Factors of Korean Students' Achievement in Scientific Literacy

Shin, Donghee,Ro, Kooghyang 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.5

Korean students ranked the 3rd out of 32 participating countries in the first cycle of PISA(Programme for International Student Assessment) science field, which assessed 15-years-old students' scientific literacy. PISA developed several variables such as parents' socio-economic status, parents' educational attainment, family wealth, and cultural possession, to investigate the effects of background variables on scientific literacy. On the other hand, motivation and engagement in science study were not given much attention, partly because science was the minor area in the first cycle of PISA. Therefore, PISA Korea developed a series of variables to collect data on students' learning motives and out-of-school activities in science as a national option. The results are as followings. First, Korea was found to be one of the PISA participating countries with the scientific literacy achievement least influenced by parents' socio-economic status, family wealth, and parents' cultural possession. Second, the degree of achievement in scientific literacy according to parents' educational attainment was in a positive correlation, similar to the overall tendency of PISA. Third, the most crucial learning motive for Korean students was their desire to develop scientific thinking abilities or obtain science knowledge. On the other hand, choosing jobs in the field of science or parental expectation was the least important learning motive. In particular, the motive for scientific learning was found to have a positive relationship with the degree of scientific literacy achievement. Therefore, the higher the students achievement, the stronger the motive for scientific learning in order to develop their ability to think scientifically or acquire science knowledge. Fourth, Korean students were shown to participate very little in out-of-school scientific activities other than watching TV programs related to science. Whatever the activities may be, the more actively involved students are in out-of-school scientific activities, the higher their scientific literacy achievement. Fifth, Korean girls were rather passive compared to boys in all areas, including science learning motive and out-of-school scientific activities. The gender difference was especially more pronounced in out-of-school scientific activities with wider gaps in such activities as reading scientific books or articles and visiting science-related web sites.

Exploring Preservice teachers’ Understandings about Scientific Literacy embedded in Science Camp at Science Center

Young-shin Park,Angie Y. C. Chen,Nelson C. C. Chen 대한지구과학교육학회 2013 대한지구과학교육학회지 Vol.6 No.1

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students’ scientific literacy; scientific knowledge, inquiry skills for experimentation and for argumentation, affective domain such as the attitude of science and nature of science, and nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers’ understandings about scientific literacy were not scored much (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which embedded the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

국내 포탈사이트 과학 기사 분야와 과학적 소양 내용 요소 분석

이명제 ( Myeong Je Lee ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.3

The purpose of this study is to analyze science fields and content elements of the science reports in a web portal site of Republic of Korea in view of scientific literacy. The main results of the analysis on the 679 reports sampled in a year are as follows. First, 506 reports in 46 fields were identified. Reports about technology and earth science occupies 16% respectively, and life science occupies 13%, medical science 4%, chemistry, company, others 3% and physics 1%. Almost reports show technology as associate field. Second, the frequency rate of reports including scientific literacy content elements is 52%. Reports related to ‘physics’ and ‘chemistry’ as dominant fields show relatively high rate in scientific literacy elements. The element, ‘social context’ is included in about 96% of the reports. Both ‘data and statistics’ and ‘application’ show relatively low rate and large gaps according to dominant fields. A few concluding remarks and proposals follow from these results. First, as almost science reports show the nature of integrated science, scientific literacy acquisition through science reports in internet requires the integrated scientific view. Especially most science reports includes the contents related to technology or medical science, so the point of view in the science-technological literacy is required. Second, the scientific literacy content elements in reports show various rates according to dominant fields. Therefore, science reports need to complement the deficient content elements to carry out the role of science reports as scientific literacy sources.

과학적 소양 관련 논문에서 서술자의 종류와 빈도 특성 연구

이명제 ( Myeong Je Lee ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.4

This study analyzed the kinds and frequencies of descriptors in 154 articles in ERIC data base on the 4th day of January in 2010. The titles of the articles includes the words, ``scientific literacy``. As each descriptor is constituted of two words and over, in this study the first word in the descriptor was defined as ``restrictive word`` and the rest word(s) as ``target word(s)``. The results are as follows. First, the descriptors which show high frequencies of target words are the traditionally important themes of scientific literacy education. Target words which show relatively high frequency are ``education``, ``literacy``, ``instruction`` and ``countries``. Low frequency word is ``curriculum``, which has various restrictive words and represents wide differentiation. Second, among the descriptors which show low frequencies of target words, relatively high frequency descriptors are ``(and)society``, ``change``, ``secondary education``, ``concepts``, and ``biology``, which have been given more attention in scientific literacy research than the rest descriptors. Third, the number of the descriptors that shows largely distributed pattern A, which happens over 15 years continuously, is over the half of all analyzed descriptors, which shows that they have been the major objectives in researches about scientific literacy. Most descriptors of pattern A shows normal distribution of frequency or the trends of increasing frequency as the time is nearer. Fourth, The descriptors are divided into four groups according to the time span. Each research trends are as follows. In later 80s, the research which emphasizes the impotance of the sociality and technology in all level school science curriculum. In later 90s the research for educational change of inquiry-centered science curriculum which considers technological literacy in social contexts. In earlier 2000s the research that scientists and science teachers develop science curricula mostly related to scientific principles and thinking in chemistry and biology especially. In later 2000s case studies which relates teaching methods and science process activities to students` attitudes, scientific concepts and curricula.

Exploring Preservice teachers' Understandings about Scientific Literacy embedded in Science Camp at Science Center

Park, Young-Shin,Chen, Angie Y.C.,Chen, Nelson C.C. The Korean Society of Earth Science Education 2013 대한지구과학교육학회지 Vol.6 No.1

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

과학적 소양(scientific literacy) 지향의 유아 과학교육 목표 설정

최양미 ( Choe Yang Mi ) 미래유아교육학회 2003 미래유아교육학회지 Vol.10 No.1

This article is to develop early science education goals for achieving scientific literacy. It searches for definitions on scientific literacy and examine the aims. First, results of definitions on scientific literacy are as follows. Definitions on scientific literacy are ① science ; nature of science, scientific knowledge, scientific skills, inquiry of science ② relationships of science ; the relationships between science and technology, society, life, and the other subject matters ③ A learner ; interests, understanding on surroundings, communications and decision making, lifelong learning. Second, the results of analyzing and setting goals of early science are as follows ; ㆍ Science Itself Area - 1) understandings of basic science area, 2) learning basic process of science area, 3) scientific attitude area ㆍ A Relation with Science Area - 1)science- Technology- Society(STS) area, 2) contributions of science area ㆍ A learner area - 1)abilities and skills development area, 2)attitude development area

2009 개정 고등학교 과학교과서의 과학글쓰기 활동 분석 : 글쓰기 유형, 형태, 과학적 소양, 비판적 사고를 중심으로

정민이,여성희 韓國生物敎育學會 2013 생물교육 Vol.41 No.1

The purpose of this study is to analyze the writing activities in six species of high school science textbooks and to provide basic data to explore the direction of science writing class. Analytical standards on writings systems are in aspects such as writing type, form and the supplementary materials. Analytical standards on science education goals are in aspects such as scientific literacy and critical thinking. In terms of writings systems, there are 320 science writings in textbooks. They are significantly different from publisher and section. As a result of writing type; there are 256(80%) explanatory writings, 46(14%) critical writings, and 18(6%) creative writings. Therefore, the results show a bias towards explanatory writing. As a result of writing form; there are 138(43%) completed forms, 111(35%) recognition-checking forms, and 71(22%) research-practice forms. Completed form and recognition-checking form are both considerable parts of the total. So, scientific writing education is still in a system that focuses around recognition and memorization. In terms of science education goals, the result of scientific literacy emphasized in science writing is as followed. 158(49%) is of the scientific knowledge, 116(36%) is of STS, and 46(14%) is of the processes of science. Thus the results are concentrated in the dimension of the scientific knowledge. However, it does show a significant difference depending on the section. Different dimensions of scientific literacy were able to highlight depending on writing topic. As a result of critical thinking, emphasized in scientific writing; 254(79%) are of analysis, 86(27%) are of inference, 54(17%) are of evaluation, and 8(2.5%) are of uncritical cases. Once again the results have a bias. Scientific writing education has the potential to promote critical thinking because the various critical thinking skills high highlight depending on topic, writing type, form, supplementary materials, and the scientific literacy.

대학생의 과학 정보에 대한 신뢰도 판단 특성

문지영(Mun Ji yeong),김은진(Kim Eun jin),김성원(Kim Sung Won) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.1

본 연구는 과학 정보를 선택하고 판단하는 일상적 맥락에서 과학 정보의 신뢰도를 판단하는 기준과 그 특성을 탐색하는 것을 목적으로 한다. 이를 위해 대학생들이 미디어에 제시된 과학 정보를 선택하여 신뢰도를 어떠한 기준에서 판단하는지 살펴보았다. 연구 참여자는 서울 소재 대학에서 과학 교양 과목을 한 학기동안 수강한 45명의 대학생이었다. 강의가 이루어지는 기간 내에 연구 참여자들은 미디어에 제시된 과학 정보 중 신뢰하는 정보와 신뢰하지 않는 정보를 한 가지씩 선택한 후 각 과학 정보에 대한 내용 요약 및 신뢰할 수 있는 이유, 신뢰할 수 없는 이유에 대한 보고서를 작성하고 제출하였다. 자료 수집은 학생 보고서를 통해 이루어졌고 총 90개의 과학 정보에 대한 신뢰도 판단 근거를 분석하였다. 2인의 연구자가 귀납적 분석을 통해 총 243개의 신뢰도 판단 근거를 비교하고 분류하여 범주화하였고, 이를 기반으로 243개 신뢰도 판단 근거의 빈도수를 체크하였다. 연구 결과, 신뢰도 판단 기준을 1) 과학 내용에 기반을 둔 신뢰도 판단, 2) 과학 정보의 질적 측면에 기반을 둔 신뢰도 판단, 3)사회적/윤리적 측면에 기반을 둔 신뢰도 판단, 그리고 4) 개인적 신념과 일상경험에 기반을 둔 신뢰도 판단의 4가지 범주와 12개의 하위 범주로 나타났고, 하위 범주별로 각 신뢰도 판단 사례를 제시하고 기술하였다. 응답비율을 살펴보면, 과학 내용에 기반을 둔 신뢰도 판단의 비율이 가장 높게 나타났고 상대적으로 사회적/윤리적 측면에 기반을 둔 신뢰도 판단 사례가 적었다. 한편, 과학 정보가 지닌 윤리적 측면에 기반을 둔 신뢰도 판단은 신뢰하지 않는 과학 정보에 대해서만 나타났다. 연구 결과를 바탕으로 과학 정보의 판단과 평가를 위한 과학 수업에 대하여 제언하였다. In contemporary society, the ability of decision making has been emphasized as a key component of 21st century scientific literacy. 21st century citizens contact with scientific information through the Internet, TV programs or news coverage. In order to acquire the necessary information and to make a decision about it, the public and students need to evaluate and judge scientific information presented in the media. This study aimed to explore how undergraduate students evaluate the trustworthiness of scientific information in the daily context of selecting and judging scientific information. Data was collected from 45 college students enrolled in a science liberal arts course for one semester. During the lecture period, the students selected two types of scientific information presented in the media, one is a trustworthy information and the other is not. They evaluated the trustworthiness for each scientific information. Students’ written paper were collected and analyzed. A total number of 243 evaluation criteria were founded. They were compared, classified and categorized based on inductive analysis by two researchers. Results indicated that students evaluates the trustworthiness of scientific information based on four criteria: 1) the scientific content, 2) the quality of information, 3) social/ethical aspects of science, and 4) personal belief and everyday experience. Many students focused on the scientific content for evaluating the trustworthiness of scientific information, both of the trustworthy and the untrustworthy information. On the other hand, students rarely draw up social/ethical aspects for evaluating the trustworthiness of scientific information. Also, students’ evaluation based on the ethical aspect of scientific information appeared only for the scientific information which was not trusted. Based on the results of the research, we proposed the science lesson for judging and evaluating the science information.

과학적 소양과 비과학적 신념에 대한 대학생의 인식

이용길,강경희 사단법인 인문사회과학기술융합학회 2016 예술인문사회융합멀티미디어논문지 Vol.6 No.11

The purpose of this study was to investigate undergraduates' perception on pseudoscience beliefs and scientific literacy. Also it was to survey the influence of undergraduates' gender and major for their perception on pseudoscience beliefs and scientific literacy. Subjects were 598 undergraduates who enrolled A local university. In the result of this study, pseudoscience beliefs of undergraduates was 2.64 mean score, understanding level on scientific literacy was 0.72 mean score. This result showed that undergraduates' pseudoscience beliefs are comparatively high. The result of t-test showed significant difference between groups according to gender. Also the result of ANOVA showed among groups according majors. This result showed that the gender and the majors of undergraduates had an influence on pseudoscience beliefs and scientific literacy. The result of regression analysis appeared that scientific literacy of undergraduates affected their pseudoscience beliefs. These results suggested the need for a specialized program development according to gender and majors to cultivate scientific literacy and critical thinking to pseudoscience beliefs. 이 연구의 목적은 비과학적 신념과 과학적 소양에 대한 대학생들의 인식을 알아보는 것이다. 또한 대학생들의 성별과 계열이 비과학적 신념과 과학적 소양에 대한 인식에 영향을 미치는지 조사하는 것이다. 연구 대상은 A대학의 대학생 598명이다. 조사 결과 대학생들의 비과학적 신념은 평균 2.64점이었고, 대학생의 과학적 소양 이해 수준은 평균 0.72점으로 나타났다. 이와 같은 결과는 대학생들의 비과학적 신념이 비교적 높다는 것을 보여주는 것이다. 대학생의 성별에 따른 t-test 결과 비과학적 신념과 과학적 소양에서 유의미한 차이가 있는 것으로 나타났다. 또한 대학생의 계열에 따른 ANOVA 결과 비과학적 신념과 과학적 소양은 유의미한 차이가 나타났다. 대학생의 성별과 계열이 비과학적 신념과 과학적 소양에 영향이 있음을 보여주었다.과학적 소양과 비과학적 신념에 대한 회귀분석 결과 과학적 소양이 비과학적 신념에 영향을 미치는 것으로 나타났다. 이 결과는 비과학적 신념에 대한 비판적 인식과 과학적 소양의 함양을 위해서는 성별과 계열에 따른 특화된 프로그램이 개발되어야 할 필요가 있음을 시사하고 있다.

실생활 맥락에서의 관찰을 강조한 STEAM 과학 수업이 초등학교 학생들의 과학적 소양에 미치는 영향

김은희 ( Kim Eun Hee ),전영석 ( Jhun Young Seok ) 서울교육대학교 초등교육연구소 2017 한국초등교육 Vol.28 No.3

본 연구의 목적은 실생활 맥락에서의 관찰을 강조한 STEAM 프로그램을 초등학교 학생들에게 적용하여 학생들의 활동 분석을 통해 2015 개정 교육과정에서 강조하는 과학적 소양 함양 과정을 알아보는데 있다. 2015 개정 교육과정에서 제시한 과학의 목표는 모든 학생들의 과학의 개념을 이해하고 과학적 탐구 능력과 태도를 함양하여 개인과 사회의 문제를 과학적이고 창의적으로 해결 할 수 있는 과학적 소양을 기르기 위함이다(교육부, 2015). 또한 과학에서는 일상의 경험과 관련이 있는 상황을 통해 과학 지식과 탐구 방법을 즐겁게 학습하고 과학적 소양을 함양하여 과학과 사회의 올바른 상호 관계를 인식하여 바람직한 민주시민으로 성장할 수 있는 것을 강조한다. 학생들의 과학적 소양을 함양하는 과정을 알아보기 위해 초등학교 3학년 1학기 과학교과 `자석의 이용` 단원과 관련한 STEAM 프로그램 6차시 분량을 개발하였다. 이 프로그램에서는 특별히 학생들이 실제 경험하고 접할 수 있는 실생활 맥락에서의 관찰과 그 관찰한 결과를 서로 모아 의미 있는 결과를 창출하는 과정을 강조하였다. 이 연구를 수행하기 위하여 STEAM 프로그램을 서울특별시 K 초등학교 3학년 2개 반에 적용하여 학생들의 활동 과정을 자세히 분석하였다. 해당 프로그램을 6차시 정도 도입하여 짧은 시간에 사전 및 사후 검사 결과를 통해 과학적 소양의 향상 여부를 판단하기에는 제한점이 있다. 따라서 본 연구에서는 학생의 활동을 미시적으로 관찰한 뒤, 학생의 활동과정을 분석하여 과학적 소양의 함양 과정을 자세히 알아보는 질적 연구를 수행하였다. 실생활 맥락에서의 관찰을 강조한 STEAM 프로그램을 적용한 학생들의 활동 및 학습 과정을 분석한 결과 실생활 맥락에서의 관찰을 강조한 프로그램이 학생들의 과학적 소양을 함양하는데 긍정적인 역할을 하는 것으로 나타났다. 특히 자연 현상 및 일상생활에서 문제를 과학적으로 탐구하는 능력과 과학 학습의 즐거움을 인식하여 평생학습 능력에 긍정적인 도움을 준 것으로 보인다. 실생활 맥락에서의 관찰을 강조한 STEAM 수업이 긍정적인 효과를 바탕으로 보다 다양한 주제를 다양한 대상으로 확대하여 적용한다면 학생들의 2015 개정 교육과정에서 강조한 과학적 소양 함양에 필요한 교수˙학습 전략을 수립하는데 도움이 될 것이다. The purpose of this study is to investigate the process of cultivating scientific literacy as emphasized as a goal of science education in the 2015 revised Korean National Curriculum. The goal of science education is to cultivate scientific literacy. This can be defined as the ability to understand scientific concepts and develop scientific inquiry skill. This can help students to solve personal and social problems in a scientific and a creative way. Science emphasizes the ability to learn scientific knowledge and inquiry methods through everyday situation and experiences. This is to help students recognize the interrelationship between science and society. The STEAM program is consists of 6 periods which is related to magnets and compasses. The importance of observation is emphasized in this program, especially on the real-world phenomena. The program was taught to two 3rd grade classes totalling 49 students in Seoul, South Korea. There were limitations in judging whether scientific literacy could be improved, through the results of the pre- and post-tests in such a short time. Therefore, in this study, we conducted qualitative research that closely examined the process of cultivation of scientific literacy by analyzing the students` learning process. This was done by observing the activity of the student microscopically. After analysis a positive role in cultivation the students scientific literacy was observed, especially on solving real world problem scientifically. Based on the positive effects of the STEAM program, which emphasizes observation of real world phenomena, it would give good influence on developing teaching strategies which can help students develop their core-competence in science.