• Journal of The Korean Association For Science Education
• /
• v.25 no.3
• /
• pp.371-381
• /
• 2005

In this study recent trends of research about beliefs in physics education were discussed and cultural approaches were suggested. Cultural aspects in the contexts of science education were discussed and diverse aspects of beliefs in physics education-beliefs about nature, physics, learning physics, value and expectation, and learning physics-were analyzed considerating cultural aspects. Finally, directions for future studies about beliefs and cultural approaches in physics education were suggested.

• Journal of Engineering Education Research
• /
• v.16 no.2
• /
• pp.50-57
• /
• 2013

The study to improve engineering students' performance in studying physics lacked despite of the importance of studying physics in engineering education. The cognitive belief and the motivational belief in studying physics had a strong effect on studying physics. The purpose of this study was to seek the educational way through comparing professors' expectations with students' beliefs about the cognitive belief and the motivational belief in studying physics. The cognitive belief in studying physics was considered as variables like 'knowledge', 'learning' and 'relation'. The motivational belief in studying physics was considered as variables like 'expectancy' and 'value'. It was the 'expectancy' that was the most different dimension between professors' expectations and students' beliefs. It means that students have little confidence in their abilities to study physics, though professors expect their students to be confident. Professor who teaches physics to engineering students recognize these differences, need to have interest in affective domains of beliefs to teach. In addition, there is need to teaching and learning strategies that can lead engineering students' beliefs about ability to perform the task, the purpose, importance, interesting for physics.

• Journal of Science Education
• /
• v.39 no.3
• /
• pp.333-342
• /
• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.

• Journal of The Korean Association For Science Education
• /
• v.24 no.3
• /
• pp.499-518
• /
• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.514-525
• /
• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Journal of the Korea Society of Computer and Information
• /
• v.4 no.3
• /
• pp.60-66
• /
• 1999

The purpose of this study is to design and materialize the simulated courseware which is based on new educational environments and student-based education. The scope of this study is reflection and refraction of in the physics of high school. This paper introduce the theoretical background of courseware and investigate the structure and process of the teaching-theory by visualized computer simulation. We applied the basic concept about the reflection and refraction of light and explained the simulated images of spherical mirror and lens with the principles expressions and relative image forms. The last we simulated the various kinds of the images, shapes and distance of the images by changing the distance of object and focus which are made by computer simulation.

• Journal of Digital Convergence
• /
• v.17 no.10
• /
• pp.77-84
• /
• 2019

The purpose of this study is to examine about various barriers recognized by university faculty members while implementing PBL. By adopting the inductive content analysis, this study has analyzed the contents related with the barriers about PBL implementing in the teaching reflection reports submitted by 32 professors of B university. After the analysis, the barriers have been summarized into 5 major topics such as 'teaching beliefs,' 'classroom culture,' 'learning facilitation,' 'assessment,' 'school environment.' Results suggest: First, a study on the specific solutions for the barriers summarized by 5 major topics should be launched. Second, a teaching competency development program to resolve the barriers should be supported. Third, an innovation of physical school environment and school policy appropriate for PBL implementing should be involved. Fourth, a study on the barriers about PBL implementing should be further expanded.

• Journal of The Korean Association For Science Education
• /
• v.26 no.4
• /
• pp.475-491
• /
• 2006

In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.

• Journal of The Korean Association For Science Education
• /
• v.25 no.2
• /
• pp.162-172
• /
• 2005

The purpose of this study was to examine the students' responses when students were confronted with anomalous situations in physics. 16 students were selected from one middle school in Busan by examining the pre-test results. To measure students' responses and cognitive conflict levels, written Cognitive Conflict Levels Test(CCLT) developed in a previous study was used together with interviews. Students' responses were tape-recorded. Two kinds of anomalous situations were presented. One was a quantitative demonstration with scale, the other was a qualitative demonstration without scale. In the quantitative group, all students observed anomalous situations correctly. However, in the qualitative group, many of their observations of anomalous situations were incorrect. The students who observed anomalous situations based on preconceptions tended not to abandon their preconceptions, and suggested confirmation experiments which were supposedly to support their preconceptions. The students who recognized results very differently from their preconceptions when confronted with anomalous situations abandoned their preconceptions and suggested alternative experiments. The students who changed their beliefs about preconceptions showed higher cognitive conflict levels than who didn't abandon their preconceptions.

• Journal of The Korean Association For Science Education
• /
• v.28 no.1
• /
• pp.1-14
• /
• 2008

The image of science is one of the recurrent topics in science education research. In particular, we believe that students' images of Doing-Science-Well could be used for identifying not only students' perceived goals of science learning, but also practical guidelines of effective science teaching. In this study, the students' images of Doing-Science-Well were investigated with the following two research questions: (i) what are student's images of Doing-Science-Well?; (ii) in what contexts do students perceive that someone is doing science well? Thirty seven students in a high school in Seoul, Korea were asked to write their personal experiences by which they realized that someone was doing science well. The main results of the study are the following: Firstly, the images of Doing-Science-Well could be categorized into 'Einstein type', 'Socrates type', 'MacGyver type' and six more types. Secondly, with regard to contexts, students tended to realize that somebody is doing science well in terms of two kinds of contexts: 4 physical contexts and 6 psychological contexts. The findings led us to develop a frame of judging Doing-Science-Well, which combines the types and two kinds of contexts. The frame illustrates the multiplicity of the images of Doing-Science-Well.