Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Effects of Cornell Typed Science Journal Writing on Elementary Students' Science-Related Attitude

코넬식 과학일지 쓰기가 초등학생의 과학 관련 태도에 미치는 영향

  • Received : 2014.05.03
  • Accepted : 2014.05.28
  • Published : 2014.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to investigate the effects of Cornell typed science journal writing on elementary students' science-related attitude by gender and academic achievement. The subjects of study were 109 elementary students (5th grade). The experimental group performed Cornell typed science journal writing and the control group maintained traditional lectures for one semester. Science-related attitudes of this study are classified into scientific attitudes (7 sub-domains) and attitudes toward science (5 sub-domains). The collected data were analyzed by ANCOVA with SPSS. The results of study were as follows: Several sub-domain (voluntariness, cooperation, perception about science and scientist) of science-related attitudes positively changed in experimental group. Cornell typed science journal writing was especially effective on improving scientific attitude in male students, and attitude toward science in female students. Also, science journal writing was effective on improving science-related attitude (both scientific attitude and attitude toward science) in high-achieving group, but not effective in low-achieving group.

Keywords

References

  1. Anderson, L. W. (2000). Assessing affective characteristics in the schools. Mahweh, NJ: Lawrence Erlbaum.
  2. Chae, D. (1997). The effects of the computer assisted instruction about elementary science contents on students' science achievement and science attitude. Journal of Korean Elementary Science Education, 26(2), 225-241.
  3. Choi, Y. & Nam, C. (2002). Influencing on the increase of the scientific inquiry abilities and attitudes by using the work-sheets for the differentiated learning. Journal of Korean Elementary Science Education, 21(1), 111-126.
  4. Hong, J., Han, M., Chung, J., Choi, J. & Shin, Y. (2006). The effect of HASA program on the science related attitudes, science knowledge and scientific inquiry skills. Journal of Korean Elementary Science Education, 25(2), 206-216.
  5. 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.
  6. Jang, H. & Shin, Y. (2009). Effects of the science writing after reading scientific books on scientific attitudes in elementary school. The Bulletin of Science Education, 22(1), 55-63.
  7. Jho, H. (2012). A review of the literature on primary students's science-related attitudes. Journal of Korean Elementary Science Education, 31(4), 436-449.
  8. Kim, B., Yeo, S. & Kim, Y. (2009). The effect of interactive science journal writing through feedback on scientific process skills of elementary students. The Bulletin of Science Education, 22(1), 85-93.
  9. K., Si, M., Ok, H., Rim, H., Kim, S., Jung, S., Jung, J. & Park, H. (2010a). The Trends in International Mathematics and Science Stuey (TIMMS 2011): A Technical Report of the Field Survey in Korea (RRE 2010-4-1). Seoul: Korea Institute for Curriculum and Evaluation.
  10. Kim, K., Si, M., Ok, H., Rim, H., Kim, S., Jung, S., Jung, J. & Park, H. (2010b). Programme for International Students Assessment (PISA 2009) Results (RRE 2010-4-2). Seoul: Korea Institute for Curriculum and Evaluation.
  11. Kim, Y., Lee, C. & Lee, S. (2004). An effectiveness of science-play activity on the scientific attitudes and scientific inquiry skills of elementary school students. Journal of Korean Elementary Science Education, 23(1), 17-26.
  12. Kwak, Y., Kim, C., Lee, Y. & Jeong, D. (2006). Investigation on elementary and secondary students' interest in science. Journal of Korean Earth Science Society, 27(3). 260-268.
  13. Kwon, N. & Lee, E. (2007). The effects of task-based learning strategies on the science prodess skills and the scientific attitudes of elementary school students. Journal of Korean Elementary Science Education, 26(2), 141-148.
  14. Lee, H., Nam, K., Moon, S., Kim, Y. & Lee, S. (2005). The effects of science instruction using argumentation on elementary school students' learning motivation and scientific attitude. Journal of Korean Elementary Science Education, 24(2), 183-191.
  15. Lee, M. & Kim, K. (2004). Relationship between attitudes toward science and science achievement. Journal of the Korean Association for Science Education, 24(2), 399-407.
  16. Lee, Y. (2006). The effects of cooperative learning through STAD model in elementary school students' learning achievements and science related attitudes in the field of astronomy. Journal of Korean Elementary Science Education, 25(2), 141-148.
  17. Lim, C. & Lee, S. (2008). Preservice elementary teachers' attitudes toward science and process skills. Journal of the Korean Association for Science Education, 28(2), 180-185.
  18. Lim, C. (1995). A study in attitudes related to the science of elementary and middle school students. Journal of the Korean Association for Science Education, 15(2), 194-200.
  19. Ministry of Education & Human Resources Development (2007). 2007 Revised National Science Curriculum (2007-79). Seoul: Daehangyogwaseo.
  20. Ministry of Education and Science Technology (2011). 2009 Revised National Science Curriculum (2009-41). Seoul: Daehangyogwaseo.
  21. Myeong, J. (1996). Suggestions to improve attitude research in science education: proposing LISREL for statistical analysis. Journal of Korean Elementary Science Education, 15(2), 327-345.
  22. National Research Council (1996). National Science Education Standards. Washington, DC: National Academic Press.
  23. Oliver, J. S. (1986). A longitudinal study of attitude, motivation and self-concept as predictors of achievement and commitment to science among adolescent students. Doctoral dissertation, University of Georgia.
  24. Park, H. & Shin, D. (2011). A comparison of the sciencerelated characteristics of elementary school boys and girls with the perspectives of their ability. The Journal of Korea Elementary Education, 22(2), 1-14.
  25. Park, J. (2011). The effect of free inquiry activities on the scientific learning motivations and scientific attitudes of elementary school students. Master's dissertation, Korean National University of Education.
  26. Park, J., Kim, J. & Bae, J. (2001). The effect of free inquiry activities on the science process skills and scientific attitudes of elementary school students. Journal of Korean Elementary Science Education, 20(2), 271-280.
  27. Park, S., Park, J. & Yeo, S. (2006). The effects of MBL programs on academic achievement and science-related affective characteristics of elementary school students in laboratory instructions. Journal of Korean Elementary Science Education, 25(4), 454-464.
  28. Prain, V. & Hand, B. (1999). Students perceptions of writing for learning in secondary school science. Science Education, 83(2), 151-162. https://doi.org/10.1002/(SICI)1098-237X(199903)83:2<151::AID-SCE4>3.0.CO;2-S
  29. Prain, V. & Hand, B. (2002). Teachers implementing writing to learn strategies in junior secondary science: A case study. Science Education, 86(6), 737-755. https://doi.org/10.1002/sce.10016
  30. Son, Y. (2013). An analysis on the effects of Cornell-note method in teaching elementary mathematics: From the academic achievement and learning motive perspectives. Master's dissertation, Pukyong National University.
  31. Yeo, S., Choi, Y. & Lim, H. (2008). The effects of science drama on elementary students' science attitudes. Journal of Korean Elementary Science Education, 27(4), 328-340.
  32. Yeo, S., Lee, J. & Shin, M. (2009). The effects of verbal analogy activities as scaffolding in the science achievement and science attitude of elementary students. Journal of Korean Elementary Science Education, 28(4), 507-518.