• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.191-207
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• 2023

In this study, we comprehensively investigated the cases of science teachers who implemented NOS assessments in Science Inquiry Experiment. Two science teachers working at high schools located in Seoul who taught and assessed NOS in Science Inquiry Experiment according to the 2015 revised curriculum participated in the study. We collected lesson and assessment materials and observed NOS lessons and assessments. We also conducted interviews. Based on the collected data, we analyzed the processes of the teachers' NOS assessments. The analyses of the results revealed that the teachers constructed the assessments by themselves due to a lack of NOS assessment experience and related materials. They had difficulties in selecting an appropriate assessment method and constructing assessment questions and criteria. Both teachers found it difficult to assess an understanding of NOS because it concerns the subjective views of individual students. Therefore, they had difficulties in setting detailed assessment criteria, which also led to difficulties in the overall assessment process. There was a difference in the reflective level of the assessments between the two teachers. In the reflective activities of low levels, the assessments were not properly enacted because it was difficult to infer students' understanding. Orientation toward teaching NOS influenced the perceptions of NOS assessment and overall lessons, resulting in a difference in NOS assessments. Finally, the absolute evaluation of Science Inquiry Experiment also affected teachers' NOS assessments. Based on the above results, implications for effective NOS assessments in schools are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.283-290
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• 2004

The purpose of this study were to develop of courseware using scaffolding strategy and to investigate the effect of courseware instruction upon students' conceptual understanding and affective domain including effort and self-checking. 10th grade students in the experimental and control groups were selected from high school at Cheongwon-gun in Chungbuk, and taught about chemical reaction rate for 3 class hours. The students in the experimental group studied individually through courseware using scaffolding strategy and worksheet and teacher-centered expository lesson was used in the control group. Prior to the instructions, test specification for problem-solving assessment (TSPSA) was administered and the scores of the previous science achievement test were obtained. After the instructions, the posttest on conceptual understanding and TSPSA were administered. Results of this study revealed that the mean score of the experimental group in the conceptual understanding test was similar to that of the control group at statistically significant level. This result implies that the courseware using scaffolding strategy could be a tool of the individualized instruction. The experimental group improved significantly better in three components of the TSPSA such as effort, self-checking, and cognitive strategy. From this result, it is considered that learners' self regulation is improved by being taken over responsibility of learning. So, it is suggested that instruction using scaffolding strategy is needed in science class to improve self-leading learning ability.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.307-328
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• 2000

The purpose of this study is to develop and implement an alternative elementary science curriculum to enhance creative problem solving abilities. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum was validated by more than 10 science educators, scientists, and curriculum specialists. In order to implement the curriculum, three lessons for 5th grade were developed and taught by a problem-based-learning(PBL) method in an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national science curriculum was taught by the same science teacher during the same period. Performance assessment was developed and used for the pre and post test. Two-way ANOVA, and T-test were used to check whether there are any significant differences between the gains of scores(pre-post test) of the two groups. The results of the test showed that the experimental group increased significantly in the total creative thinking problem solving skills, but the comparision group did not.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.469-478
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• 2014

To provide students an alternative image of science and scientist, we developed five lesson plans that include scientists' joy, anger, sorrow, and pleasure in their life. Through the 10 hour lessons with the five topics, we investigated the effect of our program on students' image change toward scientists, their science learning, and their career development in science field. Twenty high school students participated in our program and five of them were analyzed. The qualitative data included opinionnaire survey before and after the program, field note, video recording, students' worksheets, and interview. The science episode lessons that reflect the human side of scientists were designed in five steps. The first step is the one about imaging of scientists, the second step is the one about reading scientists' episode in their life, the third step is the one about investigating human side of scientists, the fourth step is the one about feeling sympathy in scientists' context, and the last step is the one about judging human side of scientists. Students participated in this program got to feel familiarity in scientists as well as confidence in science. By obtaining the alternative image of scientists after the class, it is expected that students will play roles of well-prepared supporters with scientific literacy.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.84-95
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• 2008

In this study, preconceptions held by chemistry major secondary school science teachers were searched in relation to explanations of water evaporation phenomena with phase equilibrium diagrams. 25 chemistry major science teachers were selected to complete questionnaires developed in this study and 6 among of them were selected to participate in follow-up interviews. Among these, 10 participants were selected for an evaluation of the change of their preconceptions through lessons developed in this study. From the results, it was found that many teachers believed that the phase equilibrium diagram could not explain water evaporation phenomena. They also thought that there was no relation between vapor pressure and the vertical axis of the phase equilibrium diagram. However, after the lessons in earth science, they recognized that the vapor pressure curve of the phase equilibrium diagram could be explained by adopting a saturated vapor curve. Because they had known the process of application the conceptions of saturated situation, nonsaturated situation, process of equilibrium movement in saturated vapor curve. They could understand natural phenomena such as evaporation with the phase equilibrium diagram through a change in their conceptions as guided from science lessons integrating earth science and chemistry.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• Korean Journal of Community Nutrition
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• v.22 no.4
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• pp.307-322
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• 2017

Objectives: This study examined the effects of nutrition education focused on personalized daily energy requirement and food units using Food Exchange System on anthropometric, biochemical characteristics, nutrition knowledge, dietary attitude and nutrient intakes for overweight and obese in a public health center. Methods: The subjects were 60 overweight/obese women based on BMI (educated 30 vs. non-educated 30, 50~64 years). Educated group was provided individual and/or group lessons (40 min/lesson/week, 5 week), 'Introduction: obese & health', '6 nutrients and 6 food groups', 'My obesity & daily needed energy', 'Meal planning for personalized daily energy and food units using Food Exchange Systems', and 'Smart food choices'. After education, we examined the differences in anthropometric/biochemical characteristics, nutrition knowledge, dietary attitude and nutrient intakes between educated group and non-educated group. Results: After nutrition education, in the educated group, there were improvements on anthropometric/biochemical characteristics, nutrition knowledge, dietary attitude and nutrient intakes in the educated group compared to the non-educated group. We observed a decrease in the mean weight, total cholesterol (TC) and the incidence of overweight/obesity and hypercholesterolemia and an increase in the mean lean body mass. The scores of nutrition knowledge, 'Function of carbohydrate, protein, vitamin, mineral' and 'Food Sources of fat, vitamin, mineral' were increased. The scores of dietary attitudes, 'Taking a joyful meal, a leisurely meal, a balanced meal, a meal with sufficient vegetables, a meal with diversity, a meal with spicy foods, a meal with overeating' were increased. The intakes of energy, carbohydrate, fat, protein, vitamin A, thiamin, Zn and cholesterol were decreased. The scores of INQ, protein, vitamin A, vitamin C, thiamin, riboflavin, vitamin B6, folate, Ca, P, Fe, Zn were increased. Conclusions: The nutrition education focused on personalized daily energy requirement and food exchange unit using Food Exchange System for overweight and obese may improve food behavior, dietary intakes and symptoms of overweight and obese, even in a community health center.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.