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Suggestions for Effective Applications of Materials to Teach the Nature of Science

Ikgyun Kim · Jong-Ju Kim

Department of Physics Education, Chungbuk National University, Cheongju 361-763

Jongwon Park ^∗ · Wonho Shin

Department of Physics Education, Chonnam National University, Gwangju 500-757 (Received 13 April 2011 : accepted 1 June 2011)

The purpose of the present study was to determine the change in students’ understanding of the nature of science and the relation between the understanding of the nature of science and

-549-

science learning. To do this, we selected 35 freshmen from teacherîs college. We used the six SNST (Statements describing the nature of scientific thinking) about the nature of induction, deduction and abduction. To the subjects, we applied an activity program developed according to the SNST to help them understand the nature of science and how the nature of science can be useful for science learning. We asked the subjects to complete a questionnaire consisting of 5 Likert scales and describing each SNST and the relation between understanding the philosophy of science and science learning before and after each activity. According to results, except for SNST 2, significant differences in the understanding of the nature of science before the activity and that after the activity were noted (p < .01). The effect size was 1.00. Also significant differences in understanding hour the nature of science can be useful for science learning before the activity and that after the activity were observed (p < .01). The effect size was 0.62. From these results, we can conclude that the developed activity programs are useful for students’ understanding of the nature of science and its usefulness for science learning.

PACS numbers: 01.40.Fk

Keywords: Nature of science, Learning Activity, Philosophy of science and learning science

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E-mail: [email protected]

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II. Ž ì ŏ Œ U ê s0 n É

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¾ º“ ¦, ™ è% ò % i `  ¦ 8 ú x 42 > h– Ð
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të  H`  ¦  6   x % i  (³ ð 1).

Table 1. Statement describing the Nature of scientific thinking.

Scientific Thinking Statement describing the Nature of scientific thinking (SNST) Code Inductive thinking is used to infer general law from limited numbers of observations. SNST 1 induction

Scientific law via inductive thinking cannot be guaranteed the truth of scientific knowledge. SNST 2 Scientific explanation is the process of drawing a deductive conclusion through premises

deduction consisting of general law and initial conditions. SNST 3 Deductive thinking is used to predict an experimental result based on a hypothesis. SNST 4 Abductive thinking is used to generate or invent a new scientific hypothesis to explain

abduction new phenomena. SNST 5

Abductive thinking involves similarity-based reasoning between the background knowledge

and new phenomena to be explained. SNST 6

Table 2. Content of Questionnaire.

Category Question Number Question Response

(after presenting each SNST) Do you agree with Agreement on SNST 1 ∼ 6

the given statement? Likert scale

Do you think that science teacher needs to understand

Understanding 7

each statement for better science teaching?

the philosophy of science Do you think that science students need to understand Likert scale for science learning 8

each statement for their own science learning?

Describe your view about the relationship

9 between the philosophy of science and science learning. Description

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± ú

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1. SNST ; c 6 ” X ¢ T A 0
ì Å× D

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 „  õ  Ê ê\  y Œ •y Œ • SNST\  @ /ô  Ç 1 l x _ # ŒÂ Ò\  ¦ Ó ü t% 3 `  ¦ M : 6

£

x ² ú š  õ   H [ ³ ð 3] ∼ [³ ð 5]ü < ° ú   .

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\

 @ /K  1 l x _    H & ñ • ¸ „  ^ ‰& h Ü ¼– Ð  Ö ¸1 l x„   0.45\ " f

 Ö

¸1 l x Ê ê 1.40Ü ¼– Ð Ä »_ p  >  7 £ x ô  Ç  כ Ü ¼– Ð
 z Œ ¤“ ¦(p

< .01), y Œ •y Œ •_   Ö ¸1 l x`  ¦ ˜ Ѐ  , SNST 2\  ¦ ] jü @ “ ¦  H — ¸¿ º Ä

»_ p  >  7 £ x ô  Ç  כ Ü ¼– Ð
 z Œ ¤ . SNST 2  H “ ) ± ú š& h 

 

 : r“ É r ‚ à Ðs  “ ¦ ½ + É Ã º \ O  ñ  H  כ Ü ¼– Ð 1 l x _    H & ñ • ¸

0.20 \ " f 0.80Ü ¼– Ð 7 £ x  % i Ü ¼
,  Ö ¸1 l x Ê ê\ • ¸ 1 l x _  t 

· ú

§  H † < ÆÒ q ts  „  ^ ‰ 35" î ×  æ \ " f 11" î s  e ” # Q, ç ß –é ß –ô  Ç  Ö ¸ 1

l

x ë ß –Ü ¼– Ѝ  H s  ? /6   x \  1 l x _    H  כ s  ~ 1 t  · ú §6 £ §`  ¦ · ú ˜ à º e ”

% 3  .

Effect size\  ¦ ½ ¨K ˜ Ѐ  , „  ^ ‰& h Ü ¼– Ѝ  H 1.00 s % 3 “ ¦, : Ÿ x

>

& h Ü ¼– Ð Ä »_ p ô  Ç 7 £ x \  ¦ ˜ Г    â Ä º\ ë ß – ¶ ú ˜( R˜ Ѐ   0.79

∼ 1.73“    כ Ü ¼– Ð
 z Œ ¤ . : Ÿ x > & h Ü ¼– Ð ˜ Ð: Ÿ x 0.80 s €   % ƒ

Table 3. Student responses between the before and after the activities (N = 35).

Before/ Response

SNST After 2 1 0 -1 -2 Average After-Before t effect size

Before 7 17 3 8 0 0.66

SNST1

After 23 9 0 3 0 1.49 0.83 4.17

^∗

0.79

Before 5 12 5 11 2 0.20

SNST2

After 15 9 0 10 1 0.80 0.6 2.20 0.44

Before 6 16 13 0 0 0.80

SNST3

After 19 15 1 0 0 1.50 0.7 5.63

^∗

0.97

Before 7 15 12 1 0 0.80

SNST4

After 20 14 1 0 0 1.50 0.7 4.78

^∗

0.95

Before 0 4 30 1 0 0.09

SNST5

After 25 9 1 0 0 1.70 1.61 14.5

^∗

1.73

Before 1 3 31 0 0 0.14

SNST6

After 24 10 1 0 0 1.70 1.56 12.8

^∗

1.68

Before 26 67 94 21 2 0.45

Total

After 126 66 4 13 1 1.40 0.9 13.4

^∗

1.00

∗

p < .01

Table 4. Change of responses according to the scientific thinking (N = 35).

Scientific Thinking Before/After Average After-Before t effect size

Induction Before 0.43

(SNST 1 & 2) After 1.13 0.70 4.28

^∗

0.57

Deduction Before 0.80

(SNST 3 & 4) After 1.53 0.73 7.32

^∗

0.97

Abduction Before 0.11

(SNST 5 & 6) After 1.67 1.56 19.35

^∗

1.71

∗

p < .01

Table 5. Positive or negative change of reponses (N = 35, total number of responses = 210).

SNST Before Negative (Nega) I don’t know (Not know) Positive (Posi) After Nega Not know Posi Nega Not know Posi Nega Not know Posi

SNST1 1 0 7 0 0 3 2 0 22

SNST2 6 0 7 2 0 3 3 0 14

SNST3 0 0 0 0 1 12 0 0 22

SNST4 0 0 1 0 1 11 0 0 22

SNST5 0 0 1 0 1 29 0 0 4

SNST6 0 0 0 0 1 30 0 0 4

Total 7 0 16 2 4 88 5 0 88

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Z

 } >   Œ •6   x % i  “ ¦ ½ + É Ã º e ”  ’ x .

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“ § % i   H X <, — ¸¿ º : Ÿ x > & h Ü ¼– Ð Ä »_ p  >  7 £ x ô  Ç  כ Ü

¼– Ð
 z Œ ¤“ ¦, effect size• ¸ 0.57 ∼ 1.71– Ð
 z Œ ¤ .

[ ³ ð 5]  H 6 £ x ² ú š_     o\  ¦ 7 á §  8 ½ ¨^ ‰& h Ü ¼– Ð · ú ˜ ˜ Ðl  0 A ô

 Ç  כ Ü ¼– Ð  Ö ¸1 l x „  \  SNST\  @ /K " f 1 l x _  t  · ú § 
,

¸ ú

˜ — ¸Ø Ô ’ x “ ¦ ô  Ç  â Ä º, Õ ªo “ ¦ 1 l x _ ô  Ç “ ¦ ô  Ç  â Ä º\   Ö ¸ 1

l

x Ê ê\  # Qb  G>     oÙ þ ¡  H t \  ¦ · ú ˜ ˜ Ðl  0 Aô  Ç   õ s  .

[ ³ ð 5]\  _  €  ,  Ö ¸1 l x „  \  ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸Ø Ô ’ x ï

–

Ð 6 £ x ² ú šô  Ç 117> h_  6 £ x ² ú š ×  æ 89 %“   104> h_  6 £ x ² ú šs   Ö ¸1 l x Ê

ê\  îF N& ñ ïÜ ¼– Ð  Ÿ ÷ ¶  כ Ü ¼– Ð
 
(„  ^ ‰ 6 £ x ² ú š à º\  @ / ô

 Ç q Ö  ¦“ É r „  ^ ‰6 £ x ² ú š à º 210s Ù ¼– Ð, 49.5 %\  K { © œ H † d),

Table 6. Students’ reasons for showing negative or ‘I don’t know’ response (N = 18)

Type of change Reasons

positive→I don’t know None

positive→negative SNST1(2)

^∗

: Because observations and data are limited . . . SNST2(3): There may be other (known) factors . . . I don’t know→I don’t know SNST3(1), SNST4(1), SNST5(1), SNST6(1): No reasons I don’t know→negative SNST2(2): It may be false, but can be true.

negative→I don’t know None

negative→negative SNST1(1): I cannot be sure that additional data will be the same in the next time.

SNST2(6): (It will not be true) but, it can be false.

∗

number inside the parenthesis means the number of responses.

Table 7. Relationship between the philosophy of science and science learning.

Relationship between understanding the Nature of Scientific Thinking and Science Learning (RNST & SL) Code

Understanding the SNST can help science teachers to teach secondary school science RNST & SL 1 Understanding the SNST can help secondary school students to learn science RNST & SL 2

Table 8. Change of responses for RNST & SL.

RNST & SL Before/ Reasons Average

t effect size

After 2 1 0 -1 -2 Average difference

Before 13 12 5 3 2 0.89

RNST & SL 1

After 24 7 3 1 0 1.54 0.65 3.89

^∗

0.63

Before 7 12 11 4 1 0.57

RNST & SL 2

After 19 10 3 2 1 1.26 0.69 4.08

^∗

0.63

Before 20 24 16 7 3 0.73

Total

After 43 17 6 3 1 1.40 0.67 5.68

^∗

0.62

∗

p < .01

„

 ^ ‰_  €  • ] X ì ø Í_  6 £ x ² ú š`  ¦ F N& ñ & h Ü ¼– Ð    or †    כ Ü ¼– Ð

 z Œ ¤ . ì ø Í@ /– Ð  Ö ¸1 l x „  \  ‘F N& ñ ïs % 3   ‘ Ò& ñ ïs 


‘ ¸ ú ˜ — ¸Ø Ô ’ x ï“ ¦ 6 £ x ² ú šô  Ç  â Ä º  H 5| \  Ô  ¦ õ K   Ö ¸1 l x t _  Â

Ò& ñ & h “   ´ òõ   H  _  \ O % 3  “ ¦ ½ + É Ã º e ”  .

[ ³ ð 5]\ " f  Ö ¸1 l x Ê ê\ • ¸ ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸Ø Ô ’ x ï“ ¦ 6 £ x

² ú

šô  Ç  â Ä º 8 ú x 18 > h e ” % 3   H X <, s \  @ /ô  Ç † < ÆÒ q t[ þ t _   Ö ¸ 1

l

x Ê ê 6 £ x ² ú š`  ¦ › ¸  % i  . Õ ª 6 £ x ² ú š`  ¦    oÄ »+ þ AZ > – Ð & ñ o  ô

 Ç   õ   H [ ³ ð 6]õ  ° ú   .

[ ³ ð 6]“ É r  Ö ¸1 l x \  _ K " f ‘¸ ú ˜ — ¸Ø Ô ’ x ï“ ¦ 6 £ x ² ú š  


‘  Ò& ñ ï& h “   6 £ x ² ú š`  ¦ ô  Ç  â Ä º\  @ /ô  Ç s Ä »\  ¦ ¶ ú ˜( R˜ Ѐ Œ ¤t  ë

ß –, : £ ¤Z >  “ ¦   É r   H  \  _ ô  Ç s Ä » l ˜ Ð   H ‘ › ' a ¹ 1 Ï  z 

´õ  % 3 # Q”    « Ñ ] jô  ÇH † d Ü ¼– Ðï, ‘  É r z  ´+ « >\ " f• ¸ 1 l x { 9

ô  Ç z  ´+ « >  õ \  ¦ % 3 `  ¦ t  · ú ˜ à º \ O  .ï, ‘¸ ú ˜ — ¸Ø Ô ’ x .ï ü <

° ú

 s  D h– Ðî  r õ † < Æ^ o =† < Æ ? /6   x`  ¦  ’  [ þ t s  ~ 1 >  ~ à Î [ þ t s  l

 ~ 1 t  · ú §l  M :ë  He ” `  ¦ · ú ˜ à º e ” % 3  .

2. Ê Ý] K ¡X ì Ä  w Š8 ý Ä ] ØV R Ë T A 0Ñ ÷ Ê Ý] K ¡] K ¡ ø p ©Ê Ý8 ý å ¾ ËV Ó Å V R

Ë; c 6 ” X ¢ t  P c l
ì Å× D

‘

: r ƒ  ½ ¨\ " f  H [ O ë  H t  7  õ  8  `  ¦ s 6   x # Œ õ † < Æ_ 

‘

: r$ í \  @ /ô  Ç s K ü < õ † < Ɔ < Æ_ þ v õ _  › ' a > \  @ /ô  Ç † < ÆÒ q t_  Ò q

ty Œ •   o\  ¦ › ¸  % i   H X <, y Œ • Ò q ty Œ •\  @ /ô  Ç ? /6   x õ   ï× ¼



 H [ ³ ð 7]õ  ° ú   .

[ ³ ð 8]“ É r  Ö ¸1 l x „  õ  Ê ê\  † < ÆÒ q t_  Ò q ty Œ •    o\  ¦
  · p  כ s

 . [³ ð 8]\  _  €  , „  ^ ‰& h Ü ¼– Ð RNST & SL\  @ / 

#

Œ 0.73\ " f 1.40Ü ¼– Ð õ † < Æ^ o =† < Æõ  õ † < Ɔ < Æ_ þ v`  ¦ |  x 9 ô  Ç › ' a

>

– Ð ~ à Î [ þ t“    כ Ü ¼– Ð
 z Œ ¤“ ¦(p < .01), Õ ª ´ òõ • ¸ & h  t

 · ú §“ É r  כ Ü ¼– Ð
 z Œ ¤ (effect size = 0.62). [ j Ò& h Ü ¼

–

Ð ˜ Ѐ  , õ † < Ɠ §  õ † < Æ^ o =† < Æ`  ¦ s K ½ + É € 9 כ ¹ e ”    H Ò q

ty Œ •(RNST & SL 1)• ¸ Ä »_ p  >  7 £ x  % i “ ¦(p < .01),

†

< ÆÒ q t[ þ t s  õ † < Æ^ o =† < Æ`  ¦ s K ½ + É € 9 כ ¹ e ”    H Ò q ty Œ •(RNST

& SL 2) • ¸ Ä »_ p  >  7 £ x ô  Ç  כ Ü ¼– Ð
 z Œ ¤ (p < .01).

Table 9. Type of response for RNST & SL (N = 70).

Before Negative (Nega) I don’t know (Not know) Positive (Posi) RNST & SL

After Nega Not know Posi Nega Not know Posi Nega Not know Posi

1 1 2 2 0 0 5 0 1 24

2 2 0 3 1 3 7 0 0 19

Total 3 2 5 1 3 12 0 1 43

Table 10. Students’ reasons for showing negative or ‘I don’t know’ response (N = 10).

Type Reasons

positive→I don’t know RNST & SL1(1

^∗

): “I ticked off ‘agree’ because didn’t know about abduction (at first).

But, after understanding about abduction, (I said that) I don’t know.”

positive→negative None

I don’t know→I don’t know RNST & SL2(3): “There are many conceptional confusions”.

“I don’t know whether it will be useful or not.”

I don’t know→negative RNST & SL2(1): “Students will confuse after learning too many things.”

negative→I don’t know RNST & SL1(2): “It can be useful for understanding the conception, but I don’t know whether it can be useful or not.”

negative→negative RNST & SL1(1): “I think RNST & SL is not related to learning science because students (can) learn science (already) before understanding the philosophy of science.”

RNST & SL2(2): “I think RNST & SL is not related to learning science for secondary school students.”

∗

number inside the parenthesis means the number of responses

[ ³ ð 9]  H Ò q ty Œ •_     o\  ¦ Ä »+ þ AZ > – Ð & ñ o ô  Ç  כ “  X <,  Ö ¸1 l x

„

 \  ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸Ø Ô ’ x ï“ ¦ 6 £ x ² ú šô  Ç 26> h_  6 £ x ² ú š ×  æ 65.4 %“   17> h_  6 £ x ² ú šs  ‘F N& ñ ïÜ ¼– Ð  Ÿ ÷ ¶  כ Ü ¼– Ð
 z Œ ¤



. ì ø Í@ /– Ð  Ö ¸1 l x „  \  ‘F N& ñ ïs % 3   ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸ Ø

Ô ’ x ï“ ¦ 6 £ x ² ú šô  Ç  â Ä º  H 1| \  Ô  ¦ õ K   Ö ¸1 l x t _   Ò& ñ & h 

“

  ´ òõ   H  _  \ O % 3  “ ¦ ½ + É Ã º e ”  .

õ

† < Æ^ o =† < Æõ  õ † < Ɔ < Æ_ þ v`  ¦ |  x 9 ô  Ç › ' a > – Ð ~ à Î [ þ t“   s Ä »

\

 ¦ ¶ ú ˜( R˜ Ѐ  , † < ÆÒ q t[ þ t s  ‘õ † < Æ^ o =† < Ɠ É r õ † < Æ „  ^ ‰\  : Ÿ x6   x

÷

&  H † < Æë  Hï, ‘ õ † < Æ^ o =† < Æ`  ¦ ¸ n q t  # Œ / B N Â Ò   H  כ s  ×  æ כ ¹ï,

‘ õ † < Æ^ o =† < Ɠ É r õ † < Æ\  @ /ô  Ç l ‘ : r& h “   s K \  ¦ 0 p x >  † < Ê ï, ‘ õ † < Æ^ o =† < Æs  õ † < Æ_  { 9  Òe ” Ü ¼– Ðï, ‘q ó ø Í& h  “ ¦ü < < É ª p 

\

 • ¸¹ ¡ §ï M :ë  H s  “ ¦ % i  .

[ ³ ð 9]\  ¦ ˜ Ѐ    Ö ¸1 l x Ê ê\ • ¸ ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸Ø Ô ’ x ï“ ¦ 6

£

x ² ú šô  Ç  â Ä º 8 ú x 10 > h 6 £ x ² ú šs  e ” % 3   H X <, s \  @ /ô  Ç † < Æ Ò q

t[ þ t`  ¦ @ / © œÜ ¼– Ð  Ö ¸1 l x Ê ê † < ÆÒ q t_  6 £ x ² ú š`  ¦ › ¸  % i  . Õ ª s

Ä »\  ¦ 6 £ x ² ú š_     oÄ »+ þ AZ > – Ð & ñ o ô  Ç   õ   H [ ³ ð 10]õ  ° ú  

€

Œ

¤ .

[ ³ ð 10]_  ? /6   x`  ¦ ˜ Ѐ  , õ † < Æ^ o =† < Æ_  ‘ : r$ í \  @ /ô  Ç s K 

\

 ¦ כ ¹½ ¨   H  כ s  † < ÆÒ q t[ þ t s  s p  † < Æ_ þ v ô  Ç > h¥ Æ õ  ™ D ¥1 l x ÷ &




 D h– Ðî  r † < Æ_ þ v  Ò{ Œ ™Ü ¼– Ð  Œ •6   x ½ + É  כ `  ¦ Ä º 9   H  â Ä º

 4> h e ” % 3 “ ¦ > h¥ Æ † < Æ_ þ v \  • ¸¹ ¡ § s  ÷ & ’ xt ë ß – † < Æ_ þ v õ  \ O  

 › ' aº  s  e ” `  ¦ t  — ¸Ø Ô ’ x “ ¦ 6 £ x ² ú šô  Ç  â Ä º 5> h– Ð
  z

Œ

¤ .

3.  › ͎ Ò ÞU ; c 6 ” X ¢ ] K ¡t  8 ý ™ M Q y ¢Ñ ÷ T A 0X N Ëy ¢

‘

: r ƒ  ½ ¨\ " f  6   x ô  Ç  Ö ¸1 l x t \  @ /K " f † < ÆÒ q t[ þ t _  < É ª p 

•

¸ü < s K  & ñ • ¸\  ¦ Ó ü t% 3 `  ¦ M : 6 £ x ² ú š  õ   H [ ³ ð 11]õ  ° ú  € Œ ¤



.

[ ³ ð 11]`  ¦ ˜ Ѐ  , „  ^ ‰& h “   < É ª p • ¸  H 1.50, s K & ñ • ¸  H 1.27 s % 3  .  Ö ¸1 l x t Z > – Ѝ  H < É ª p   © œ Z  } > 
 è ß –  â Ä

ºü < ± ú > 
 è ß –  â Ä º — ¸¿ º ) ± ú š\  › ' a ô  Ç  כ s % 3   H X <,

 © œ Z  }“ É r  â Ä º  H ‘ ) ± ú š& h     : r`  ¦ ‚ à ÐÜ ¼– Ð ^  ¦ à º \ O  .ï“   SNST2 – Ð 1.74 s % 3 “ ¦  © œ ± ú “ É r  כ “ É r ‘ ] jô  ǝ ) a à º_  › ' a ¹ 1 Ï

\

 _ ô  Ç { 9 ì ø ÍZ O g Ë :`  ¦ ë ß –[ þ t M : ) ± ú š& h   “ ¦  6   x ) a  .ï



 H SNST1 Ü ¼– Ð 1.34 s % 3  . ¢ ¸ô  Ç s K & ñ • ¸  H SNST1 

 © œ Z  } € Œ ¤Ü ¼ 9 ƒ  % i & h     : r`  ¦ s = å J # Q ? /  H õ & ñ \  › ' a ô  Ç SNST3 s   © œ ± ú “ É r 0.97 s % 3  .

IV. ~ ¿W d l õ m Í + s Ç Â ] Ø

‘

: r ƒ  ½ ¨\ " f  H \ Vq õ † < Ɠ § “    # 3 @ /† < Æ õ † < Ɠ §¹ ¢ ¤ õ 

†

< ÆÒ q t 35" î `  ¦ @ / © œÜ ¼– Ð õ † < Æ_  ‘ : r$ í `  ¦ s K  l  0 Aô  Ç á Ô

–

ÐÕ ªÏ þ ›`  ¦ & h 6   x # Œ õ † < Æ_  ‘ : r$ í \  @ /ô  Ç s K    o\  ¦ · ú ˜



˜ Г ¦  % i  . ¢ ¸ô  Ç p A _  õ † < Ɠ § – Ð" f õ † < Æ^ o =† < Æ

\

 @ /ô  Ç s K ü < õ † < Ɔ < Æ_ þ v õ _  › ' a > \  @ /ô  Ç s K    o• ¸

Table 11. Students’ reponses for the activity.

Response

Average

SNST Action

2 1 0 -1 -2

interest 17 14 3 1 0 1.34

SNST1

understanding 21 14 0 0 0 1.60

interest 29 4 1 1 0 1.74

SNST2

understanding 21 12 2 0 0 1.54

interest 19 12 2 2 0 1.37

SNST3

understanding 11 13 6 5 0 0.86

interest 17 15 3 0 0 1.40

SNST4

understanding 12 11 11 1 0 0.97

interest 21 11 3 0 0 1.51

SNST5

understanding 15 15 2 3 0 1.20

interest 22 13 0 0 0 1.63

SNST6

understanding 20 11 3 1 0 1.43

interest 125 69 12 4 0 1.50

Total

understanding 100 76 24 10 0 1.27

· ú

˜ ˜ Г ¦  % i  . s \  ¦ 0 AK  õ † < Æ& h   “ ¦_  ‘ : r$ í Ü ¼– Ð )

± ú š& h   “ ¦_  ‘ : r$ í , ƒ  % i & h   “ ¦_  ‘ : r$ í , ) Æ Ò& h   “ ¦ _

 ‘ : r$ í \  @ /ô  Ç ? /6   x`  ¦ y Œ •y Œ • 2> hm ”  8 ú x 6 > h_  õ † < Æ_  ‘ : r

$ í

”  Õ ü të  H(SNST)`  ¦ Æ ÒØ  ¦ # Œ y Œ •y Œ •_  ”  Õ ü të  H _  s K \  ¦ [

 v  H 6 > h_   Ö ¸1 l x`  ¦ z  ´r  “ ¦ y Œ •y Œ •_   Ö ¸1 l x \  @ / # Œ 5é ß –

>

 o & à Ô ~ ½ Ód ” õ  " fÕ ü t6 £ x ² ú šÜ ¼– Ð ½ ¨$ í  ) a [ O ë  H t (þ j@ / 2& h  þ

j  -2& h )`  ¦ s 6   x # Œ ´ òõ \  ¦ › ¸  % i  .

€

 $   Ö ¸1 l x \    É r õ † < Æ_  ‘ : r$ í `  ¦ s K     o\  ¦ ˜ Ѐ     6

£

§ õ  ° ú   .  Ö ¸1 l x „  õ  Ê ê_  õ † < Æ& h   “ ¦ ‘ : r$ í \  @ /K  „  

^

‰& h Ü ¼– Ð 1 l x _    H & ñ • ¸ : Ÿ x > & h Ü ¼– Ð Ä »_ p  >  7 £ x 

% i  . † ½ Ó3 l qZ > – Ѝ  H “ ) ± ú š& h     : r“ É r ‚ à Ðs  “ ¦ ½ + É Ã º \ O 



ñ(SNST 2)  H 1 l x _ & ñ • ¸ 0.20\ " f 0.80Ü ¼– Ð 7 £ x  % i  Ü

¼
 : Ÿ x > & h Ü ¼– Ð Ä »_ p ô  Ç Ã ºï  r“ É r  m % 3 “ ¦
 Qt  — ¸

Ž

 H † ½ Ó3 l q`  ¦ Ä »_ p  >  7 £ x  % i  . Effect size  H „  ^ ‰& h  Ü

¼– Ð 1.00s % 3 “ ¦, : Ÿ x > & h Ü ¼– Ð Ä »_ p ô  Ç 7 £ x \  ¦ ˜ Г    â Ä

º\ ë ß – ¶ ú ˜( R˜ Ѐ   0.79 ∼ 1.73“    כ Ü ¼– Ð
 
 ‘ : r ƒ  ½ ¨

\

" f & h 6   x ô  Ç  Ö ¸1 l x s  õ † < Æ& h   “ ¦_  ‘ : r$ í `  ¦ ~ à Î [ þ t s   H X

< ´ òõ  Z  } >   Œ •6   x % i  “ ¦ ½ + É Ã º e ”  ’ x . 6 £ x ² ú š_    



o\  ¦ 7 á §  8 ½ ¨^ ‰& h Ü ¼– Ð · ú ˜ ˜ Ѐ  ,  Ö ¸1 l x „  \  ‘ Ò& ñ ïs 


‘ ¸ ú ˜ — ¸Ø Ô ’ x ï– Ð 6 £ x ² ú šô  Ç 117> h_  6 £ x ² ú š ×  æ 89 %“   104> h _

 6 £ x ² ú šs   Ö ¸1 l x Ê ê\  ‘F N& ñ ïÜ ¼– Ð  Ÿ ÷ ¶  כ Ü ¼– Ð
 z Œ ¤ .

ì ø

Í@ /– Ð  Ö ¸1 l x „  \  ‘F N& ñ ïs % 3   ‘ Ò& ñ ïs 
 ‘¸ ú ˜ — ¸Ø Ô ’ x



ï“ ¦ 6 £ x ² ú šô  Ç  â Ä º  H 5| \  Ô  ¦ õ K   Ö ¸1 l x t _   Ò& ñ & h “  

´

òõ   H  _  \ O % 3  .



6 £ § Ü ¼– Ð õ † < Æ& h   “ ¦_  ‘ : r$ í s K ü < õ † < Ɔ < Æ_ þ v õ _ 

› '

aº  $ í (RNST & SL)\  @ /ô  Ç Ò q ty Œ •_     o  H  6 £ § õ  ° ú  

€

Œ

¤ . „  ^ ‰& h Ü ¼– Ð RNST & SL\  @ / # Œ o & à Ô ' ‘ • ¸– Ð 0.73 \ " f 1.40– Ð    o # Œ õ † < Æ^ o =† < Æõ  õ † < Ɔ < Æ_ þ v s  › ' a > 

e ”

   H Ò q ty Œ •s  Ä »_ p  >  7 £ x ô  Ç  כ Ü ¼– Ð
 z Œ ¤“ ¦(p <

.01), Õ ª ´ òõ • ¸ & h t  · ú §“ É r  כ Ü ¼– Ð
 z Œ ¤ (effect size = 0.62). [ j Ò& h Ü ¼– Ð ˜ Ѐ  , õ † < Ɠ §  õ † < Æ^ o =† < Æ`  ¦ s K ½ + É

€ 9

כ ¹ e ”    H Ò q ty Œ •(RNST & SL 1)• ¸ Ä »_ p  >  7 £ x 

% i “ ¦, † < ÆÒ q t[ þ t s  õ † < Æ^ o =† < Æ`  ¦ s K ½ + É € 9 כ ¹ e ”    H Ò q t y

Œ

•(RNST & SL 2)• ¸ Ä »_ p  >  7 £ x ô  Ç  כ Ü ¼– Ð
 z Œ ¤



.

 Ö

¸1 l x t \  @ /ô  Ç < É ª p • ¸ü < s K & ñ • ¸• ¸ › ¸  % i   H X < „  

^

‰& h “   < É ª p • ¸  H o & à Ô ' ‘ • ¸– Ð 1.50, s K & ñ • ¸  H 1.27 s

% 3  .  Ö ¸1 l x t Z > – Ѝ  H < É ª p   © œ Z  }“ É r  â Ä º  H ‘ ) ± ú š& h 

 

 : r“ É r ‚ à ÐÜ ¼– Ð ^  ¦ à º \ O  .’– Ð 1.74 s % 3 “ ¦  © œ ± ú “ É r  כ

“

É r ‘ ] jô  ǝ ) a à º_  › ' a ¹ 1 Ï\  _ ô  Ç { 9 ì ø ÍZ O g Ë :`  ¦ ë ß –[ þ t M : ) ± ú š& h 



“ ¦  6   x ) a  .’– Ð 1.34 s % 3  . ¢ ¸ô  Ç s K & ñ • ¸  H ‘ ) ± ú š

&

h

    : r“ É r ‚ à ÐÜ ¼– Ð ^  ¦ à º \ O  .’  © œ Z  } € Œ ¤Ü ¼ 9 ‘õ † < Æ& h  [ O

" î õ  \ V8 £ ¤“ É r ƒ  % i & h     : r`  ¦ s = å J # Q ? /  H õ & ñ s  .’

 © œ ± ú “ É r 0.97 s % 3  .

s

 © œ_    õ – РÒ'  ‘ : r ƒ  ½ ¨\ " f & h 6   x ô  Ç  Ö ¸1 l x á Ԗ ÐÕ ª Ï þ

›s  ‚ à Ð# Œ [ þ t _  õ † < Æ_  ‘ : r$ í `  ¦ s K    H X < ´ òõ & h s  9 õ

† < Ɠ §   H Ó ü t : r † < ÆÒ q t[ þ t • ¸ õ † < Æ& h   “ ¦_  ‘ : r$ í s K 

õ † < Ɔ < Æ_ þ v \  • ¸¹ ¡ § s   ) a    H Ò q ty Œ •`  ¦ ° ú • ¸2 Ÿ ¤   H X < ´ òõ 

&

h e ” `  ¦ S X ‰ “   % i  .

P

c p 8 ý ò k >

s

  7 Hë  H“ É r 2009¸  • ¸ Ø  æ· ¡ ¤ @ /† < Ɠ § † < ÆÕ ü tƒ  ½ ¨t " é ¶  \ O _ 

ƒ

 ½ ¨q  t " é ¶ \  _  # Œ ƒ  ½ ¨÷ &% 3 6 £ §(This work was sup-

ported by Chungbuk National University Grant in 2009).

”

¼   × A: SNST 2 T A 0õ u §  ü” X ¢  › ͎ Ò Þ 5 “ Ó Þ

1. ø m É P c lÊ Ý Œ ˜ m P c l

1.  6 £ § õ  ° ú  “ É r { 9  y Œ •Ü ¼– Ð y n Cs  ¨ î €   Ö  ¦ \  { 9  Ù þ ¡

`

 ¦ M :, ì ø Í y Œ •`  ¦ 8 £ ¤& ñ # Œ .

{ 9

 y Œ • ì ø Í y Œ • 8

£ ¤& ñ 1 70

^◦

8

£ ¤& ñ 2 60

^◦

8

£ ¤& ñ 3 50

^◦

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[1] National Science Teachers Association [NSTA].

(2000). NSTA position statement: The nature of science. Document retrieved: 3/18/03. from http://www.nsta.org/159&psid=22.

[2] I. Kim, Y. Park, J. Park, J. Song and K. Choi Muli

Gyoyukhak Chonglon II (Books Hil, Seoul, 2002).

[3] J. Nellist and B. Nicholl, ASE Science Teachers’

Handbook (Hutchinson & Co. Ltd., London, 1986).

[4] Ministry of Education, Science and Technology, Ex- planation book of Korean Highschool Science Cur- riculum (2009).

[5] N. G. Lederman and F. Abd-El-Khalick, Avoiding de-natured science: Activities that promote under- standings of the nature of science, edited by W. F.

McComas (Kluwer Academic Publishers, Dordrecht, 1998), p. 83.

[6] W. S. Sandoval, Science Education 89, 634 (2005).

[7] V. L. Akerson, J. A. Morrison and A. R. McDuffie, Journal of Research in Science Teaching 43, 194 (2006).

[8] J. Park, Journal of the Korean Association for Sci- ence Education 27, 153 (2007).

[9] J. Park, Journal of the Korean Association for Sci- ence Education 28, 749 (2008).

[10] J. Park, Journal of the Korean Association for Sci- ence Education 28, 759 (2008).

[11] J. Park and D. Kim, Journal of the Korean Associ-

ation for Science Education 28, 169 (2008).