• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.638-644
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• 2004

The purpose of this study was to investigate students' views on the scientific model and to compare their views by grade, gender, and achievement. Relationships between students' views on the scientific model and epistemological beliefs were also investigated. Participants were 137 8th- and 112 11th-graders in Seoul. The results indicated that the students' views on the scientific model, on the whole, were adequate except the items concerning the 'models as exact replicas'. Male students or high-achieving students had more adequate views on the scientific model than female students or low-achieving students. However, there was no significant difference between 8th- and 11th-graders. In correlation analysis, students with inappropriate views on the scientific model were found to have traditional epistemological beliefs.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.475-491
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• 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 Digital Convergence
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• v.14 no.11
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• pp.1-12
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• 2016

Rapid growth of information and communication technology and changes in college student characteristics require for university instructors to diversify instructional improvement efforts. Technological Pedagogical Content Knowledge (TPACK) is a capacity that instructors need to build for making instructional design based on consolidated technology. Accordingly this study explores instructors' awareness of the importance and performance of TPACK and to inquire into their relationships with epistemological beliefs and social support as relevant factors through a survey carried out with 264 instructors. The study has shown that there is a significant difference between college instructors' awareness of the importance of TPACK and their awareness of its performance. Furthermore, it has shown that the awareness of importance and performance of TPACK is significantly related to the social support, and that among the sub-factors of the social support, significant influences are observed from the emotional support on their awareness of the importance of TPACK and from the informational support on their awareness of the performance of TPACK. These results provide fundamental data for measures to develop and support TPACK capacity of college instructors, suggesting that it requires a teaching support strategy to enhance social support for instructors above all things.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.571-582
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• 2005

In spite of the importance of cognitive conflict in conceptual change, there has been little research on the characteristics of cognitive conflict in students enrolled at vocational high schools. The purpose of this study was to expose these students' cognitive conflict types and investigate characteristics of cognitive conflict according to the type of cognitive conflict. This paper examined how vocational students' motivational beliefs and epistemological beliefs affect the process of cognitive conflict when students are confronted with an anomalous situation related to the action and reaction concept. Results indicated that many vocational students experienced low levels of cognitive conflict and remained passive during the explanation of anomalous phenomenon or easily desisted any attempt to resolve the conflict situation because of their epistemological belief to depend on the external absolute knowledge of teachers, an extrinsic motivation to choose easier tasks, or reliance on the teachers' reputations. Therefore, Instructors need to recognize these characteristics in order to facilitate vocational students' conceptual change when presenting cognitive conflict tasks.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1087-1098
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• 2012

This study investigated the types of elementary school students' coping strategies for anomalous situations in science classes. Their epistemological beliefs were then analyzed on the basis of types. To do this, the students (N=75) from 2 elementary schools were asked to respond to an open-ended question about their coping strategies on anomalous situations and some of them underwent in-depth interviews. The analyses of the results indicated five types of coping strategies and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, and trying the experiment again after actively analyzing the causes. Among these, the major types were 'trying the experiment again with same methods', 'trying the experiments again with different methods', and 'asking a teacher for help'. The five types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the basis of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. The results revealed that 'trying the experiment again after actively analyzing the causes' was only included in 'constructing facts' and the others were included in 'transferring facts'. Educational implications of these findings are discussed.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.347-357
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• 2021

Since the outbreak of Covid-19, many countries have tried to defense Covid-19 to protect their people and as an influential and reliable policy as of now, they have recommended vaccinating. Thus, this research explored what influences the intention to vaccinate against Covid-19 with three health locus of control from multi-dimension health locus of control (MHLC) and perceived susceptibility and severity from health belief model (HBM) through PLS path modeling. Consequently, chance locus of control (CHLC) influence indirectly intention to vaccinate against Covid-19 mediating with susceptibility perception. It implies that the more fatalistic people attitude toward Covid-19, the more susceptible they perceived to the disease, and then, the stronger intention to vaccinate they would have. Thus, the health promotion authorities should motivate to activate people's susceptibility perception toward the disease through utilizing a variety of policies and consider that the fatalistic tendency toward the disease of people could play an antecedent role in the process.

• Journal of Science Education
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• v.33 no.2
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• pp.304-316
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• 2009

This study investigated the change of pre-service science teachers' epistemological views of education according to the stages of the field education programs application. For this study, surveys and interviews were carried out threes times before and after participation through participant observation of classes and teaching practices. All data recorded and collected of 28 pre-service science teachers who had answered entire surveys were transcribed and analyzed. The conclusion is as follows; before the participant observation of classes, the pre-service science teachers had views of traditional education affected by epistemology of objectivism. After the participant observation of classes, the views of traditional education increased due to in-service teachers that showed teaching methods through the course of the participant observation. However, it was changed significantly into the views of modern education affected by epistemology of constructivism through the course of the teaching practices. Based on the conclusions of this study, it was identified that the field education programs might have both positive and negative influence on the change of the views of education for the pre-service science teachers. Therefore, Pre-service science teachers should have a opportunity to intensify of constructivism epistemological views of education through the field education programs. The teacher training institutions have to provide systematic and organic cooperation with schools.