Skip to main content

Trends in HPS/NOS Research in Korean Science Education

  • Chapter
  • First Online:
International Handbook of Research in History, Philosophy and Science Teaching

Abstract

The recent National Science Curriculum of Korea highlights the promotion of students’ scientific literacy, which requires an understanding of HPS and NOS, for rational and scientific decision-making in everyday contexts. This chapter reports the results of the analyses of the current situation and recent changes of HPS and NOS in the practice of science education, such as school science curriculum, science textbooks, preservice, and in-service teacher education for primary and secondary school science in Korea. In addition, based on the results, this chapter describes the features of HPS- and NOS-related science education and gives some implications for future research and practice of Korean science education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 749.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 949.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 949.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    After the 7th Curriculum, the revision was to be made upon its demand, thus the new Curriculum was named with the revision year instead of calling 8th or 9th.

  2. 2.

    The names and URLs of the National Universities and of the National Universities of Education are listed in the Appendix.

  3. 3.

    The names and URLs of the eight Offices of Education are listed in the Appendix.

References

  • Aikenhead, G., Ryan, A., & Fleming, R. (1989). Views on science-technology-society. Saskatoon, Canada: Department of Curriculum Studies, University of Saskatchewan.

    Google Scholar 

  • Castetter, W. B. (1986). The personal function in educational administration. Macmillan Publishing Co., NY.

    Google Scholar 

  • Cho, H. –H. (1984). A study of philosophical basis of preconceptions and relationship between misconceptions and science education. Journal of the Korean Association for Science Education, 4(1), 34–43.

    Google Scholar 

  • Cho, H. –H. (1988). Analysis of theoretical background for current research on science curriculum and teaching/learning and implications for future science education. Journal of the Korean Association for Science Education, 8(2), 33–41.

    Google Scholar 

  • Cho, H. –H. (1992). An analysis of the nature of scientific inquiry and a study on the instructional method for promoting inquiry competence. Journal of the Korean Association for Science Education, 12(2), 61–73.

    Google Scholar 

  • Cho, J. (2008). Analysis of Inquiry Unit of Science 10 in terms of nature of science. Journal of the Korean Association for Science Education, 28(6), 685–695.

    Google Scholar 

  • Cho, J. –I. (1990). The meanings of teaching science as inquiry and change of conditions for inquiry science education. Journal of the Korean Association for Science Education, 10(1), 65–75.

    Google Scholar 

  • Cho, J. –I. (1991). An investigation into “Science-Technology-Society” curricula. Journal of the Korean Association for Science Education, 11(2), 87–101.

    Google Scholar 

  • Cho, J. –I., & Ju, D. K. (1996). A study on Korean science teachers' points of view on nature of science. Journal of the Korean Association for Science Education, 16(2), 200–209.

    Google Scholar 

  • Cho, H. –H., & Choi, K. (2002). Science education: constructivist perspectives. Journal of the Korean Association for Science Education, 22(4), 820–836.

    Google Scholar 

  • Choi, G. (2004). Developing active role of science museum in educating on ethical issues on science and technology: Four case studies. Journal of the Korean Association for Science Education, 24(1), 109–120.

    Google Scholar 

  • Choi, C. I., Yeo, S. –I., & Woo, K. W. (2005). Analysis of the contents of science history introduced into Chemistry II textbooks based on the 7th curriculum. Journal of the Korean Association for Science Education, 25(7), 820–827.

    Google Scholar 

  • Choi, Y. –H., Choi, G., & Jin, H. –K. (2010). An Analysis of the Nature of Science Incorporated in the History of Science in School Science Textbooks Based on the 7th Curriculum. New Physics: Sae Mulli(The Korean Physical Society), 60(3), 273–282.

    Google Scholar 

  • Desimone, L. M., Porter, A. G., Garet, M. S., & Birman, B. F. (2002). Effects of professional development on teacher’s instruction: Results from a three-year longitudinal study, Educational Evaluation and Policy Analysis, 24(2), 81–112.

    Article  Google Scholar 

  • Ha, M. –K. (1991). The attempts to introduce Science-Technology-Society (S-T-S) education to Korean science education. Journal of the Korean Association for Science Education, 11(2), 79–85.

    Google Scholar 

  • Han, J. –S., & Chung, Y. L. (1997). Teachers' and students' understanding of the nature of science. Journal of the Korean Association for Science Education, 17(2), 119–125.

    Google Scholar 

  • Herget, D. E. (Ed.) (1989). The History & Philosophy of Science in Science Teaching. Science Education and Department of Philosophy, Florida State University, Tallahassee, Florida.

    Google Scholar 

  • Herget, D. E. (Ed.) (1990). More History & Philosophy of Science in Science Teaching. Science Education and Department of Philosophy, Florida State University, Tallahassee, Florida.

    Google Scholar 

  • Hong, J. –L. (2001). The effects of decision-making centered-STS(Science-Technology-Society) classes on the students' attitudes towards science and perceptions about STS. Journal of the Korean Association for Science Education, 21(2), 422–432.

    Google Scholar 

  • Hur, M. (1993). Survey on the attitudes toward science and science courses of primary and secondary students. Journal of the Korean Association for Science Education, 13(3), 334–340.

    Google Scholar 

  • Jung, W. (1994). Toward preparing students for change: A critical discussion of the contribution of the history of physics in physics teaching. Science & Education, 3, 99–130.

    Google Scholar 

  • Kang, S., Kim, Y., & Noh, T. (2004). The influence of small group discussion using the history of science upon students' understanding about the nature of science. Journal of the Korean Association for Science Education, 24(5), 996–1007.

    Google Scholar 

  • Kim, D. P. (1978). Historical review in Foundation of London Loyal Society and France Loyal Academy. Journal of the Korean Association for Science Education, 1(1), 29–34.

    Google Scholar 

  • Kim, H. –B., M. J. –S., Park, J. –Y., Heo, N., & Song, J. (2004). Science-related attitudes of Korean housewives. Journal of the Korean Association for Science Education, 24(1), 183–192.

    Google Scholar 

  • Kim, J. –H. (2001). The characteristics of the 7th national science curriculum of the Republic of Korea. Journal of the Korean Association for Science Education, 21(5), 1012–1026.

    Google Scholar 

  • Kim, J., & Cho, B. (2002). Perceptions about science and scientific activity of students in kindergarten and primary school. Journal of the Korean Association for Science Education, 22(3), 617–631.

    Google Scholar 

  • Kwon, J. S. (1991). Problems of discipline centered science education and a method of the utilization of everyday materials in science education. Journal of the Korean Association for Science Education, 11(1), 117–126.

    Google Scholar 

  • Kwon, J. S. (2001). The problems of Korean school science curriculum and suggestions for a new direction. Journal of the Korean Association for Science Education, 21(5), 968–978.

    Google Scholar 

  • Kwon, J. S., & Park, D. –Y. (1990). A survey on attitudes toward science among the elementary school students. Journal of the Korean Association for Science Education, 10(2), 39–47.

    Google Scholar 

  • Kwon, S., & Pak, S. (1995). Elementary preservice teachers’ conceptions about and its changes in the nature of science and constructivist’ view of learning. Journal of the Korean Association for Science Education, 15(1), 104–115.

    Google Scholar 

  • Kwon, Y. –J., Jeong, J. –S., Park, Y. –B., & Kang, M. –J. (2003). A philosophical study on the generating process of declarative scientific knowledge: Focused on inductive, abductive, and deductive process. Journal of the Korean Association for Science Education, 23(3), 215–228.

    Google Scholar 

  • Lee, B. W., & Shin, D. H. (2010). Analysis of the historical content of ‘Science’ textbooks on the 7th Curriculum in Korea. New Physics: Sae Mulli(The Korean Physical Society), 60(5), 488–496.

    Google Scholar 

  • Lee, B. W., & Shin, D. H. (2011). Professionals’ opinion of science education using history of science. Journal of the Korean Association for Science Education, 31(5), 815–826.

    Google Scholar 

  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell and N. G. Lederman (eds), Handbook of Research on Science Education, Routledge, NY, pp. 831–879.

    Google Scholar 

  • Lederman, N. G., Abd-El-Khalick, F., Randy, L. B., & Renée, S. S. (2002). Views on nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.

    Article  Google Scholar 

  • Leite, L. (2002). History of science in science education: Development and validation of a checklist for analyzing the historical content of science textbooks. Science & Education, 11(4), 333–359.

    Google Scholar 

  • Matthews, M. R. (1992). History, philosophy, and science teaching: The present approach. Science & Education, 1, 11–47.

    Google Scholar 

  • Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. Routledge, NY.

    Google Scholar 

  • McComas, W. F. (Ed.) (1998). The Nature of Science in Science Education: Rationales and Strategies. Kluwer Academic Publishers, Dordrecht.

    Google Scholar 

  • McComas, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents. In W. F. McComas (ed), The Nature of Science in Science Education, Kluwer Academic Publishers, Dordrecht, pp. 41–52.

    Google Scholar 

  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass Publishers, San Francisco.

    Google Scholar 

  • Ministry of Education of Korea (MOE) (1997). The Science Curriculum.

    Google Scholar 

  • Ministry of Education, Science and Technology of Korea (MEST) (2007a). The 2007 Revised Science Curriculum.

    Google Scholar 

  • Ministry of Education, Science and Technology of Korea (MEST) (2007b). The guide book of the 2007 Revised Science Curriculum.

    Google Scholar 

  • Ministry of Education, Science and Technology of Korea (MEST) (2009). The development of English version of the 2007 Revised Science Curriculum.

    Google Scholar 

  • Ministry of Education, Science and Technology of Korea (MEST) (2011). The 2009 Revised Science Curriculum.

    Google Scholar 

  • Nam, J., Mayer, V. J., Choi, J., & Lim, J. (2007). Pre-service science teachers' understanding of the nature of science. Journal of the Korean Association for Science Education, 27(3), 253–262.

    Article  Google Scholar 

  • Niaz, M. (2000). A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks. Instructional Science, 28(2), 23–50.

    Article  Google Scholar 

  • Park, E. –I., & Hong, H. –G. (2010). The effects of explicit instructions on nature of science for the science-gifted. Journal of the Korean Association for Science Education, 30(2), 249–260.

    Google Scholar 

  • Park, J. (1998). The role of deductive reasoning in scientific activities. Journal of the Korean Association for Science Education, 18(1), 1–17.

    Google Scholar 

  • Park, J. (2009). The activity of an interpreter on science education during the enlightenment period in Korea: Focus on Hyun Chae. Journal of the Korean Association for Science Education, 29(6), 741–750.

    Google Scholar 

  • Park, S. K. (2011). The national curriculum of Korea: Current practice and future prospects for school curriculum policies. International Symposium: Current Practice and Future Prospects for School Curriculum Policies, April 8th 2011, Seoul.

    Google Scholar 

  • Peirce, C. S. (1878). Deduction, induction, and hypothesis. In C. Hartshorne and P. Weiss (Eds.) Collected Papers of Charles Sanders Peirce, vol. 2 (1931–1958) (pp. 372–388). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Ryu, H. –S., & Cho1, K. (2010). Perception survey on characteristics of scientific literacy for global science-technology-society for secondary school students. Journal of the Korean Association for Science Education, 30(6), 850–869.

    Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Educational Review, 57, 1–22.

    Google Scholar 

  • Smith, M., & O’Day, J. (1991). Systemic school reform. In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the politics of education association. Falmer Press, Bristol, pp. 233–267.

    Google Scholar 

  • Seo, H. –A., Kim, Y., Kim, J., Paik, S. –H., Son, J., Song, J., Lee, K. –Y., Jeong, Y., Cho, W., Cha, J., Han, I., & Heo, N. (2010). Lifelong professional development system for in-service teachers of science and mathematics. Korean Foundation for the Advancement of Science & Creativity.

    Google Scholar 

  • Soh, W. –J., Kim, B. –k, & Woo, J. –O. (1998). Middle school science teachers' philosophical perspectives of science. Journal of the Korean Association for Science Education, 18(2), 221–231.

    Google Scholar 

  • Song, J. (1993). Teachers’ images of scientists and their respected scientists. Journal of the Korean Association for Science Education, 13(1), 48–55.

    Google Scholar 

  • Song, J., & Kwon, S. –G. (1992). The change of postgraduate students’ conceptions towards the nature of science through the course related to philosophical of science. Journal of the Korean Association for Science Education, 12(1), 1–9.

    Google Scholar 

  • Song, J., & cho, S. –K. (2003). John Tyndall(1820–1894), who brought physics and the public together. Journal of the Korean Association for Science Education, 23(4), 419–429.

    Google Scholar 

  • Song, J., Chung, B. –H., Kwon, S. –G., & Park, J. –W. (1997). The images of science education illustrated in the books written by modern philosophers of science. Journal of the Korean Association for Science Education, 17(2), 209–224.

    Google Scholar 

  • Yang, I. H., Jeong, J. S., Kwon, Y. J., Jeong, J. W., Hur, M., & Oh, C. H. (2006a). An intensive interview study on the process of scientists' science knowledge generation. Journal of the Korean Association for Science Education, 26(1), 88–98.

    Google Scholar 

  • Yang, I. H., Cho, H. J., Jeong, J. W., Hur, M., & Kim, Y. S. (2006b). Aims of laboratory activities in school science: A Delphi study of expert community. Journal of the Korean Association for Science Education, 26(2), 177–190.

    Google Scholar 

  • Yang, S. –H. (1987). Brief discussion on the scientific creationism critiques. Journal of the Korean Association for Science Education, 7(2), 89–95.

    Google Scholar 

  • Yi, B. –H., & Kim, Y. –M. (1984). A investigation of the attitudes toward science and scientific attitude for the underachievers. Journal of the Korean Association for Science Educationn 4(1), 26–33.

    Google Scholar 

Download references

Acknowledgement

The authors of this chapter wish to thank Jinsun Park, a doctoral student of Seoul National University, for her kind help in analyzing the data reported here.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jinwoong Song .

Editor information

Editors and Affiliations

Appendix

Appendix

1.1 Textbooks Selected for the Analysis in the Study

G3-1: Ministry of Education, Science and Technology of Korea (2010). Science 3–1. Kumsung, Seoul.

G3-2: Ministry of Education, Science and Technology of Korea (2010). Science 3–2. Kumsung, Seoul.

G4-1: Ministry of Education, Science and Technology of Korea (2010). Science 4–1. Kumsung, Seoul.

G4-2: Ministry of Education, Science and Technology of Korea (2010). Science 4–2. Kumsung, Seoul.

G5-1: Ministry of Education, Science and Technology of Korea (2011). Science 5–1. Kumsung, Seoul.

G5-2: Ministry of Education, Science and Technology of Korea (2011). Science 5–2. Kumsung, Seoul.

G6-1: Ministry of Education, Science and Technology of Korea (2011). Science 6–1. Kumsung, Seoul.

G6-2: Ministry of Education, Science and Technology of Korea (2011). Science 6–2. Kumsung, Seoul.

G7-A: Kim et al. (2010). Middle School Science 1. Doosandonga, Seoul.

G7-B: Lee et al. (2010). Middle School Science 1. Kumsung, Seoul.

G8-A: Kim et al. (2011). Middle School Science 2. Doosandonga, Seoul.

G8-B: Lee et al. (2011). Middle School Science 2. Kumsung, Seoul.

G9-A: Kim et al. (2012). Middle School Science 3. Doosandonga, Seoul.

G9-B: Lee et al. (2012). Middle School Science 2. Kumsung, Seoul.

G10-A: Jeon et al. (2011). High School Science, Mirae N, Seoul.

G10-B: An et al. (2011). High School Science, Kumsung, Seoul.

1.2 National University (Secondary Education) Selected for the Analysis in the Study

Chonbuk National University (http://www.jbnu.ac.kr/)

Chonnam National University (http://www.jnu.ac.kr/)

Chungbuk National University (http://www.chungbuk.ac.kr/)

Gyeongsang National University (http://www.gnu.ac.kr/)

Jeju National University (http://www.jejunu.ac.kr/)

Kangwon National University (http://www.kangwon.ac.kr/)

Kongju National University (http://www.kongju.ac.kr/)

Korean National University of Education (http://www.knue.ac.kr/)

Pusan National University (http://www.pusan.ac.kr/)

Seoul National University (http://www.snu.ac.kr/)

1.3 National University of Education (Primary Education) Selected for the Analysis in the Study

Busan National University of Education (http://www.bnue.ac.kr/)

Cheongju National University of Education (https://www.cje.ac.kr/)

Chinju National University of Education (http://www.cue.ac.kr/)

Chuncheon National University of Education (http://www.cnue.ac.kr/)

Daegu National University of Education (http://www.dnue.ac.kr/)

Gongju National University of Education (http://www.gjue.ac.kr/)

Gwangju National University of Education (http://www.gnue.ac.kr/)

Gyeongin National University of Education (http://www.ginue.ac.kr/)

Jeonju National University of Education (http://www.jnue.kr/)

Seoul National University of Education (http://www.snue.ac.kr/)

1.4 Office of Education Selected for the Analysis in the Study

Busan Metropolitan City Office of Education (http://www.pen.go.kr/)

Daegu Metropolitan City Office of Education (http://www.dge.go.kr/)

Daejeon Metropolitan City Office of Education (http://www.dje.go.kr/)

Gwangju Metropolitan City Office of Education (http://www.gen.go.kr/)

Gyeonggi Provincial Office of Education (http://goe.go.kr/)

Incheon Metropolitan City Office of Education (http://www.ice.go.kr/)

Seoul Metropolitan Office of Education (http://www.sen.go.kr/)

Ulsan Metropolitan City Office of Education (http://www.use.go.kr/)

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Song, J., Joung, Y.J. (2014). Trends in HPS/NOS Research in Korean Science Education. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_67

Download citation

Publish with us

Policies and ethics