• Journal of the Korean earth science society
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• v.24 no.2
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• pp.93-99
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• 2003

The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.701-724
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• 2022

In this study, the Nature of Science (NOS) instrument for elementary school students in the form of open questionnaires was developed specifically to reveal elementary school students' perceptions of the NOS, and its validity and effectiveness were investigated. To develop a NOS instrument for elementary school students, problems that may occur when applying the existing NOS instruments to elementary school students were analyzed and based on this, the development direction of the NOS instrument was established. In addition, after selecting seven NOS types suitable for the level of elementary school students, the preliminary instrument was produced by modifying and supplementing the items in the existing instruments for each type or by developing new items. Finally, the NOS instrument consisting of eight questions was developed by adding one question asking for a comprehensive understanding of science to seven questions related to each type of NOS after a content validity test of the science education expert group. To verify the practical effect of the developed instrument, pre- and post-tests were conducted on 50 students in two classes of sixth grade at two elementary schools in Seoul: 'existing instrument → development instrument' in one class, and 'development instrument → existing instrument' in the other class. The collected data were then compared and evaluated through summary content analysis and analyzed by executing the Wilcoxon signed-rank test. As a result of comparing and analyzing students' responses to the existing NOS instrument and the developed NOS instrument, students' perspectives on the NOS were more diverse when using the developed instrument, and the level of error in the response caused by misinterpreting the intention of the question was reduced. In addition, when using the developed instrument, the responses of the majority of students at a statistically significant level changed more specifically. In this study, the implications for the development of NOS instruments suitable for elementary school students were discussed based on these results.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.428-445
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• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

• Restorative Dentistry and Endodontics
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• v.19 no.2
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• pp.585-601
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• 1994

The purpose of this study was to evaluate the ability of several intracoronal base materials to prevent cervical leakage of a bleaching agent into the dentinal tubules and along the root canal. In this study, thirty-two anterior teeth were used. After lingual access was prepared in each tooth, tooth was instrumented with a step-back technique to a Nos. 40-50 using K-type files. All teeth were obturated with a lateral condensation technique. Excess gutta percha was removed with a warm instrument to the facial level of the CEJ. Teeth were divided into four groups : Teeth in control group were not filled with base material. Teeth in groups 1, 2, and 3 had 2mm of gutta percha removed with a warm instrument, then Dycal, Fuki II LC and Z-100 were filled with palstic instruments on the top of the gutta percha respectively. All teeth were bleached for 7 days, fresh bleach was added for another 7 days, then a 10 % methylene blue dye was placed inside the access preparation. They were stored at $37^{\circ}C$ and $100^{\circ}C$ humidity for 5 days. Each tooth was sectioned perpendicular to the long axis using a diamond disk. Initial cuts were made at the most coronal level of facial and lingual CEJ's, then another cuts continued appically in the levels of 0.5mm, 1.5mm, and 2.0mm respectively. The amount of dye leakage through the dentinal tubules was determined at each cut section. In addition, when the cut specimen was determined to be last penetration of any dye, this level was recorded as depth of apical leakage from the coronal terminus of the gutta percha, Dycal, Fuji II LC and Z-100. The acquired data were analyzed by Tukey's Multiple Range Test adn Cochran-Mantel-Haenszel Test to see if there was any statistically significant difference in dye penetration and linear apical leakage among the groups. The results were as follows : 1. Control group at levels of CEJ and 0.5mm, group 3 at level of 1.5mm, and group 2 AND 3 at level of 2.0mm showed the least dye penetration through the facial or lingual dentinal tubules, but there were no significant difference among three groups. 2. Group 2 at levels of CEJ and 0.5mm, group 3 at level of 1.5mm, and group 2 and 3 at level of 2.0mm showed the least dye penetration through the proximal dentinal tubules, but there were no significant difference among control group, group 2, and group 3. 3. Group 1 showed the greatest dye penetration through the facial or lingual and proximal dentinal tubules at all levels, and there were significant difference with other three groups. 4. Control group and group 1 showed 2mm apical dye leakage at facial or lingual and proximal aspects, group 2 showed 1.5mm, and group 3 showed 0.5mm.