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The Perception of Middle School Science-Gifted Students on the 'Science Writing Heuristic' Class Emphasizing Social Interaction and Tool Improvement
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사회적 상호작용과 도구 개선을 강조한 '탐구적 과학 글쓰기' 수업에 대한 중학교 과학 영재 학생들의 인식

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Type
Academic journal
Author
Eunji Shin (순천대학교) Choi Won Ho (순천대학교)
Journal
Korean Association for Science Education 한국과학교육학회지 한국과학교육학회지 제41권 제1호 KCI Accredited Journals
Published
2021.1
Pages
1 - 10 (10page)

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The Perception of Middle School Science-Gifted Students on the 'Science Writing Heuristic' Class Emphasizing Social Interaction and Tool Improvement
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Research history (3)

2021

신은지 2021.01 Thesis
The Perception of Middle School Science-Gifted Students on the ‘Science Writing Heuristic’ Class Emphasizing Social Interaction and Tool Improvement
Eunji Shin ,  Choi Won Ho 한국과학교육학회지 2021.01 Academic journal

2020

Middle School Science Gifted Students" Perceptions of the Effectiveness of Science Classes Using Science Writing Heuristic
Eunji Shin ,  Wonho Choi Journal of the Korean Chemical Society 2020.10 Academic journal
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Abstract· Keywords

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In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students’ perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.
#탐구적 과학 글쓰기 #STS(과학-기술-사회) #사회적 상호작용 #도구 개선 #과학 영재

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References (33)

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Aikenhead, G. S. / 1992 / The development of a new instrument : "View in Science-Thchnology-Society"(VOSTS) / Science Education 76(5):477~491 google schola American Association for the Advancement of Science / 1990 / Science for all americans / Oxford University Press google schola Bayir, E. / 2014 / Exploring natural and social scientists’ views of nature of science / International Journal of Science Education 36(8):1286~1312 google schola 정윤숙 / 2015 / 과학관련 사회쟁점 학습을 통한 과학의 본성에 대한 이해의 전이 / 한국과학교육학회지 35(5):895~905 dbpia Fullick, P. / 1996 / Teaching ethical aspects of science / The Bassett Press google schola

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