• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.11-23
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• 2014

The purpose of this study is to analyze the degree of argumentation structure development and factors of development of preservice teachers through SSI related argumentative writings. The study was conducted with 16 preservice teachers that students taking elementary science education theory class in K university located in Chungbuk. The testees wrote six SSI related argumentative writings (once a week), and we examined the degree of argumentation structure development and the change in the recognition of SSI of the preservice teachers by comparing the writings before and after the experiments. The experimental results showed that argumentation structure of the preservice teachers'writings improved and argument level (argument capability) of them also increased as the number of writing was increased. Factors that affect the argumentation structure improvement are mainly argumentation structure education, a number of writings, feedbacks, and subjects related to SSI. In this aspect, the argumentative writing on SSI has the effect of developing scientific sophistication and enhancing the decision-making power of students, and it has positive impacts in science education.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.113-128
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• 2012

This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers' perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had a narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.26 no.6
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• pp.439-445
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• 2013

The soil-structure interaction(SSI) effect should be considered to accurately assess the seismic response of structure constructed on soft soil site other than the hard bedrock. Recently, the demand of SSI analysis has increased due to strengthening of the regulatory guidelines of nuclear power plant such as the USNRC SRP 3.7.2. In this study an accuracy and running time of the KIESSI-3D program for large-scale 3D SSI analysis were investigated. The seismic SSI analysis using the KIESSI-3D program was performed for several examples of large-scale three-dimensional soil-structure interaction system. The analysis results were compared with those of the ACS/SASSI program. Good agreements in transfer functions at selected locations showd that KIESSI-3D yields accurate solution for large-scale SSI problem. Moreover, it was found that running speed of the KIESSI-3D for large-scale 3D SSI analysis is much faster than that of the ACS/SASSI about 30~2000 times.

• Journal of Science Education
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• v.42 no.1
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• pp.12-26
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• 2018

This study examined the effects of SSI argumentation program on the preservice biology teachers' decision-making types and communication ability. The SSI argumentation program was developed based on 'Social Decision-Making & Problem-Solving strategy' and Toulmin's argumentation pattern. The preservice teachers had opportunities of SSI argumentation through small group discussions. They were asked to identify the issues regarding SSI, think of solutions, and make a decision along with claims, warrants, data, and rebuttals. The preservice biology teachers experienced four SSI topics of abortion, euthanasia, gene manipulation, artificial intelligence. The results indicated that the preservice biology teachers significantly improved the communication ability after the intervention, but they did not change their types of decision-making. In addition, after the intervention, the Pearson correlation results indicated that 'the logical type' of decision-making significantly relates to the communication ability(p<.01). The preservice biology teachers mentioned that they improved their ability of considering warrants, data, background information, context, and rebuttals. Further, the preserivce biology teachers mentioned that they became take an interest in socioscientific issues and improved their ability of accepting criticism from others as well as caring about others when they argue each other. This study implicated that the SSI argumentation program has effects on improving personality education in school science.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.739-751
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• 2018

The purpose of this study is to identify the differences of argumentation discourses for Socio-Scientific Issues in the types of decision-making and personality traits of pre-service biology teachers. For this study, SSI discussion topics were selected according to four types of decision making: logical reasoning, suggestion of complement, emotional base, and internal conflict. Three groups were constructed based on personality traits such as extroversion, acceptability, and integrity. Each three group used the workbook specially developed and freely used the smart device for discussion. A recorder and a camcorder were used to record each group, their behavior was recorded and the written materials during the discussion were collected for the results. Using Walton's analysis framework, the collected data analyzed in terms of the source of utterance, the process of dialogue shift, and the critical movements that can judge the reasoning of utterance. As a result of the study, it was confirmed that the decision-making type of SSI topics and learners' personalities were influential in the decision-making process of SSI small group discussions. This research shows that there is a need to develop instructional materials considering decision-making types and learners' personality types of students as well as pre-service teachers for SSI discussion.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.2
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• pp.41-55
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• 2019

Objective : This study was conducted to validate the content validity of the Korean version of the school setting interview (SSI) that assesses the adequacy of school environments for students aged 9-19. Methods : The Korean version of the SSI, which was completed via a translation-reverse translation process, was verified by conducting a questionnaire on category suitability two times with 35 experts. Results : The content validity index (CVI) for the entire K-SSI tool was .90 in the first test. The "Maps and diagrams" measurement in reading items and the "Taking a shower" measurement in sports activities were both below .75. A second round of verification was conducted after the CVI was modified. As a result, the secondary verification CVI results were further raised to .93. Conclusion : This study confirmed that the K-SSI contains items that are appropriate to Korean culture; it has been proven to have high content validity. Future continuous research and clinical use are required to study the validity and reliability of the K-SSI. Further, this tool should also be applied to students with diverse disabilities who face difficulties in school settings.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.59-70
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• 2021

Ability to make informed decisions by critically evaluating media information on socioscientific issues (SSI) is one of the crucial elements of scientific literacy that citizens should obtain. This study aims to investigate how middle school students evaluated media information about socioscientific issues (SSI) when they faced two different types of information (i.e., numerical and empathic information). To achieve the aim, 96 middle school students responded to the questionnaires asking them to evaluate reliability and persuasiveness of SSI media information. The questionnaires consisted of two sets of newspaper articles on each SSI (pro-numerical/empathic, against-numerical/empathic). After reading the articles, the students evaluated reliability and persuasiveness of each article and wrote the reasons for their evaluation. The results were as follows: First, the students believed that news articles with numerical information were more reliable than the ones with empathic information in all SSI contexts. They tended to trust scientific evidence and data from numerical information, and real cases, societal problems, expressions, and values from empathic information. In addition, they evaluated their reliability based on the logic of information, accuracy of information, breadth and depth of data, and quantity and quality of sources both numerical and empathic information. Second, in case of evaluating persuasiveness of the articles, they focused more on the values that information contained, richness and logicality of the information, rather than the types of information, regardless of the type of information.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.446-459
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• 2024

This study aims to examine the development and learning process of the argumentative abilities in elementary school students with regards to learning science. Toward this end, the SSI argumentation education program was implemented in conjunction with the science curriculum for sixth-grade students across 10 months. In this process, the scoring criteria in terms of formal and content aspects were developed and used to assess their argumentative text analysis and expression abilities. The results were as follows: First, the type of SSI influenced their ability to analyze argumentative texts. However, their formal and content aspects improved as learning progressed. Second, with regards to the formal aspect associated with the ability to express argumentative texts, reasons were initially most frequently cited. Over time, incorporating evidence to support these reasons and the use of rebuttal also increased. Third, in terms of content aspect, the level of use of all elements increased as learning progressed; however, level of acknowledgments and rebuttal elements exhibited a relatively slower progress. In summary, ability of the students to analyze and express argumentative texts improved as they increasingly gained experience in learning about argumentation. The study deduced that elementary school students can develop their argumentative abilities through appropriate learning support, such as teacher feedback, along with implementation of the SSI argumentation education program over an extended period. Based on these results, the study proposes the development of SSI materials and incorporation of SSI argumentative writing in the science curriculum.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.453-464
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• 2017

The purposes of the study are to investigate the experiences of major stakeholders (i.e. science teachers, program instructors, local experts, etc.) who participated in implementing Community-Based Socioscientific Issues Programs (SSI-COMM) and to provide educational implications for further implementation. SSI-COMM dealt with three issues (i.e. abandoned pets, fine dust, and recycling) that students often encountered in their local community. Each program, lasting over 16 class periods in a free semester, included in-school and out-of-school activities in order to promote their interest and participation in community. Four teachers, four program instructors, and six local experts joined the interviews to explain their experience of participating in the programs. As a result, school teachers, program instructors, and local experts positively appreciated their experiences of the program implementation and perceived educational potentials of SSI-COMM. All the stakeholders mentioned that they became more interested in local socioscientific issues and strongly perceived the need for the implementation of such programs linked to their own community. The science teachers appreciated the opportunities to identify students' potentials through SSI-COMM and believed that SSI-COMM would contribute to reducing the gap between learning and practice. The program instructors, observed that out-of-school activities contributed to enhancing students' self-confidence and fulfillment in learning. Finally, the local experts obtained a sense of belonging to their community and were very satisfied with their contribution. The SSI-COMM programs are expected to be one of the educational models that will help to encourage the participation of students and stakeholders in facilitating educational activities in relation to the community.