• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.29-38
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• 2024

In this study, we explored the philosophical perspective of Ian Hacking on experimentation and discussed its potential impact on science education in schools. Traditionally, many philosophers have advocated a theory-driven view of experimentation, emphasizing its importance primarily in validating theories. Similarly, in the context of education, the prevailing perspective has been to focus on experimentation primarily as a means of confirming and proving theories. However, in contrast to this theory-driven perspective, philosophers like Hacking have proposed that experimentation itself possesses autonomy and vitality. Through their discussions, they have brought to light the significance of previously overlooked elements in experiments, such as tool usage, materials, and the involvement of scientists. They have prompted a reevaluation of the role and importance of experiments in scientific activities. Therefore, in this study, we consider the application of this philosophical standpoint to school experimental education. We anticipate that the phenomenon-centered perspective we propose in this research will be beneficial for teaching scientific practices, including tool usage, the involvement of experimenters, and modeling activities.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.383-398
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• 1998

This study was accomplished to analysis and survey on the experimental and practical science education of high school in korea for the consecutive study of the an analysis and survey on the experimental and practical science education of middle school in korea(Lee, Yoon-Jong et aI., 1997). The status of facilities, management for the experiment, practices, teaching methods in high schools have been investigated. The present status and reasonable management of the high school science education have been grasped from the questionaires. To do this 165 high school science teachers, 1977 students and 80 principals of high schools in Korea are administered questionaires of Science Education Research Institute of Kyungpook National University(I997). The results of this study are as follows : The reasonable management for experiments and practices of science education were scanty in the high school around the urban and rural school owing to the shortage of facilities and equipments, crowded class, excessive class works for teacher, excessive contents of present textbooks and insufficiency of the administrative supports etc. The current teaching method of high school science has emphasized knowledge. This fact does not satisfy the objective of learning due to lack of the teaching method. Desirable directions for the improvement of present status of high school science education were proposed in this paper.

• The Science & Technology
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• v.11 no.1 s.104
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• pp.38-40
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• 1978

일본은 1979년에 완공을 목표로 차성현에 자성현에 축파연구학원도시를 건설중에 있다. 이미 과학기술청 산하의 무기재질연구소 국립방재과학기술센터 환경청 산하의 국립공해연구소(본지1977년 6월호에 소개) 문부성 산하 고에너지 연구소 축파대학등이 이전신설을 완료하여 새로운 연구원도시로서 활기를 대기 시작하고 있는데 시년에는 농림성 관계 연구기관의 이전이 본격화 되고 있다. 즉 열대농업기술연구센터,식물바이러스연구소의 개소에 이어 과수실험장,농업토목연구소,임업실험장이 가까운 시일내에 전시설의 정비를 끝내고 개소할 예정이며 금년도에는 식품종합연구소, 가축위생실험소가 그리고 내년도에는 농업기술연구소,축산기술연구소,단사실험장, 농사실험장의 일부가 이전할 예정이다. 이 이외에도 농림성의 과수화목과 축파분실(가칭)과 농림수산기술회의 사무국의 일부도 입주할 것이라 한다. 용지 총면적은 474.5핵터, 건물용지는 227.4핵터에 이르고 있다. 이들 농림성 산하 연구기관이 집중된 지역을 흔히 농림단지라고 부르고 있다. 이번에는 최근 식물 바이러스 연구소를 중심으로 농업단지를 소개한다.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.66-74
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• 2003

The purpose of this study was to examine the effects of an application of the experimental practice which is one of the performance assessments on student's science achievement and affective domain in the middle school science For this study, two classes were chosen from a co-ed middle school in Gimhae, and assigned to the experimental and the control groups. Prior to the instructions, a science achievement test and a affective domain test were administered. After the instructions, post-tests which were similar to the pretests were also administered. The results showed that the performance assessment based on an experimental practice was more effective of enhancing students' science achievement. However, there was no significant difference in an affective domain test between the two groups. For the control group, there was a significant difference between the pretest and post test in affective domain. It means that there was a negative change in affective domain of the control group.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.82-92
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• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.529-540
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• 2011

The purpose of this study was to analyze experiments for the rules of material change unit in 9th grade science textbooks and develop experiments applying small-scale chemistry (SSC). For this study, experimental methods for the precipitation experiment, water electrolysis experiment, decomposition of hydrogen peroxide experiment presented in the 9 science textbooks were analyzed. Problems and improvements that were needed were extracted by 13 science teachers performing the experiments. Experiments applying SSC were developed based on the improvements needed. Afterwards, 19 pre-service science teachers performed both the developed SSC experiments and the science textbooks' experiments. A questionnaire about merits and demerits of the experiments applying SSC was performed. According to the results of this study, most of the 9th grade science textbooks included the lead iodide precipitation experiment, water electrolysis experiment by Hoffman voltameter, and decomposition of hydrogen peroxide experiment using catalytic manganese dioxide. Improvements were needed on the quantity of reagents, time for performing experiments, and scale of experimental apparatus. Merits of the developed experiments applying SSC which used small amount of reagents were safety, easy waste material disposal, short reaction time, and reproducible experimental results. Demerits of the experiments applying SSC were difficulty in observing, decreased achievement, and lack of skill in handling small-scale apparatus. Therefore, if the experiments developed applying SSC were to be utilized in 9th grade science experiments, it will be possible to use less reagent and be able to teach and carry out reproducible experiments at the same time. Also, the reproducible experiments based on SSC will help students under stand the scientific concepts for the rules of material change unit.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.669-679
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• 2019

In this study, we investigated how 'Scientific Inquiry Experiment,' a newly introduced subject under the 2015 revised curriculum, was implemented to identify the difficulties that science teachers face in the process of teaching the subject and to explore how to support them through online survey and interview methods. A questionnaire of the survey, which consisted of environmental factors of class, preparation and execution of class, teacher self-evaluation of class, and direction for the subject, was developed, and the online survey was requested with a response from one teacher per school from 1674 high schools nationwide. We analyzed the results from 814 teachers who answered all required questions, and we also conducted interviews and online advisory discussions to ensure the validity of our analysis. In the results of the study, teachers complained of lack of time for preparation and execution of the subject, and they demanded laboratory assistants and quality teaching materials. In addition, in order to achieve the goal of the subject, they agreed the necessity of using the 'block scheduling' though they also agreed the difficulties of its implementation. Meanwhile, the alteration of guidelines for evaluation, which was changed from 9-grade system to 3-grade system, was positively recognized by teachers. As a result of this change, the percentage of performance assessment increased in 2019 compared to 2018, but there were no significant changes in the number of 'hands-on activity.' Finally, we proposed ways to support 'scientific inquiry experiment'.