Choi A-ran
Ewha Womans University · 社会科学
研究室紹介
Professor Choi A-ran's research lab specializes in science education, with a strong focus on pedagogical content knowledge (PCK), inquiry-based learning, and argumentation in science and chemistry education. The lab investigates how preservice and in-service science teachers develop content knowledge, notice student misconceptions, and implement effective instructional strategies—particularly through inquiry-oriented and process-oriented science teaching approaches. Research also emphasizes the role of writing, reasoning, and evidence-based argumentation in enhancing student understanding and teacher practice in secondary and university-level science classrooms.
Research Overview
Research Output Trend
Figures are computed from collected data and may differ slightly.
Selected Papers
15Pedagogical content knowledge (PCK) is central to teachers’ professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are related to teachers’ PCK levels. This study investigated which proxy measures of teacher quality best predict teachers’ PCK levels with 166 secondary science
Background:A critical component of teacher effectiveness is how teachers notice students’ misconceptions and adjust the instructional approach accordingly.Taking a stance that the teachers’ instructional quality is crucial to students’ learning, a qualitative international comparison study was performed to examine science teachers’ perceptions of and their approaches toward students’ misconception on photosynthesis between the United States (US) and South Korea.Material and methods:A web-based o
Background:We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is to explore university students’ understanding of chemistry processes -- i.e., how chemical knowledge and products are constructed and used -- and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course.Material and methods:The data were collected from four classes offer
Fifteen experienced grade 5-10 teachers each taught two sections of students – one with an STS approach and one following closely the curriculum with a “directed inquiry ” approach. Data were collected from five teaching and assessment domains from the two classes. These include: science concepts, science process skills; creativity, attitudes, applications of concept and processes in new contexts. There was no difference found in assessing in the concept domain. In all the other four domains stu
(Investigaciones basadas en la argumentación en el laboratorio de Química General para profesores en formación) El propósito de este estudio es el de examinar los efectos de investigaciones basadas en argumentación sobre el laboratorio de Química General, tanto acerca de la comprensión de conceptos químicos, como del resumen de la actividad escrita de profesores de ciencia en formación. Las investigaciones basadas en argumentación sobre el laboratorio de Química General fueron desarrolladas sobr
본 연구는 논의와 글쓰기가 과학 탐구에 접목된 탐구적 과학 글쓰기 수업을 과학 수업 현장에 투입한 후 학생들의 요약 글쓰기, 논리적 사고, 그리고 학업 성취도에 미치는 효과를 알아보고자 하였다. 대도시 소재 여자중학교 2학년 4개 반을 선정하여, 7개 주제에 대하여 실험 집단 2개 반에는 탐구적 과학 글쓰기 수업을, 비교 집단 2개 반에는 교과서 위주의 강의와 안내된 실험 수업을 실시하였다. 학생들의 요약 글쓰기 분석 결과 핵심 개념(big idea) 영역과 과학 개념 설명 영역에서 비교 집단과 실험 집단 사이에 유의미한 차이가 나타났다(p<.05). 학생들의 논리적 사고와 학생들의 학업 성취도에서도 각각 비교 집단과 실험 집단 사이에 유의미한 차이가 나타났다(p<.05). 그리고 학업 성취도에서는 수업 처치와 구획 변인 사이의 상호 작용 효과도 나타났는데(p<.05), 탐구적 과학 글쓰기 수업은 하위 집단에서 유의미한 차이를 보였다(p<.05). 요약 글쓰기에서 논의 과정과 글쓰기