Secondary Science Teachers’ Views about Purposes of Practical Works in School Science
The purpose of this paper was to examine views of
secondary school science teachers about purposes to use practical
works in school science. The instrument to survey consisted eighteen
items, which were categorized into four components as follows:
‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’,
and ‘STS (science-technology-society)’. Subjects were 152 secondary
school science teachers (male 70 and female 82; middle school 50 and
high school 102), who are teaching in 42 schools of 8 provinces. On
the survey, science teachers were asked to answer on 5-point Lickert
scale (from 1 to 5) how they thought of using practical works on
purposes with domains of science objectives in school. They had
positive views about using practical works for improving scientific
inquiry process skills, science-related attitudes, and perceptions about
STS literacy, and acquiring scientific knowledge. They would have the
most willingness of using practical works for ‘Scientific Inquiry’
among domains of science objectives in school.
[1] H. Cho, I. H. Yang, and H. Lee, "Comparison between secondary school
science teachers' and students' perceptions about the important aims of
laboratory activities in science instructions”, Journal of Korean
Elementary Science Education, vol. 32., no. 2, pp. 103-120, Dec. 2008.
[2] MOE (Ministry of Education), Science Curriculum. Seoul, Republic of
Korea: Daehangyogwaseo, Inc., Dec. 1997.
[3] MOEST (Ministry of Education, Science and Technology),Science
Curriculum for High School Students. Seoul, Republic of Korea: Ministry
of Education, Science and Technology, Dec. 2009.
[4] MOEST (Ministry of Education, Science and Technology),Curriculum
for Middle School Students. Seoul, Republic of Korea: Ministry of
Education, Science and Technology, Dec. 2009.
[5] R. Millar, The role of practical work in the teaching and learning of
science. Washington, DC, USA: National Academy of Science, Oct.
2004.
[6] E. Woodley, "Practical work in school science - why is it important?”,
School Science Review, vol. 91, no. 335, pp. 49-51, Dec. 2009.
[7] R. Watson, The role of practical work. In M. Monk & J. Osborne, Good
practice in science teaching: What research has to say, Buckingham, UK
: Open University Press. 2000, pp. 57-71.
[8] K. C. Shim, Y. S. Kang, J. B. Shin, and H. S. Kim, "An analysis of
learning contents in the life science textbooks under the 7th curriculum:
on the unit of stimuli and response”, Biology Education, vol. 32, no. 2, pp.
114-123, Jun. 2004.
[9] K. C. Shim, H. S. Kim, and Y. C. Park, "Analysis of inquiry activities
presented in the 7th grade life science textbooks based on the 7th
curriculum”, Journal of the Korean Association for Research in Science
Education, vol. 22, no. 3, pp. 551-560, Sep. 2002.
[10] D. Hodson, Is this really what scientists do? Seeking a more authentic
science in and beyond the school laboratory, In J. J. Wellington, Practical
work in school Science, London, UK: Routledge, 1998, pp. 93-108.
[11] D. Hodson, "A critical look at practical work in school science”, School
Science Review, vol. 71, no. 256, pp. 33-40, Mar. 1990.
[12] A. Hofstein, Practical Work and Science Education II. In P. Fensham,
Development and dilemmas in Science Education, New York, USA: The
Farmer Press, 1998, pp. 194-195.
[13] R. Lazarowitz, andP. Tamir, Research on using laboratory instruction in
science. In D. Gabel, Handbook of research on science teaching and
learning, New York, USA : Macmillan, 1994, pp. 94-130.
[14] S. Y. Bae, and Y. Park, "Teachers’ perceptions about priority and
hinderance of science objectives”, Journal of the Korean Association for
Science Education, vol. 20, no. 4, pp. 572-581, Dec. 2000.
[15] SCORE (Science Community Representing Education), Practical work in
science: a report and proposal for a strategic framework, London, UK :
Gatsby Technical Education Project, Dec. 2008.
[16] V. N. Lunetta, and A. Hofstein, Simulations and laboratory practical
activity, In B. E. Woolnough, Practical science: The role and reality of
practical work in school science, London, UK : Open University Press,
1991, pp. 125-137.
[17] H. L. Kim, and S. H.Yeau," An analysis on scientific inquiry process in
the middle school 8th grade science textbook published by 7th national
curriculum and students”, Biology Education, vol. 32, no. 4, pp. 390-397,
Dec. 2004.
[18] M. K. Kim, J. L. Hong and N. K. Chang, "Development of the instrument
for assessing the degree of ambivalence of the attitudes of high school
students”, Biology Education, vol. 29,no. 1, pp. 27-33, Mar. 2001.
[19] K. C. Shim, B. Y. Lee, and H. S. Kim, Analysis of learning concepts
related to metabolism presented in the life field of science textbooks
according to the national common basic curriculum, Journal of the
Korean Association for Research in Science Education, vol. 23, no.6, pp.
627-633, Dec. 2003.
[20] S. C. Song, and K. C. Shim, "Study on perception of high school students
of biotechnology”, Environmental Education, vol. 23, no. 1,pp. 99-111,
Mar. 2010.
[21] S. C. Song, H. J. Kim, C. H. Lee, J. M. Kim, and K. C. Shim, "Study on
high school students' interest in biology”, Biology Education, vol. 35, no.
3, pp. 384-393, Sep. 2007.
[22] H. L. Hong, K. C. Shim, and N. K. Chang, "A study of Korean middle
school students' interests in biology and their implications for biology
education” International Journal of Science Education, vo. 20, no. 8, pp.
989-999, Sep. 1998.
[23] R. Yager, "STS : Thinking over the years”, The Science Teacher, vol. 57,
no. 3, pp. 52-53, Mar. 1990
[24] J. H. Kim, K. C. Shim, S. C. Song, K. Kim, N. I. Kim, J. Bae, and K. H. So,
"Secondary school students’ perceptions about biological issues in South
Korea”, World Academy of Science, Engineering and Technology, vol. 6,
no. 6, pp. 440-442, Jun. 2012.
[25] E. Yildiz, E. Akapinar, B. Aydogdu, and O. Ergin, "Science teachers’
attitudes towards aims of the science experiments’, Journal of Turkish
Science Education, vol. 3, no. 2, pp. 1-6, Dec. 2006.
[1] H. Cho, I. H. Yang, and H. Lee, "Comparison between secondary school
science teachers' and students' perceptions about the important aims of
laboratory activities in science instructions”, Journal of Korean
Elementary Science Education, vol. 32., no. 2, pp. 103-120, Dec. 2008.
[2] MOE (Ministry of Education), Science Curriculum. Seoul, Republic of
Korea: Daehangyogwaseo, Inc., Dec. 1997.
[3] MOEST (Ministry of Education, Science and Technology),Science
Curriculum for High School Students. Seoul, Republic of Korea: Ministry
of Education, Science and Technology, Dec. 2009.
[4] MOEST (Ministry of Education, Science and Technology),Curriculum
for Middle School Students. Seoul, Republic of Korea: Ministry of
Education, Science and Technology, Dec. 2009.
[5] R. Millar, The role of practical work in the teaching and learning of
science. Washington, DC, USA: National Academy of Science, Oct.
2004.
[6] E. Woodley, "Practical work in school science - why is it important?”,
School Science Review, vol. 91, no. 335, pp. 49-51, Dec. 2009.
[7] R. Watson, The role of practical work. In M. Monk & J. Osborne, Good
practice in science teaching: What research has to say, Buckingham, UK
: Open University Press. 2000, pp. 57-71.
[8] K. C. Shim, Y. S. Kang, J. B. Shin, and H. S. Kim, "An analysis of
learning contents in the life science textbooks under the 7th curriculum:
on the unit of stimuli and response”, Biology Education, vol. 32, no. 2, pp.
114-123, Jun. 2004.
[9] K. C. Shim, H. S. Kim, and Y. C. Park, "Analysis of inquiry activities
presented in the 7th grade life science textbooks based on the 7th
curriculum”, Journal of the Korean Association for Research in Science
Education, vol. 22, no. 3, pp. 551-560, Sep. 2002.
[10] D. Hodson, Is this really what scientists do? Seeking a more authentic
science in and beyond the school laboratory, In J. J. Wellington, Practical
work in school Science, London, UK: Routledge, 1998, pp. 93-108.
[11] D. Hodson, "A critical look at practical work in school science”, School
Science Review, vol. 71, no. 256, pp. 33-40, Mar. 1990.
[12] A. Hofstein, Practical Work and Science Education II. In P. Fensham,
Development and dilemmas in Science Education, New York, USA: The
Farmer Press, 1998, pp. 194-195.
[13] R. Lazarowitz, andP. Tamir, Research on using laboratory instruction in
science. In D. Gabel, Handbook of research on science teaching and
learning, New York, USA : Macmillan, 1994, pp. 94-130.
[14] S. Y. Bae, and Y. Park, "Teachers’ perceptions about priority and
hinderance of science objectives”, Journal of the Korean Association for
Science Education, vol. 20, no. 4, pp. 572-581, Dec. 2000.
[15] SCORE (Science Community Representing Education), Practical work in
science: a report and proposal for a strategic framework, London, UK :
Gatsby Technical Education Project, Dec. 2008.
[16] V. N. Lunetta, and A. Hofstein, Simulations and laboratory practical
activity, In B. E. Woolnough, Practical science: The role and reality of
practical work in school science, London, UK : Open University Press,
1991, pp. 125-137.
[17] H. L. Kim, and S. H.Yeau," An analysis on scientific inquiry process in
the middle school 8th grade science textbook published by 7th national
curriculum and students”, Biology Education, vol. 32, no. 4, pp. 390-397,
Dec. 2004.
[18] M. K. Kim, J. L. Hong and N. K. Chang, "Development of the instrument
for assessing the degree of ambivalence of the attitudes of high school
students”, Biology Education, vol. 29,no. 1, pp. 27-33, Mar. 2001.
[19] K. C. Shim, B. Y. Lee, and H. S. Kim, Analysis of learning concepts
related to metabolism presented in the life field of science textbooks
according to the national common basic curriculum, Journal of the
Korean Association for Research in Science Education, vol. 23, no.6, pp.
627-633, Dec. 2003.
[20] S. C. Song, and K. C. Shim, "Study on perception of high school students
of biotechnology”, Environmental Education, vol. 23, no. 1,pp. 99-111,
Mar. 2010.
[21] S. C. Song, H. J. Kim, C. H. Lee, J. M. Kim, and K. C. Shim, "Study on
high school students' interest in biology”, Biology Education, vol. 35, no.
3, pp. 384-393, Sep. 2007.
[22] H. L. Hong, K. C. Shim, and N. K. Chang, "A study of Korean middle
school students' interests in biology and their implications for biology
education” International Journal of Science Education, vo. 20, no. 8, pp.
989-999, Sep. 1998.
[23] R. Yager, "STS : Thinking over the years”, The Science Teacher, vol. 57,
no. 3, pp. 52-53, Mar. 1990
[24] J. H. Kim, K. C. Shim, S. C. Song, K. Kim, N. I. Kim, J. Bae, and K. H. So,
"Secondary school students’ perceptions about biological issues in South
Korea”, World Academy of Science, Engineering and Technology, vol. 6,
no. 6, pp. 440-442, Jun. 2012.
[25] E. Yildiz, E. Akapinar, B. Aydogdu, and O. Ergin, "Science teachers’
attitudes towards aims of the science experiments’, Journal of Turkish
Science Education, vol. 3, no. 2, pp. 1-6, Dec. 2006.
@article{"International Journal of Business, Human and Social Sciences:67654", author = "Kew-Cheol Shim and Sung-Hwan Moon and Ji-Hyon Kil and Kyoungho Kim", title = "Secondary Science Teachers’ Views about Purposes of Practical Works in School Science", abstract = "The purpose of this paper was to examine views of
secondary school science teachers about purposes to use practical
works in school science. The instrument to survey consisted eighteen
items, which were categorized into four components as follows:
‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’,
and ‘STS (science-technology-society)’. Subjects were 152 secondary
school science teachers (male 70 and female 82; middle school 50 and
high school 102), who are teaching in 42 schools of 8 provinces. On
the survey, science teachers were asked to answer on 5-point Lickert
scale (from 1 to 5) how they thought of using practical works on
purposes with domains of science objectives in school. They had
positive views about using practical works for improving scientific
inquiry process skills, science-related attitudes, and perceptions about
STS literacy, and acquiring scientific knowledge. They would have the
most willingness of using practical works for ‘Scientific Inquiry’
among domains of science objectives in school.
", keywords = "Secondary school, science teacher, practical work,
scientific inquiry, scientific knowledge, science-related attitude, STS.", volume = "8", number = "7", pages = "2180-4", }
