Browse > Article
http://dx.doi.org/10.14697/jkase.2019.39.6.791

The Influences of Integrated Science and Science Inquiry Experiment Developed Under the 2015 Revised National Curriculum on Students' Interest in Science, Scientific Attitude, Views on Science-Technology-Society Relationship, and Views on Nature of Science  

Kim, Minhwan (Seoul National University)
Kim, Sunghoon (Seoul National University)
Noh, Taehee (Seoul National University)
Choi, Sookyeong (Sejong Science High School)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.6, 2019 , pp. 791-797 More about this Journal
Abstract
In this study, we investigated the influences of Integrated Science and Science Inquiry Experiment developed under 2015 Revised National Science Curriculum on students' interest in science, scientific attitude, views on STS, and the nature of science (NOS). 223 tenth graders in Seoul metropolitan area participated in this study. We conducted the survey prior to and after the Integrated Science and Science Inquiry Experiment course using same instruments and compared the results of the pre-test and post-test. The analyses of the results reveal that there were significant improvements in the scores of the pre- and post-test on the interest in science and scientific attitude. In the case of views on STS, there were significant improvements in items related to science research ethics, however there were no significant differences in the remaining items. Also, there were no significant differences in the scores of the pre- and post-test on views on NOS. On the bases of the results, we discuss educational implications and suggest further studies.
Keywords
Integrated Science; Science Inquiry Experiment; Interest in science; Scientific attitude; STS; Nature of science;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.   DOI
2 Aikenhead, G. S., Ryan, A. G., & Flemming, R. W. (1989). Views on science-technology-society (from CDN. mc. 5). Saskatoon, Canada: University of Saskatchewan.
3 Celik, S., & Bayrakceken, S. (2006). The effect of a 'Science, Technology and Society' course on prospective teachers' conceptions of the nature of science. Research in Science & Technological Education, 24(2), 255-273.   DOI
4 Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90(5), 803-819.   DOI
5 Fraser, B. J. (1978). Development of a test of science-related attitudes. Science Education, 62(4), 509-515.   DOI
6 Cho, J.-I., & Ju, D.-G. (1996). A study on Korean science teachers' point of view on nature of science. Journal of the Korean Association for Science Education, 16(2), 200-209.
7 Dass, P. M. (2005). Understanding the nature of scientific enterprise (NOSE) through a discourse with its history: The influence of an undergraduate 'history of science' course. International Journal of Science and Mathematics Education, 3(1), 87-115.   DOI
8 Eoum, H.-S., & Moon, S.-B. (2014). An examination on teachers' and students' perception of converged science introduced by the 2009 revised high school curriculum as well as its actual implementation. Journal of the Korean Society of Earth Science Education, 7(2), 203-213.   DOI
9 Han, J.-S., & Chung, Y.-L. (1997). Teachers' and students' understanding of the nature of science. Journal of the Korean Association for Science Education, 17(2), 119-125.
10 Jho, H. (2018). An analysis of elements of scientific inquiry presented in 2015 revised national science curriculum: Focusing on scientific inquiry experiment. Journal of Research in Curriculum & Instruction, 22(3), 208-218.   DOI
11 Khishfe, R. & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.   DOI
12 Kim, H., & Ahn, Y. (2019). Perception of science teachers on Integrated Science practice. Journal of the Korean Association for Science Education, 39(2), 187-195.   DOI
13 Kim, S. Y. (2010). Exploring preservice science teachers' views of nature of science: biology vs. non-biology teachers. Journal of the Korean Association for Science Education, 30(2), 206-271.   DOI
14 Kim, H., Lee, T., & Bang, K. (2015). Comparative analysis of reflection order in Integrated Science textbooks and students' perception for science core competencies. School Science Journal, 13(1), 36-77.
15 Kim, H.-K., & Jung, E. (2018). How to apply 2015 national science curriculum at the general high school. The Journal of Curriculum an Evaluation, 21(1), 61-77.   DOI
16 Kim, H.-K., & Na, J. (2018). A study on high school teachers' perception on the field application of 2015 revised science curriculum. Journal of Learner-Centered Curriculum and Instruction, 18(10), 565-588.   DOI
17 Korea Foundation of Advancement of Science & Creativity [KOFAC] (2015). Development research of draft of 2015 revised subject curriculum II - Science curriculum. (Research Report BD15110002). Seoul: KOFAC.
18 Korea Foundation of Advancement of Science & Creativity [KOFAC] (2019). Study on the monitoring and implementation of the 2015 science national curriculum. (Research Report BD19030006). Seoul: KOFAC.
19 Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50.   DOI
20 Kwak, Y., Kim, C.-J., Lee, Y.-R., & Jeong, D.-S. (2006). Investigation on elementary and secondary students' interest in science. Journal of the Korean Earth Science Society, 27(3), 260-268.
21 Lee, K. W., Jeung, Y. K., Seo, Y. J., Jeong, C. W., Choi, J. S., Park, M. H., ... Kim, S. H. (2014). Research on subject curriculum development strategy(KICE Research Paper CRC 2014-7). Seoul: Ministry of Education.
22 Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.   DOI
23 Lee, J. S., Kim, E. J., & Kim, D. H. (2017). Relationship between key competences and subject competences, and subject competences and achievement standards in revised national common basic curriculum of science in 2015. Journal of Curriculum Integration, 8(4), 11(2), 1-25.
24 Lee, J.-K., Lee, C. Y., Park, C., Chin, S.-Y., Jeon, Y. E., & Hong H.-G. (2018). Analysis of the 'Integrated Science' and 'Science Inquiry Experiments' achievement standards of the 2015 revised science curriculum from the practices. Journal of Learner-Centered Curriculum and Instruction, 18(14), 227-252.   DOI
25 Lim, S.-M., Cheong W.-Y., & Yang, I.-H. (2010). Elementary science-gifted teachers' views and attitudes toward teaching on nature of science. Journal of Science Education, 34(2), 396-404.   DOI
26 Ministry of Education (MOE) (2015). 2015 revised Science National Curriculum. Seoul: Ministry of Education.
27 Nam, J., Mayer, V. J., Choi, J., & Lim, J. (2007). Pre-service science teachers' understanding of nature of science. Journal of the Korean Association for Science Education, 27(3), 253-262.
28 Lederman, N. G. (2006). Syntax of nature of science within inquiry and science instruction. In Scientific inquiry and nature of science (pp. 301-317). Dordrecht, Netherlands: Springer.
29 Resnik, D. B. (1998). The ethics of science: An introduction. London, UK: Routledge.
30 Noh, T. & Kang, S. (1997). The effect of the 'General Science' course on the students' views about science-technology-society relationship and their perceptions of science classroom. Journal of the Korean Association for Science Education, 17(4), 395-403.
31 Rhee, H. (2016). Educational shift of science and technology ethics in the national science curriculum of Korea from the 7th in 1997 to the 2015 curriculum revision. Journal of Learner-Centered Curriculum and Instruction, 16(11), 683-706.   DOI
32 Rubba, P. A., & Harkness, W. J. (1996). A new scoring procedure for the Views on Science-Technology-Society instrument. International Journal of Science Education, 18(4), 387-400.   DOI
33 Shin, Y.-O., & Choi, B.-S. (2012). A survey on the management status and science teachers' perception of science in high school based on 2009 curriculum revision. Journal of the Korean Association for Science Education, 32(10), 1599-1612.   DOI
34 Shin, Y., & Kwak, Y. (2019). Analysis of realities of organization and implementation of Integrated Science of the 2015 revised curriculum. Journal of Science Education, 43(1), 64-78.   DOI
35 Song, S.-C., & Shim, K.-C. (2018). Analysis of inquiry activity types in the Integrated Science textbooks for high school students. Biology Education, 46(2), 24-38.   DOI
36 Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107.   DOI
37 Yang, C., Kim, M., & Noh, T. (2015). The influences of integrated science developed under the 2009 revised national curriculum on students' views on nature of science and science-technology-society relationship, interest in science, and science aspiration. Journal of the Korean Association for Science Education, 35(4), 549-555.   DOI
38 Yang, S. (2019). Analysis of representations of nature of science and categorization of reflective activities in 'Scientific Inquiry and Experimentation' textbooks: Focusing on 'Scientific Inquiry in the History' chapter. (Masters dissertation). Seoul National University, Seoul.
39 Yoon, J., & Kang, S. (2016). The analysis of high school science teachers' expectations and concerns on the Integrated Science and Science Inquiry Experiment subjects in 2015 revised national curriculum, 16(5), 515-546.