• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.659-668
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• 2017

This study was conducted to identify whether there is a significant difference in the developmental stages of the evolution concept depending on the major and the country. For this study, college students (both biology major and non-biology major) in Korea and the United States answered evolution concept assessment developed by Ha (2007). The data were analyzed based on the method of developed by Ha (2016). As a result of this study, Cronbach alpha for internal consistency reliability and MNSQ indices for item response fitness of the ordered multiple choice method providing 0 to 4 point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively, satisfied the benchmark. The level of Korean college students' evolution concepts was located in use/disuse and the level of USA college students' evolution concepts was located in teleology. No interaction effect was found between the difference of conceptual progressions of evolution concept by major and country and evolution contexts (human, animal, and plant). There was a significant relationship between developmental stages of evolution concept and their religiosity. Based on the results of this study, we discuss developmental characteristics of evolutionary concepts.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.259-265
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• 2015

This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.352-362
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• 2006

Many misconceptions regarding biology and evolution have been reported by students prior to being exposed to a formal education program of evolution which challenged them. This study sought to investigate and to analyze the misconception formation process of evolution originating from TV animation and science books for children. Firstly, to identify TV animation's influence on students' misconceptions of evolution, a questionnaire including TV animation characters was constructed and administered to 146 elementary school students, 161 middle school students, and 156 high school students. The data collected was analyzed. Secondly, 17 science books for children were sampled and the contents related to evolution were selected and analyzed in terms of five evolutionary explanations: creationism internal will explanation, teleological explanations, explanations of use and disuse, mutation and finally, natural selection. Children have understood 'growth' and 'metamorphosis' on TV animation as 'evolution'. The processes by which characters on TV animation undergo some forms of change, which are in fact a kind of metamorphosis has often been understood as 'evolution'. Many respondents have defined evolution incorrectly as the process of growing and changing shape. On the other hand, some science books fur children contained descriptions of evolution including' mutation and finally natural selection explanation'; however, most of the science books fur children sampled in this study were written through the perspectives of alternative evolutionary views such as 'teleology view', 'internal will view', and 'use and disuse view'. It is apparent that TV animation and science books fur children influence the formation of various misconceptions regarding evolution by children.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1186-1198
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• 2011

The understanding of real-world application of scientific knowledge such as the evolutionary theory has been emphasized in science curriculum. Despite this, many students and biology educators misunderstand the use and practical application of the evolution theory. The purpose of this study is to explore variables related to the understanding of practical application of evolution. Methodologically, we employed large-scale survey that examined three independent variables (major, academic year, and religion) and five dependent variables (understanding of practical application of evolution, knowledge of, interest in, and acceptance of evolution, and religiosity). Two hundred and thirty three biology pre-service teachers and 405 non-biology pre-service teachers participated in the survey. The results demonstrate that the biology teacher education program does not help in increasing the understanding of the practical application of evolution. Rather, the understanding of practical application of evolution was associated with their religion. In addition, the understanding of the practical application of evolution was associated with the acceptance of and interest in evolution. The results of this study inform the development of new biology teacher education programs to improve their understanding of practical application of the evolution theory. We also suggest further areas of research for other scientific concepts that could be used to gauge teachers' understanding of the practical application of scientific knowledge.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.89-99
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• 2019

The purpose of this study is to investigate the effect of students' formation of evolutionary concept and learning on the development of digital teaching materials. The explanation of biological evolution, which explains the changes that living organisms undergo over a long period of time, can provide various contents for use in a book. The production and editing of images in digital textbooks would provide explanation of difficult concepts in a fun way. For this study, we designed instructional materials consisting of four class hours using iBooks Author, an electronic book authoring tool based on the 5E learning cycle model. In order to verify the effectiveness of the developed digital textbooks, we compared instructions by the general textbooks to those using digital textbooks. Both teaching through general textbook form and teaching using digital textbook materials had a significant effect on the formation of the concept of evolution, but interest in biological science and evolution increased significantly only in the group taught using digital textbooks. As a result of testing the instruction effect by the digital textbooks by classifying the students by type, the group that is familiar with smart devices was more active and interesting in class depending on digital literacy. The satisfaction of the developed digital textbooks also showed a positive score in the group with high digital literacy. The results of this study suggest that the development of digital textbooks in the unit of evolution can be an instructional material for easy and interesting approach to difficult concepts in the teaching of evolution.

• The Journal of the Korea Contents Association
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• v.9 no.2
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• pp.400-409
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• 2009

This study purports to review and discuss the evolution of Physical Education in terms of ecological viewpoint. To achieve this purpose, this study try to look for the meanings through the 2007 revised physical education curriculum. The reason that I look for the meanings from the curriculum is because the curriculum includes objectives, values and philosophical backgrounds in Physical Education. Through this study, I found the following results. Governmental active supports to reinforce roles of in-service teachers should be emphasized. Second, teacher should focus on Game strategies for Physical Education. Third, mental function for activities in Physical Education should be considered as an intelligence as one of H. Gardner's multiple intelligences rather than they are just accepted as the level of functions or a motor nerves. Fourth, Physical Education for 11 and 12 grades should be accepted as a requirement to maintain Physical Education. classes in high school as a normalization process.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.538-547
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• 2019

This study analyzes the conceptual understanding of in-service and pre-service earth science teachers about the H-R diagrams and evolution of stars using conceptual status analysis categories. The results show that (a) many teachers use unscientific language in the Intelligibility range, (b) teachers are categorized in Low scientific inquiry ability related to graph creation and unscientific analogy for scientific concept which is hightly corelated to the possibility of misunderstanding in the teaching process, and (c) pre-service teachers lack the understanding of the secondary science curriculum. It is necessary to develop pre-service curriculum that can be applied to the school site. In the category of Plausibility range, (d) both groups understood the cosmological meaning of stellar evolution. However, pre-service teachers do not specifically explain the mechanism of a star. In the category of Fruitfulness range, in-service teachers come up with educational problems reflecting the academic characteristics of earth science and apply their knowledge to actual problem solving. On the other hand, pre-service teachers show high nonresponse ratio, they do not see the H-R diagram and the evolution of stars as a practical concept. In the analysis process, both groups are found to have many unscientific conceptions about the H-R diagram and evolution of stars. Therefore, it is suggested that caution be used in developing a professional development program of earth science teachers.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.185-198
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• 2018

This paper was written for the purpose of using as the theoretical basic data of judgment in the situation that there is a growing demand for intelligent design theory to be taught in public schools along with evolution theory. In order to verify the possibility that intelligent design theory, which has little empirical evidence unlike evolutionary theory, could be a scientific theory, what intelligence is and whether the trace of intelligence is actually found in nature was confirmed through literature. If intelligent elements, which are traces of intelligence in nature, are discovered empirically in nature, then intelligent design theory can be recognized as a scientific theory and can also be taught in public schools. The identity and traces of intelligence were found in relevant literature and the traces are found not only in various artificial products derived from human beings such as thinking, knowledge, and civilization, but also in all phenomena of nature. Based on these results, this paper provides a discussion on how the evolutionary theory and intelligent design theory should be handled in the field of school education, as well as how to resolve the conflicts between evolutionary theory and intelligent design theory.

• 프린팅코리아
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• s.61
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• pp.162-165
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• 2007

지난 6월 2일 서울국제도서전과 함께 '책의 진화와 바람직한 독서 패러다임의 모색' 이라는 세미나가 개최됐다. 이날 행사는 문용린 서울대 교육학과 교수의 '우리 시대 책과 독서의 의미' 라는 기조강연을 시작으로, 부길만 교수(동원대)가 '책의 본질과 진화 양상에 따른 문제점은 무엇인가?' 에 대해, 노병성 교수(협성대)가 '바람직한 독서 패러다임이 모색방안은 무엇인가?'에 대해, 김선남 교수(원광대)가 '책과 도서, 진흥을 위한 정책 방안은 무엇인가?' 에 대해서 각각 주제발표를 진행했다. 이날 진행된 세미나중 문용린 교수의 기조강연과 부길만 교수의 '책의 본질과 진화 양상에 따른 문제점은 무엇인가' 에 대한 강연 내용을 요약 정리해 소개한다.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.25-39
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• 2006

Most student misconceptions about evolution are similar to misconceptions and disputes which early scientists had in science history. The aim of this study was to analyze student evolution conceptions based on science history, there by revealing for effectively teaching strategies on evolution. A test was developed according to Lee's three dimensional framework (2004) on evolution concept changes. Lee's framework had been constructed according to 4 stages of evolution concept changes in history in three-dimensional aspects such as mechanism, time, and subject: before Lamarck (stage 1), Lamarck (stage 2), Darwin (stage 3), and after Darwin (stage 4). Major results were as follows. First, the evolution conceptions of students appeared fixed to stage 2 regardless of grade. Moreover, students usually possessed Lamarckian thought and did not show consistency in evolution concepts among the three dimensional aspects of mechanism, time, and subject. Therefore, students were found to apply different conceptions of evolution to each different situation.