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http://dx.doi.org/10.14697/jkase.2018.38.4.565

Features of Science Classes in Science Core Schools Identified through Semantic Network Analysis  

Kim, Jinhee (Sookmyung Women's University)
Na, Jiyeon (Chuncheon National University of Education)
Song, Jinwoong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.4, 2018 , pp. 565-574 More about this Journal
Abstract
The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.
Keywords
student perception; science class; Science Core School(SCS); Semantic Network Analysis(SNA);
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