Myeong-Kyeong Shin

Exploring Epistemological Features Presented in Texts of Exhibit Panels in the Science Museum

This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists` individual interests or from discipline`s internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

Analyses of Science Education Theories in the Question Items of the Examination for Appointing Secondary School Science Teachers

본 연구의 목적은 중등과학교사신규임용후보자선정경쟁시험(이하 중등과학교사임용시험)의 문항들에서 어떤 과학교육학 이론이 제시되었는지를 분석하는 것이다. 이를 위해 최근 5년간 시행된 중등과학교사 임용시험의 과학교육학 관련 문항들은 과학과 교육과정, 과학사 및 과학철학, 과학 탐구, 과학 교수학습이론, 과학 교수학습모형, 고학 평가 등의 6가지 영역으로 분석하였다. 그 겨로가, 과학 교수학습이론이 다른 영역에 비해 가장 많이 출제되었고, 각 영역 내에서는 ``차시별 교육과정의 내용요소``, ``과학적 방법``과 ``현대과학철학``, ``탐구과정요소``, ``오수벨의 유의미학습``, ``로슨의 순환학습``과 ``협동학습``, ``수행평가 준거 개발`` 등에서 많은 내용이 출제되었다. 반면에 과학교육자들 사이에서 ``과학사``와 같이 예비 고학교사에게 중요한 주제로 여겨지지만 중등과학교사임용시험에서는 출제가 거의 이루어지지 않은 영역도 많이 있었다. 중등과학교사임용시험이 예비교사들의 전문성 함양을 위한 노력에 영향을 미치기 때문에 예비교사들이 익혀야 할 과학교육학 이론의 양과 수준에 대해 많은 연구가 요구된다.

Exploring the Educational Potential of the Exhibits in Natural History Museums as Socioscientific Learning Materials in the Context of Proposing Science Inquiry Communities: Earthquake Topic

This article explores the potential learning materials and methods of science practice from exhibits, and how those are presented in natural history museums as a feasible science inquiry community. The idea of science inquiry community was offered as a form of science practice that ended with science learning. A grasp of `scientific practice to learning` is understood as a way to conceive scientific methods as well as facts and understanding knowledge. To get educational implications on the scientific practice of `earthquake` as a socioscientific topic in the communities, we analyzed 1) the relationship between earth science curriculum and exhibits related to `earthquake`, 2) the educational goals and intentions of educators, and 3) the characteristics of the exhibits in the American Museum of Natural History and in the Smithsonian National Museum of Natural History. The results of this study showed that those museums presented the exhibits consisting of various and practical cases and events of `earthquakes` as a socioscientific topic related to their curriculum. At the target museum, it was clearly stated that the pursuing educational goals focused on relations with local interests and socioscientific issues. For making earthquakes relevant to visitors, delivering lived experiences with raw data and interactive media was emphasized in exhibit characteristics.