 Fives, H., Huebner, W., Birnbaum, A. & Nicolich, M. (2014). Developing a measure of scientific literacy for middle school students. Science Education, 98(4), 549-580.   DOI
14 Hirayama, R. & Kusumi, T. (2004). Effect of critical thinking disposition on interpretation of controversial issues: Evaluating evidences and drawing conclusion. Japanese Association of Educational Psychology, 52, 186-198.   DOI
15 Kaneta, S., Kawasaki, K. & Inada, Y. (2016). Study on the factors for development of scientific thinking in science education. Bulletin of Center for Teacher Education and Development, Okayama University, 6, 97-105.
16 Koh, E. & Jeong, D. (2014). Study on Korean science teacher' perception in accordance with the trends of core competencies in science education worldwide. Journal of the Korean Association for Science Education, 34(6), 535-547.   DOI
17 Kim, J. & Kim, K. (2009). An analysis of trends in high school students' scientific literacy achievement. Journal of Research in Curriculum Instruction, 13(3), 457-473.   DOI
18 Kinoshita, H. & Yamanaka, S. (2013). A research study on the critical thinking of university students in science. Bulletin of the Graduate School of Education, Hiroshima University. Part. II. Arts and Science Education, 62, 9-15.
19 Kinoshita, H., Yamanaka, S. & Nakayama, T. (2013). A study of the critical thinking of elementary school students in science and the structure of associated factors. Journal of Research in Science Education, 54(2), 181-187.   DOI
20 Kusumi, T. (2013). Scientific literacy and risk literacy. Japanese Journal of Risk Analysis, 23(1), 29-36.
21 Kusumi, T., Koyasu, M. & Michita, Y. (2011). Developing critical thinking in higher education. Tokyo: Yuhikaku.
22 Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14, 5-25.   DOI
23 Lee, J. (2016). Analysis of changes in the learning environments of middle school science classes. Journal of the Korean Association for Science Education, 36(5), 717-727.   DOI
24 Lee, M. (2014). Characteristics and trends in the classifications of scientific literacy definitions. Journal of the Korean Association for Science Education, 34(2), 55-62.   DOI