• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.249-260
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• 2010

The main purpose of this study is to examine the effects of explicit instructions on the nature of science (NOS) on the understanding of science-gifted students. Participants were engaged in 8 explicit NOS instructions spanning 6 months. Data were collected before and after the instructions from 20 science-gifted students using student worksheets, open-ended questionnaires (Views of Nature Of Science, VNOS), and in-depth interviews. The results of this study showed that explicit instructions were helpful in improving the understanding of the tentativeness in science and socially and culturally embedded aspects of science. However, participants not only still possess naive views on the nature of science about the distinction of law and theory and the empirical aspects of science, but also had conflicting views and misconceptions in some areas. The study has implication for development of science-gifted program that the explicit instructions on NOS and science inquiry should be provided concurrently, given the complementary relationship of the two activities.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.104-121
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• 2017

The purpose of this study is to identify the status of the science museum reflected in the exhibition, and develop and apply Nature of Science(NOS) education programs based on the science museum exhibition. The analyse tool was developed to understand the NOS in the science museum. The researchers recognized the nature of science reflected in four exhibition halls in Korea. Based on the analysis, we developed the NOS education program. NOS education programs were developed and applied to supplement the NOS that appears to be limited to scientific exhibitions based on the prior analysis of science exhibition. The results of the study were as follows. First, we analyzed the nature of science reflected in the exhibition of two main science museums, and it was mostly implicit and most were to understand the relationship among STS(Science-Technology-Society). And also we analyzed the NOS reflected in the exhibition of two national history museum, and it was also mostly implicit and most were about the way of how to find out the knowledge, inference. Second, in order to supplement the NOS of the science museum, we developed the NOS education program based on the exhibits. After applying it to the science museum, we conducted a qualitative study. As a result, there was a positive change only in the aspects of NOS (science is tentative, science is from creativity and imaginative, science is the produce of social and culture, science is from the scientific method) that reflected explicitly. The conclusions derived from this study are as follows : For the cultivation of science in the scientific museum, various factors are needed depending on the theme of the science museum. Also, it is helpful to actively implement the NOS educational programs that utilize the exhibit. Therefore, the exhibit planners' and developers' competencies are critical to develop explicit NOS education programs in its expertise.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.115-126
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• 2013

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.221-239
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• 2009

The purpose of this study was to explore how 9th grade students' understanding of the nature of science developed during a one-year implementation of NOS learning materials. The lessons were a combination of short readings in episodes in the history of science with accompaning response booklets consisting of illustrations and questions. The lessons were designed to be 45 minutes in length and were implemented over ten months of the school term. Data on students' understanding as it developed during the implementation were obtained from test items, questionnaires, and students' journal. Findings indicate that students showed changes in their understanding of the nature of science towards modern views of the nature of science. However, they showed understanding of tentativeness of scientific knowledge, they also showed belief of absoluteness of scientific knowledge.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.42-53
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• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.