Pre-service science teachers' understanding and views of argument-based inquiry approach

Argument-based inquiry approach; Pre-service teacher educatio

University students' understanding of chemistry processes and the quality of evidence in their written arguments

We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is both to explore university students' understanding of chemistry processes and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course. The data were collected from four classes offered during the first two semesters in which the new curriculum was implemented. We analyzed students' written laboratory reports, which included the components of claims, evidence, and reflection, to investigate their understanding of the process skills required in knowledge construction in chemistry. We also evaluated the quality of evidence the students used to support their claims regarding chemistry processes by using five-level criteria which we developed. The findings of this study show that a process-oriented laboratory curriculum contributes to developing university students' understanding of chemistry processes and the ability to link appropriate and sufficient evidence to their claims. The findings of this study also imply that there are specific types of process skills which are unique or more necessary for chemistry research, and these skills can be developed through a process-oriented chemistry laboratory curriculum. © 2016 by iSER, International Society of Educational Research

Analysis of activities in chemistry chapters of middle school science textbooks for the 2009 revised science curriculum: Focus on 8 science practices

This study analyzed activities in chemistry chapters of middle school science textbooks for the 2009 revised curriculum using 8 science practices. All the activities that students could experience inquiry were analyzed in this study. There were the most activities in 'Molecular motion and change of state' and the least activities in 'Heat and our life' of three textbooks. There were the most science practices in 'Features of substance' in two textbooks, but there were the least science practice in 'Heat and our life' of three textbooks. 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing' were frequently included, but 'asking questions and defining issues' was not included at all. For 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing', a variety of achievement goals were targeted while a few goals were frequently targeted. Two to four kinds of science practices were frequently included in an inquiry activity. There were few activity that includes over 5 different kinds of science practice. © 2016, Korean Physical Society. All rights reserved

An analysis of written claim and evidence produced by secondary science teachers in a context of chemistry inquiry

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence

Analysis of achievement standards, activities, and assessment items in Integrated Science, Chemistry I, Chemistry II textbooks on science core competency: Focusing on acid·base·neutralization and oxidation·reduction

This study analyzed achievement standards in the 2015 Science Education Standards as well as activities and assessment items in the Integrated Science, Chemistry I, and Chemistry II textbooks using science core competencies and sub-components. All five scientific core competencies, in order of scientific thinking capacity, scientific inquiry capacity, scientific communication capacity, scientific problem solving capacity, and scientific participation and lifelong learning capacity, were included in the achievement standards of Integrated Science. Scientific thinking capacity, scientific inquiry capacity, and scientific communication capacity were included in the achievement standards of Chemistry I. The achievement standards of Chemistry II only included scientific thinking capacity. All five scientific core competencies were involved in activities of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest propotion was scientific thinking capacity and scientific inquiry capacity. All five scientific core competencies were involved in assessment items of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest proportion was scientific thinking capacity. © 2019 Korean Chemical Society. All rights reserved

SUCCESS, DIFFICULTY, AND INSTRUCTIONAL STRATEGY TO ENACT AN ARGUMENT-BASED INQUIRY APPROACH: EXPERIENCES OF ELEMENTARY TEACHERS

argument-based inquiry approach; elementary teachers; Science Writing Heuristic approac

Nurses's perception of patient safety culture and safety management activity in intensive care units

간호학과/석사[한글]본 연구는 중환자실 간호사가 인지하는 환자안전문화와 안전관리활동 정도를 조사하고 안전간호활동에 영향을 미치는 요인을 파악하여 보다 안전한 의료서비스 제공의 기초 자료로 활용하고자 시도된 서술적 상관관계연구이다.자료수집 기간은 2010년 4월 15일부터 5월 15일까지 이루어졌으며 서울 소재 2개 종합병원 중환자실에 근무하는 간호사로 248명을 대상으로 자기기입식 설문지법을 통해 이루어졌다. 연구 도구는 환자안전문화에 대한 인식을 조사하기 위해 Hospital survey on patient safety culture 설문지(AHRQ: Agency for Healthcare Research and Quality, 2004)와 안전관리활동을 조사하기 위해 의료기관평가 항목과 Joint Commission International Accreditation Standards for Hospitals의 국제적 환자안전 목표의 6개 항목을 수정, 개발하여 사용하였다. 수집된 자료는 SPSS windows 15.0 프로그램을 이용하여 서술통계, 피어슨 상관분석, 다중회귀분석 등을 분석하였으며, 연구의 주요 결과는 다음과 같다.1. 중환자실 간호사의 환자안전문화에 대한 평균 인식 점수는 5점 만점으로 환산 시 평균 3.43(±0.35)이었으며, 환자안전문화에 영향을 미치는 일반적 특성으로는 근무지, 근무병동의 침상 수, 담당 환자 수, 임상근무경력이 통계적으로 유의한 차이가 있었다. 근무지는 외과계 중환자실(3.52±0.35)과 내과계 중환자실(3.49±0.37)이, 신경과계 중환자실(3.31±0.35)에 비하여 환자안전문화에 대한 점수가 유의하게 높은 것으로 나타났으며(F=5.586, p=.001), 침상 수는 근무병동의 침상 수는 13개∼14개(3.45±0.34), 15개∼16개(3.35±0.33)보다 10개∼12개(3.65±0.35)인 병동이 점수가 유의하게 높았으며(F=11.60, p=.000), 담당 환자 수가 최대 3명(3.46±0.33)인 병동이 최대 4명(3.32±0.38)인 병동에 비하여 점수가 유의하게 높았다(F=4.993, p=.007). 임상근무경력은 7년 초과(3.50±0.33)의 경력을 가지고 있는 대상자가 가장 높았으며, 1년 이하(3.47±0.32), 1년 초과∼4년 이하(3.43±0.35), 4년 초과∼7년 이하(3.31±0.40)의 순으로 입사 초반과 7년 이상의 경력을 가진 대상자가 환자 안전문화에 대한 인식이 높은 것으로 나타났다(F=2.703, p=0.045).2. 중환자실 간호사의 안전관리활동 점수는 5점 만점으로 환산 시 평균평점 4.34이었으며, 안전관리활동에 영향을 미치는 일반적 특성으로는 연령, 임상근무경력, 중환자실 근무경력, 직급이 통계적으로 유의한 차이가 있었다. 가장 높은 연령인 36세 이상(4.54±0.34)의 안전관리활동의 점수가 유의하게 높은 것으로 나타났으며(F=4.355, p=0.005), 임상근무경력이 가장 긴 7년 초과(4.51±0.32)자의 안전관리활동 점수가 더 높았으며(F=5.125, p=002), 중환자실 근무경력 역시 7년 초과(4.50±0.31)자의 안전관리활동 점수가 더 높았다(F=4.300, p=006). 직급의 경우 책임/전임 간호사(4.55±0.31)가 일반 간호사(4.34±0.35)에 비하여 안전관리활동 점수가 유의하게 높은 것으로 나타났다(F=3.894, p=.022). 3. 중환자실의 간호사의 환자안전문화와 안전간호활동 간의 상관관계를 분석한 결과 유의한 정적 상관관계가 있었다(r=0.364, p=0.01). 즉 중환자실 간호사의 환자안전문화에 대한 인식이 높을수록 안전간호활동의 정도도 높아지는 경향이 있었다.4. 안전관리활동에 영향을 미치는 요인들을 알아보기 위하여 대상자의 일반적 특성 중 학력, 임상근무경력, 직급과 환자안전문화 하부 영역으로 부서근무환경, 직속상관/관리자, 의사소통 절차, 사고보고 빈도, 환자안전도, 병원 환경의 총 9개 변수를 독립변수로 하여 다중 회귀분석을 시행한 결과 의사소통과정, 사고보고 빈도, 임상근무경력 3개의 변수가 최종 모델에 포함되었고, 이 모델의 중환자실 간호사의 안전관리활동에 대하여 설명력은 19.7%였다. 이상의 연구 결과 중환자실 간호사의 안전관리활동을 증진하기 위해서는 임상근무경력이 짧은 간호사들을 위한 안전교육프로그램과 Near miss의 발생, 무해 사건의 발생, 유해사건의 발생 시 즉각적인 사고보고를 할 수 있는 안전사고 보고시스템의 개발이 필요하며, 보다 명확한 의사소통을 위한 병원의 시스템적인 접근과 조직문화의 개선이 이루어져야 함을 시사한다. [영문]prohibitio

Students' Construct and Critique of Claims and Evidence Through Online Asynchronous Discussion Combined with In-Class Discussion

This study examines how grade 5 students engage with the aspects (construct and critique) of argument in an online asynchronous discussion combined with in-class wrap-up discussion. Grade 5 students in a rural public school engaged in a "human health investigation" unit using an argument-based inquiry approach followed by online asynchronous discussions using a Moodle forum. The online discussion was wrapped up by a 1-h in-class discussion and student writing of claims, evidence, and reflection. Data sources included online notes posted by 111 students in the Moodle forum, a video record of in-class discussion, and writing samples of claims, evidence, and reflections produced by 54 students after online and in-class discussions. Results of this study indicate that students engaged with the construct and critique components of argument in the online asynchronous discussion and in the in-class wrap-up discussion. The results show that in terms of the argument components they (a) used evidence resources to challenge and supplement arguments, (b) critiqued and reinforced evidence, and (c) strongly negotiated and confirmed/revised claims

Science Teachers' Perceptions of and Approaches towards Students' Misconceptions on Photosynthesis: A Comparison Study between US and Korea

A critical component of teacher effectiveness is how teachers notice students' misconceptions and adjust the instructional approach accordingly. Taking a stance that the teachers' instructional quality is crucial to students' learning, a qualitative international comparison study was performed to examine science teachers' perceptions of and their approaches toward students' misconception on photosynthesis between the United States ( US) and South Korea. A web-based on-line survey consisting of open-ended questions was administered to secondary science teachers and 85 and 81 teacher responses were collected from the US and Korea, respectively. Constructed responses were analyzed using the constant comparative method and enumerative approach through which regularities and patterns in the responses emerged. Four categories emerged concerning teacher perceptions of misconceptions: Concept, Knowledge Construction, Curriculum, and Pedagogical. Most teachers employed Concept or Knowledge Construction perspective to identify and reason out student misconceptions in both countries. In respect to instructional strategies, two dominant patterns emerged: content-focused and student-focused strategies. Teachers from both countries demonstrated the most frequent use of content-centered approaches, although the patterns of the usage in relation to their perceptions towards misconceptions were different to some degree. Possible attributing factors for the observed patterns and some limitations of the study are further discussed

Students' Written Arguments in General Chemistry Laboratory Investigations

Argument; Writing-to-learn scienc