• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1300-1311
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• 2013

The purpose of this study is to investigate pre-service science teachers' difficulties in the 'inquiry mentoring' program, which was developed to improve pre-service science teachers' inquiry teaching ability. For this study, I developed the 'inquiry mentoring' program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept 'mentor diaries' and wrote 'mentoring reports' at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, pre-service science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students' inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students' differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the 'inquiry mentoring' program.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.461-470
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• 1999

The purpose of this study was to investigate teachers' perception about 'Science Field Trip(SFT) to Korean historical sites'. Ninety-seven teachers were asked to reply the questionnaire about SFT to Korean historical sites. This questionnaire was divided into three parts: educational value, teaching method, and difficulty of management. Firstly, teachers indicated that SFT to Korean historical sites had much educational value in that it could give students chances to understand Korean culture, to acquire investigative process skills, to experience divergent investigation and cooperative learning, to raise integrated thinking skill concerning science and other subjects, and to learn contents related with science curriculum. It also had advantages of caring for students out of school and giving the information for future occupation. Secondly, teachers suggested the desirable teaching method: teachers' explanation about SFT to Korean historical sites with worksheets before it, students' group work during it, and the presentation and discussion after it. Finally, the most frequent answer in the difficulty of management was the lack of teaching materialsfor SFT to Korean historical sites.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.32-48
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• 2006

The purposes of this study can divided into three parts: First, to investigate high school science teachers' understanding concerning geologic time; second, to analyze contents related to geologic time in the secondary school science textbooks and teachers' guidebooks; and third, to compare the response type of science teachers using the results of the contents. Forty high school science teachers in the Chungbuk province are chosen to answer to the questionnaire. Many teachers (50%) think that the age of Earth is simply measured by radioisotope. However, most of them do not know the measuring method in detail. The over 50% of the teachers think that the uniformitarianism, law of superposition, law of faunal succession law of unconformity, and law of intrusion are the great five laws of historical geology. Many part of the contents related to geologic time in the textbooks and guidebooks are incorrect and described distinctly from each other. Such content includes the age of Earth, age of the oldest rock in Earth, definition and range of geologic time, measuring method of the Earth's age, and law of historical geology. Many of the science teachers do not have a complete understanding of the contents related to geologic time. This study suggests that the reason lies heavily on the contents described in the textbooks and guidebooks. Therefore, it is necessary to review and revise the contents related to geologic time in the textbooks and guidebooks.

• The Science & Technology
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• v.32 no.5 s.360
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• pp.32-34
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• 1999

23년 전인 1976년 Nebraska대학에서 박사과정을 이수할 때의 일이다. 그때 나는 학위논문을 대수학분야로 잡고 있으면서 대수학의 환론과목과 해석학분야의 위너적분론을 수강했다. 그런데 막상 시험을 볼 때 감기몸살로 대수학 환론과목을 망치는 바람에 박사학위 방향을 해석학분야로 돌렸다. 그때 나를 지도하던 Johnson교수는 20년이 지난 지금까지도 스승으로 선배로서 학문의 동반자 관계를 계속하고 있어 그때 시험의 감기몸살이 나에겐 전화위복이 된 셈이다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.196-209
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• 2023

This study recruited 11 teachers with experience in guiding science exhibitions nationwide to investigate the perception and necessity of teachers as educational consumers of science exhibitions, one of the out-of-school science education activities, and conducted an in-depth written survey. An average of more than 3,600 characters answered a total of seven questions in writing, and through qualitative analysis, the growth of students and teachers due to participation in science exhibitions, difficulties in participating in competitions, and teachers' voices for revitalization were recognized. Teachers offered positive opinions in that participation in science exhibitions improves students' knowledge and attitudes related to science and experiences an open inquiry process linked to career advancement in science and engineering. However, the students who participated in the competition failed to record the contents of the inquiry in their school records, and instructors pointed out the obsession with discovering novel topics, the burden of guiding the inquiry process, and the limitations of their expertise in major knowledge. In order to revitalize science exhibitions, 17 city and provincial education offices called for measures to strengthen the capabilities of instructors and students, improve the promotion and screening methods of the National Science Museum, and improve the Ministry of Education's school records.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.79-89
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• 2009

In this study, we explored the meaning of science education in an inclusive education setting tram the view of the epistemological approach, and discussed the principles and theories for constructing an educational program. Also, we explored the possibility of inclusive education in science education by suggesting principles for practice: accommodating science curriculum macroscopically, adapting science curriculum microscopically, considering diversity in science instruction, sharing the differences in science teaching and learning, and restructuring the assessment system in science education. We also reviewed the case on learning basic concepts in optics for the visually impaired according to the principles discussed. In conclusion, we discussed the considerations for the practice of inclusive education in science education and inferred further research problems.