송진웅 교수

This study investigated five different aspects (mental image, physical image, source of the image, scientists around us, and my favourite scientist) of Korean students images of the scientists. The data, quantitative and qualitative, from the responses of a total of 1137 students from three different groups (age 11, 13 and 15) were analysed to calculate the relative frequencies of some identified patterns of responses and to make comparisons between different genders and different age groups. Ko

The aim of this study was to investigate STEAM (Science, Technology, Engineering, Arts, and Mathematics) teacher education and to examine the successful conditions for its implementation. This study observed two leading schools that have actively participated in STEAM education since the initial stage of STEAM education in Korea. Through participant observation, we videotaped actual lessons, interviewed teachers, and collected their documents. The data analysis was carried out from a community o

Research on nature of science (NOS) has confirmed that students’ understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students’ NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject ‘scientific inquiry and experimentation’ in Korea. The analysis of 84 tasks

Abstract This study examined the interaction effect between two of the scientific process skills (interpretation and application) assessed by the UK national science monitoring (APU) in two task contexts (scientific and everyday). Two hundred and twenty‐eight pupils in Seoul, Korea, of both sexes and in two age groups (13 and 15), were given altogether 14 pairs of paper‐and‐pencil type questions, seven on interpretation skills and seven on application skills. Special attention was paid to ensuri

Physics equation represents a relationship among symbols by modelling conceptual knowledge of physics mathematically. Teaching and learning the rich meanings of physics equations can enhance learners’ understanding of physics concepts. From this expectation, we introduced various discussions which categorised the meaning of the physics equation according to the semantic relationship between the related concepts and the function and status of the physics equation. The physics equations are classi

This paper aims to review the overall development of constructivist approaches in science education research from two different perspectives, that is a summary of the past development in science education in general and a report of the outline of a recent research project on students' physics misconceptions in particular. In the summary of the past development of constructivist science education, the introduction of constructivism as well as its psychological and philosophical backgrounds are br

This study examined the interaction effect between two concept requirements (without and with concept application) and two task contexts (everyday and scientific) on pupils’ responses to questions about control of variables, some of which were previously assessed in the UK national science monitoring (APU). Three hundred and twenty four pupils in Seoul, Korea, of both sexes and in three age groups (12, 13 and 16) were given altogether twelve pairs of paper and pencil questions, six without conce

Every classroom environment reflects the cultural features of the country where it is located. In this study, with a focus on cultural features, we compared the science classroom environments of two Asian countries: Korea and Thailand. For this, What Is Happening In this Class (WIHIC) and the Cultural Learning Environment Questionnaire (CLEQ) were administered to 1575 students (765 from Korea and 810 from Thailand) in Grades 4, 6, 8, and 10. The results of two instruments were analyzed and discu