Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

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

DOI QR Code

The Effect of Science Teaching and Learning Methods from the Perspectives of the Science-Related Attitude

과학 관련 태도 측면에서 본 과학 교수 학습 방법별 교육 효과

  • Received : 2015.07.22
  • Accepted : 2015.08.26
  • Published : 2015.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we summarized and analyzed domestic research papers including science-related attitude in science education over the past 30 years, mainly teaching & learning methods. We reviewed 240 papers of experimental design in Journal of the Korean Association for Research in Science Education and Journal of Korean Elementary Science Education until the last volume of 2014 with results of statistical significance. The results are that students preferred group compensation rather than individual compensation. Also, students' active participation in class activities were effective in promoting students' science-related attitude. On the other hand, students' attitudes related to science did not show significant effectiveness in science class focusing on conceptual understanding. The results of this study regarding the positive or negative influence of teaching & learning methods in science will be expected to be useful when science teacher makes a selection the proper teaching methods.

Keywords

References

  1. Back, N. G. & An, Y. H. (2004). The effects on science inquiry ability, scientific attitude and science achievement of the elementary school students according to the input time of web-based instruction programs. Journal of Korean Elementary Science Education, 23(2), 123-130.
  2. Bae, J. H. & Ok, S. K. (2009). The effects of elementary science lessons emphasizing social interactions on the metacognition, learning motive and academic achievement. Journal of Korean Elementary Science Education, 28(4), 519-527.
  3. Bae, J. H., Yun, B. H. & Kim, J. S. (2013). The effects of science lesson applying STEAM education on science learning motivation and science academic achievement of elementary school students. Journal of Korean Elementary Science Education, 32(4), 557-566.
  4. Bak, A. & Kim, Y. K. (2014). The effects of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. Journal of Korean Elementary Science Education, 33(3), 439-452. https://doi.org/10.15267/keses.2014.33.3.439
  5. Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970. https://doi.org/10.1002/tea.20249
  6. Buzan (2008). Ultimate book of mind maps [생각의 지도 위에서 길을 찾다]. Seoul: JoongAngBooks & Buzan Korea.
  7. Buzan, T. & Buzan, B. (2010). Mind map book [토니 부잔의 마인드맵 북]. Seoul: BusinessMap. (Original work published in 2007).
  8. Byun, C. S. & Kim, H. B. (2010). The effects of studentcentered instruction using analogy for middle school students' learning of the photosynthesis concept. Journal of the Korean Association for Research in Science Education, 30(2), 304-322.
  9. Byun, S. H., Kim, K. S., Choi, S. Y., Noh, T. H. & Cha, J. H. (2007b). The influences of student-centered analogical instruction using physical analogies in chemistry concept learning. Journal of the Korean Association for Research in Science Education, 27(7), 631-638.
  10. Byun, Y. G., Kim, Y. H. & Shon, M. (2007a). Teaching methods and educational technology [교육방법 빛 교육공학]. Seoul: Hakjisa.
  11. Chae, D. H. (1997). The effects of the computer assisted instruction about elementary science contents on students science achievement and science attitude: Focused on astronomy section. Journal of Korean Elementary Science Education, 16(2), 225-241.
  12. Chae, W, K., Kwon, K., Paik, S. H., Kim, H. K. (1999). Effects of students learning motivations on concept change. Journal of the Korean Association for Research in Science Education, 19(1), 91-99.
  13. Chang, J. A. & Jhun, Y. S. (2010). Development and application of open inquiry program: Focusing on the students' traits of science inquiring ability and repeated feedback. Journal of Korean Elementary Science Education, 29(2), 207-218.
  14. Chang, N. K. & Park, J. H. (1996). Effects of affective participation and feedback in environmental unit achievement. Journal of the Korean Association for Research in Science Education, 16(1), 97-102.
  15. Cho, H. H. & Choi, K. H. (2008). Theory and practice of science education (2nd Ed.) [과학교육의 이론과 실제]. Gyeonggi: Kyoyookkwahaksa.
  16. Cho, H. H. & Park, S. J. (1999). Science teaching and learning [과학 교수-학습]. Gyeonggi: Kyoyookkwahaksa.
  17. Cho, H. H. (2003). General science education [일반과학 교육학]. Gyeonggi: Kyoyookkwahaksa.
  18. Cho, H. H. (2014). Science writing: Methods and functions [자연과학 글쓰기: 방법과 기능]. Gyeonggi: Kyoyookkwahaksa.
  19. Cho, H. H., Kim, H. K., Yun, H. S. & Lee, K. Y. (2011). Theory and practice of science education (4th Ed.) [과학 교육의 이론과 실제]. Seoul: Kyoyookbook.
  20. Cho, H. H., Kim, H. K., Yun, H. S. & Lee, K. Y.(2014). Teaching materials and instructional methods in science [과학교재연구 및 지도법]. Gyeonggi: Kyoyookkwahaksa.
  21. Cho, S. H., Kim, C. J., Kim, B. K., Kim, C. Y. & Kim, H. J. (2001). The effects of a portfolio system on elementary school students' socio-psychological classroom environment. Journal of the Korean Association for Research in Science Education, 21(3), 529-536.
  22. Choi, S. & Kim, H. B. (2013). The effects of animationbased instruction using “magic school bus” on elementary students' level of understanding and interests on plant's structure and function. Journal of Korean Elementary Science Education, 32(4), 379-392.
  23. Choi, S. Y. & Kang. H. K. (2003). Effects of the 4MAT system on creativity, science achievement and sciencerelated attitudes of elementary students. Journal of Korean Elementary Science Education, 22(2), 156-162.
  24. Choi, S. Y. & Kim, H. R. (2011a). The effects of sharing nature learning program in elementary science class-Focused the plants units of the 4th grade. Journal of Korean Elementary Science Education, 30(1), 83-92.
  25. Choi, S. Y. & Kim, J. I. (2011b). The effects on students' leaning types through the creative problem solving teaching model in elementary science class. Journal of Korean Elementary Science Education, 30(4), 615-623.
  26. Choi, S. Y., Lee, E. J. & Kang, H. K. (2006). The effects of the visual-analogical learning on student creativity and science achievement in elementary school science. Journal of the Korean Association for Research in Science Education, 26(2), 167-176.
  27. Choi, Y. J. & Ahn, M. K. (2001). The effects of jigsaw II expert groupings on student's knowledge, inquiry ability and attitudes at elementary school science study. Journal of Korean Elementary Science Education, 20(2), 177-186.
  28. Chung, D. H., Park, S. H., Yee, Y. H., Lee, J. W. & Lee. K. H. (2009). Development of leadership program for the gifted and talented, and it's application. Journal of the Korean Association for Research in Science Education, 29(6), 639-652.
  29. Chung, W. H. & Jeong, J. S. (1995). The effects of the learning cycle model by learner's characteristics in junior high school. Journal of the Korean Association for Research in Science Education, 15(3), 284-290.
  30. Chung, W. H., Kwon, J. S., Choi, B. S., Jeong, J. W. & Kim, H. N. (1996). The identification and comparision of science teaching models and development of appropriate science teaching models by types of contents and activities. Journal of the Korean Association for Research in Science Education, 16(1), 13-34.
  31. Chung, W. H., Kwon, J. S., Choi, B. S., Jeong, J. W., Kim, H. N. (1996). The identification and comparision of science teaching models and development of appropriate science teaching models by types of contents and activities. Journal of the Korean Association for Research in Science Education, 16(1), 13-34.
  32. Chung, Y. L. & Lee, E. P. (2003b). Integrating concept mapping and the learning cycle to teach genetics and reproduction to high school students. Journal of the Korean Association for Research in Science Education, 23(6), 617-626.
  33. Chung, Y. L. & Lee, H. W. (2003a). The effects of cooperative learning to study the unit 'metabolism' in high school: Application of STAD model. Journal of the Korean Association for Research in Science Education, 23(1), 35-46.
  34. Chung, Y. L. & Lee, K. H. (2004). The effect of the emotional intelligence improvement program in middle school science class. Journal of the Korean Association for Research in Science Education, 24(2), 258-266.
  35. Dong, H. K., Song, M. Y. & Shin, Y. J. (2010). Effects of 5E learning-cycle model on science academic achievements, science process skill and scientific attitude of elementary school students. Journal of Korean Elementary Science Education, 29(4), 567-575.
  36. Driscoll, M. P. (2007). Psychology of learning for instruction (3rd Ed.) [수업설계를 위한 학습심리학]. Gyeonggi: Kyoyookkwahaksa. (Original work published in 2005).
  37. Finson, K. D. & Enochs, L. G. (1987). Student attitudes toward science-technology-society resulting from visitation to a science-technology museum. Journal of Research in Science Teaching, 24(7), 593-609. https://doi.org/10.1002/tea.3660240702
  38. Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821-835. https://doi.org/10.1002/tea.21155
  39. Gredler, M. E. (2006). Learning and instruction: Theory into practice [교수-학습의 이론과 실제]. Gyeonggi: Pearson (Academy Press) (Original work published in 2000).
  40. Haladyna, T., Olsen, R. & Shaughnessy, J. (1982). Relations of student, teacher, and learning environment variables to attitudes toward science. Science Education, 66(5), 671-687. https://doi.org/10.1002/sce.3730660503
  41. Han, J. Y., Han, S. J. & Noh, T. H. (2002). The effect of grouping by students' agreeableness in cooperative learning. Journal of the Korean Association for Research in Science Education, 22(4), 717-724.
  42. Han, J. Y., Jeong, E. H. & Noh, T. H. (2005a). The Effect of cooperative learning environments in conceptual change instruction on students' cognitive and affective outcomes. Journal of the Korean Association for Research in Science Education, 25(5), 555-562.
  43. Han, J. Y., Kang, H. S., Kim, B. K. & Noh, T. H. (2005b). The effects of small group drawing in learning the particulate nature of matter. Journal of the Korean Association for Research in Science Education, 25(7), 721-727.
  44. Han, J. Y., Lee, J. Y., Kwack, J. H. & Noh, T. H. (2006). The effects of drawing and analyzing pictures in concept learning of the particulate nature of matter: A comparison based on student visual learning style. Journal of the Korean Association for Research in Science Education, 26(1), 9-15.
  45. Han, K. S. & Yang, T. Y.(2009). Analysis of the effectiveness of a university affiliated science-gifted educational program: The case of C gifted education center. Journal of the Korean Association for Research in Science Education, 29(2), 137-155.
  46. Han, Y. W. & Lee, W. K. (2005). An effect of integrated science inquiry learning method through literature materials on the elementary science. Journal of Korean Elementary Science Education, 24(1), 9-20.
  47. Han, Y. W., Park, S. K. & Kim, D. H. (2000). The effect of cooperative skill training on elementary school students' learning in science. Journal of Korean Elementary Science Education, 19(1), 29-39.
  48. Haussler, P. & Hoffmann, L. (2002). An intervention study to enhance girls' interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870-888. https://doi.org/10.1002/tea.10048
  49. Hong, J. E., Han, M. J., Chung, J. S., Choi, J. H. & Shin, Y. J. (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.
  50. 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 Research in Science Education, 21(2), 422-432.
  51. Hong, S. W. & Lee, Y. S. (2008). The effects of the science process skill and scientific attitudes by creative problem solving. Journal of Korean Elementary Science Education, 27(3), 233-243.
  52. Hur, M. & Lee, J. Y. (1995). The effect of concept mapping strategies on the achievement and attitude change in science in science learning. Journal of the Korean Association for Research in Science Education, 15(2), 223-232.
  53. Hwang, Y. H. & Park, J. K. (2014). The effects of creative hands-on activities using effective microorganisms on elementary school students' environmental literacy. Journal of Korean Elementary Science Education, 33(3), 524-535. https://doi.org/10.15267/keses.2014.33.3.524
  54. Jang, E. J. & Jhun, Y. S. (2010). The effects of the teaching and learning program to improve leadership for the gifted in science. Journal of Korean Elementary Science Education, 29(3), 252-261.
  55. Jang, H. J. & Shin, Y. J.(2009). Effect of the activity after reading books on science toward creativity. Journal of Korean Elementary Science Education, 28(2), 187-196.
  56. Jarvis, T. & Pell, A. (2005). Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42(1), 53-83. https://doi.org/10.1002/tea.20045
  57. Jee, K. J. & Park, J. W. (2013). Development and application of the family activity for improving scientific creativity (FAISC) program. Journal of the Korean Association for Research in Science Education, 33(1), 114-131. https://doi.org/10.14697/jkase.2013.33.1.114
  58. Jeon, H. Y., Yeo, S. I. & Woo, K. W. (2002). Focusing on gender differences = effects of reading materials about scientists on the attitude toward science and images of scientists. Journal of the Korean Association for Research in Science Education, 22(1), 22-31.
  59. Jeong, H. S. & Han. Y. W. (2006). Effects of metacognitive learning strategy on elementary school students' conception acquisition of seasonal change and self-efficacy. Journal of Korean Elementary Science Education, 25(1), 39-50.
  60. Jeong, J. W. (1992). The influence of CAI (computerassisted instruction) programs on learner's attitudes toward computer and science. Journal of the Korean Association for Research in Science Education, 12(1), 47-60.
  61. Jeong, J. W., Song, B. Y. & Kim, H. N.(1994). A study on the application of vee diagram instruction in the elementary science. Journal of Korean Elementary Science Education, 13(2), 177-193.
  62. Jeong, M. S., Cho, S. T. & Seo, W. C. (2010). Cooperative learning [협동학습]. Seoul: Njoy School.
  63. Jeong, S. & Kang, S. H. (2014). Teaching strategy of the general chemistry laboratory using the making hypotheses by activities of substituting and combining variables in college. Journal of Research in Curriculum Instruction, 18(4), 1201-1224. https://doi.org/10.24231/rici.2014.18.4.1201
  64. Jeong, S. A. & Kwon, N J. (2008). The development and application of strategies using children's science verses in elementary science teaching. Journal of the Korean Association for Research in Science Education, 28(8), 814-822.
  65. Jeong, S. H., Kim, B. G., Koo, I. S. & Park, J. K. (2010). Effects on scientific inquiry, scientific attitudes, and scientific achievements of experimental classes for kinetics unit using self-regulated learning strategy. Journal of the Korean Association for Research in Science Education, 30(6), 681-692.
  66. Jho, H. K. (2012). A review of the literature on primary students' science-related attitudes. Journal of Korean Elementary Science Education, 31(4), 436-449.
  67. Jin, S. W. & Lee, J. Y. (1998). The effects of daily commodities on students' scientific knowledges, inquiring abilities and scientific attitudes. Journal of Korean Elementary Science Education, 17(2), 113-121.
  68. Jo, O. G. & Kim, Y. M. (2006). Development and implementation of physics inquiry learning materials in the context of play-based inquiry. Journal of the Korean Association for Research in Science Education, 26(1), 143-154.
  69. Joo, Y., Kim, K. S. & Noh, T. H. (2012). The effects of grouping by middle school students' collectivism in science cooperative learning and their perceptions. Journal of the Korean Association for Research in Science Education, 32(10), 1551-1566.
  70. Ju, E. J., Lee, J. A. & Jang, S. H. (2013). Effects of pre-service teacher's scaffolding in environmental camp about climate change. Journal of Korean Elementary Science Education, 32(1), 82-94.
  71. Jung, J. H. & Chung, Y, L. (2009). The effect of mind mapping applied in science classes on middle school students' creativity. Journal of the Korean Association for Research in Science Education, 29(4), 388-399.
  72. Jung, M. S., Koo, J. H. & Park, M. Y.(2004). School NIE reality and strategies for improving [학교 NIE 실태와 개선 방안]. Seoul: Korea Association of Newspapers.
  73. Kang, H. G., Ha, C. W. & Kim, N. I. (1996). The effect of learning through concept mapping on elementary school science achievement and creativity - 5th grade elementary school science. Journal of Korean Elementary Science Education, 15(2), 191-206.
  74. Kang, H. K. & Cho, B. H. (1992). A study on cognitive specialization and effective teaching strategies for the nurture of creativitiy. Journal of Korean Elementary Science Education, 11(32). 111-121.
  75. Kang, K. H. (2010). The trend and the issues of domestic studies in relation to science teaching-learning methods. Journal of Science Education, 34(1), 22-31.
  76. Kang, S. H. & Kim, E. S. (2005). The effect of STS Instruction through science to enhance hypothetical deductive thinking skills for creativity - water section of chemistry 1. Journal of the Korean Association for Research in Science Education, 25(3), 327-335.
  77. Kang, S. J. & Noh, T. H. (2000). Effect of concept learning strategy emphasizing social consensus during discussion. Journal of the Korean Association for Research in Science Education, 20(2), 250-261.
  78. Kang, S. J., Kwon, J. H. & Yeau, S. H. (1999). The effect of jurisprudental inquiry model-oriented STS Program on the high school underachievers. Journal of the Korean Association for Research in Science Education, 19(2), 248-255.
  79. Kang, S. M., Kwak, J. H. & Nam, J. H. (2006). The effects of argumentation-based teaching and learning strategy on cognitive development, science concept understanding, science-related attitude, and argumentation in middle school science. Journal of the Korean Association for Research in Science Education, 26(3), 450-461.
  80. Kang. S. J., Han. S. J., & Noh. T. H. (2002). The effect of cooperative small group discussion in science concept learning. Journal of the Korean Association for Research in Science Education, 22(2), 93-101.
  81. Kang. S. J., Lee, Y. Y., Go, H. J., Jeon, G. M. & Noh, T. H. (2004). The effects of using concept mapping as an instructional tool in elementary school science classes. Journal of Korean Elementary Science Education, 23(1), 37-43.
  82. Kim, D. H. & Hong, S. H. (2014) the development and application effects of convergence program for field trip and STEAM education related geology. Journal of Korean Elementary Science Education, 33(2), 364-379. https://doi.org/10.15267/keses.2014.33.2.364
  83. Kim, D. L. & Noh, S. H. (2002). After-school NIE for elementary school students [초등학생을 위한 방과후 신문활용교육]. Seoul: Yangseowon.
  84. Kim, D. R. (2008). The effects of applying instruction using high school students' self-generated analogies for concepts in genetics. Journal of the Korean Association for Research in Science Education, 28(5), 424-437.
  85. Kim, D. R. (2009). Effect of the analogical role-playing activity on the "cellular respirations" unit in biology 2 class. Journal of the Korean Association for Research in Science Education, 29(4), 463-476.
  86. Kim, D. R., Moon, D. H. & Son, Y. A. (2006). The effects Of a semantic network program instruction for the learning achievement and learning motivation in high school biology class: Centering the unit of heredity. Journal of the Korean Association for Research in Science Education, 26(3), 393-405.
  87. Kim, E. J. & Jang, S. H. (2009). The effects of "hands-on science class at school" program on participants' scientific attitudes, interest and satisfaction. Journal of Korean Elementary Science Education, 28(4), 495-506.
  88. Kim, G. S. & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based steam program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
  89. Kim, H. J. & Kim, C. H. (1999). The effects of portfolio assessment on elementary school students' science knowledge, inquiry ability and science attitudes. Journal of the Korean Association for Research in Science Education, 19(1), 19-28.
  90. Kim, H. N., Chung, W. H. & Jeong, J. W. (1998). National assessment system development of science-related affective domain. Journal of the Korean Association for Research in Science Education, 18(3), 357-369.
  91. Kim, H. R., Choi, S. Y. & Lee, K. J. (2014). The effect of question-generating strategy for science inquiry instruction in elementary science class. Journal of Korean Elementary Science Education, 33(4), 700-709. https://doi.org/10.15267/keses.2014.33.4.700
  92. Kim, H. S., Jhun, Y. S., Hong, J. E, Shin, Y. J., Choi, J. H. & Lee, I. H. (2007). The effects of human-oriented alternative science activities on elementary school students and their teacher. Journal of Korean Elementary Science Education, 26(2), 171-180.
  93. Kim, J. Y., Seong, S. J., Park, J. Y. & Choi, B. S. (2002). The effects of scientific inquiry experiments emphasizing social interaction. Journal of the Korean Association for Research in Science Education, 22(4), 757-767.
  94. Kim, K. S. & Chung, W. H. (1996) Effects of application hypothesis verification learning model in biology experiment teaching. Journal of the Korean Association for Research in Science Education, 16(4), 365-375.
  95. Kim, K. S. & Noh, T. H. (2006). The effects of CAI using reciprocal peer tutoring strategy in concept learning on the motion of molecules. Journal of the Korean Association for Research in Science Education, 26(2), 298-306.
  96. Kim, K. S., Noh, J. A., Seo, I. H. & Noh, T H. (2008). The effects of explicit and reflective instruction about nature of science using episodes from the history of science in “composition of material” unit of middle school science. Journal of the Korean Association for Research in Science Education, 28(1), 89-99.
  97. Kim, K. S., Wang, H. N. & Noh, T. H. (2007). The influences of grouping method on science achievement and selfefficacy in middle school science instruction using reciprocal peer tutoring strategy. Journal of the Korean Association for Research in Science Education, 27(3), 180-189.
  98. Kim, M. Y. & Cho, J. M. (2013). An analysis of the properties of affective achievement in science based on timss and science teachers' perception. Journal of the Korean Association for Research in Science Education, 33(1), 879-889.
  99. Kim, S. H. & Song, K. S.(2010). Expertise-related EEG alpha deactivation of the left temporal lobe during creative writing improvisation. Korean Journal of Cognitive Science, 21(3), 409-427. https://doi.org/10.19066/cogsci.2010.21.3.001
  100. Kim, S. K. & Kim, J. B. (2005). Application effect of experimental inquiry modules based on everyday life materials for improving middle school student science process skills. Journal of the Korean Association for Research in Science Education, 25(7), 811-819.
  101. Kim, S. S. & Choi, D. S. (2002). The effect of the complex reward in STAD learning on academic achievement and learning attitudes. Journal of Korean Elementary Science Education, 21(1), 101-109.
  102. Kim, S. W., Kim, M. S., Kang, T. Y. & Jung, H. Y. (2000). Theory and practice of portfolio assessment [포트폴리오 평가의 이론과 실제]. Seoul: Hakjisa.
  103. Kim, W. H., Kim, E. J. & Lee, S. H. (2009). Effects of science inquiry, science attitude, self-esteem, and selfcompetence on children in low-income family through science experience class. Journal of Korean Elementary Science Education, 28(4), 415-424.
  104. Kim, Y. G., Lee, C. H. & Lee, S. H. (2004). An effectiveness of science-play activity on the scientific attitudes and the scientific inquiry skills of elementary school students. Journal of Korean Elementary Science Education, 23(1), 17-26.
  105. Kim, Y. K., Kim, B. Y. & Lee, S. H. (2003). The effect of metacognitive teaching strategy on the elementary school children. Journal of Korean Elementary Science Education, 22(2), 181-191.
  106. Kim, Y. M., Park, Y. B., Park, H. J., Shin, D. H., Jeong, J. S. & Song, S. S. (2014). World of science education [과학교육학의 세계]. Seoul: Bookshill.
  107. Koh, H. J., Yang, S. K., Han, J. Y. & Noh, T. H. (2003a). The effects of teams games tournaments cooperative learning in elementary school science instruction. Journal of Korean Elementary Science Education, 22(3), 304-312.
  108. Koh, H. Joong., Kim, Y. S. & Kang, S. J. (2010). The effects of cooperative learning by students' performance goal orientation in elementary science classes. Journal of Korean Elementary Science Education, 29(3), 307-315.
  109. Kwak, H. S. & Shin, Y. J. (2014). The effects of formative assessment using mobile applications on interest and self-directedness in science instruction. Journal of the Korean Association for Research in Science Education, 34(3), 285-294. https://doi.org/10.14697/jkase.2014.34.3.0285
  110. Kwon, C. S. & Kim, Y. R.(2004). The effects of the project approach on scientific knowledge and attitudes of elementary school students. Journal of Korean Elementary Science Education, 23(2), 110-115.
  111. Kwon, N. J. & Kwon J. S. (1998). Application of the cognitive conflict process model to middle school science course. Journal of the Korean Association for Research in Science Education, 18(3), 261-271.
  112. Kwon, N. J. & Lee, J. Y. (2010). The effect of instruction using movies on the attitude toward science and learning achievements in elementary students. Journal of Korean Elementary Science Education, 29(2), 113-123.
  113. Kwon, Y. J., Nam, J. H., Lee, G. Y., Lee, H. N. & Choi, K. H. (2013). Science education: From thought to learning [과학교육: 사고에서 학습까지]. Seoul: Bookshill.
  114. Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72(4), 407-421. https://doi.org/10.1002/sce.3730720402
  115. Larkin, J. H. & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11(1), 65-100. https://doi.org/10.1111/j.1551-6708.1987.tb00863.x
  116. Lazarowitz. R., Hertz, R. L., Baird, J. H. & Bowlden, V. (1988). Academic achievement and on-task behavior of high school biology students instructed in a cooperative small investigative group. Science Education, 72(4), 475-487. https://doi.org/10.1002/sce.3730720407
  117. Lee, C. Y. & Park, J. K. (2014). The development and application of instructional strategy for science writing using newspaper articles. Journal of Korean Elementary Science Education, 33(4), 710-723. https://doi.org/10.15267/keses.2014.33.4.710
  118. Lee, H. C. & Choi, J. S. (1996). The effect of STS approach on environmental education related to the water quality in elementary school. Journal of Korean Elementary Science Education, 15(2), 223-232.
  119. Lee, H. C., Moon, J. Y. & Bae, J. H. (2008). The effects of different grouping in elementary science cooperative learning. Journal of Korean Elementary Science Education, 27(4), 446-454.
  120. Lee, J. C. & Kim, B. K. (1996). Structural analysis among science achievement, science process skills and affective perception toward science of high school students. Journal of the Korean Association for Research in Science Education, 16(3), 249-259.
  121. Lee, J. H., Nam, J. H. & Moon, S. B. (2003). The effects of a performance assessment based on the experimental practice on student's science achievement and affective domain in the middle school science. Journal of the Korean Association for Research in Science Education, 23(1), 66-74.
  122. Lee, J. K. (2009). Students salivary cortisol level and emotional intensity vary by teachers teaching style in secondary school science class. Journal of the Korean Association for Research in Science Education, 29(7), 783-791.
  123. Lee, J. S. (2001). Principles and methods of writing education: Process-centric approach [글쓰기 교육의 원리와 방법: 과정중심접근]. Gyeonggi: Kyoyookkwahaksa.
  124. Lee, M. A. & Park, Y. B. (2002). Effects of a treatment program by types of underachiever on the science achievement and attitude toward science in junior high school students. Journal of the Korean Association for Research in Science Education, 22(4), 750-756.
  125. Lee, M. H. & Paik, S. H. (2005). The effects of the keller's arcs strategies on the improvement of elementary school students' motivation. Journal of Korean Elementary Science Education, 24(4), 380-390.
  126. Lee, M. K. & Kim, K. H. (2004). Relationship between attitudes toward science and science achievement. Journal of the Korean Association for Research in Science Education, 24(2), 399-407.
  127. Lee, O. H., Kim, J. O., Sohn, S. R., Song, N H., Song, M. S., Lim. C. H. & Choi, J. H. (1995). Survey on attitudes related to the science of elementary school students. Journal of Korean Elementary Science Education, 14(1), 17-34.
  128. Lee, S. G. (2011). The effects of using science notebooks in the open inquiry activities by cognitive levels. Journal of Korean Elementary Science Education, 30(2), 242-254.
  129. Lee, S. G., Kim, S. S. & Choi, S. B. (2012). The effect development and application of ASI module using science notebooks in open inquiry activity: Focused on earth and space. Journal of Korean Elementary Science Education, 31(1), 40-56.
  130. Lee, S. H. & Choi, S. Y. (2014). Development and application of teaching strategy focused on problem solving process in the "separation of mixture" unit of third grade elementary school. Journal of Korean Elementary Science Education, 33(1), 105-114. https://doi.org/10.15267/keses.2014.33.1.105
  131. Lee, S. H. & Kwon, C. S. (2001). Effects of cooperative learning on scientific knowledge, inquiry ability and science related attitudes of primary. Journal of Korean Elementary Science Education, 20(2), 165-175.
  132. Lee, S. H. (2013). Development of eco-STEAM educational programs based on smart learning. Journal of Korean Elementary Science Education, 32(3), 250-259.
  133. Lee, S. H., Kim, E. J. & Kong, J. Y. (2010b). The effects of science experiment program for low-income family children on science attitude, self-esteem, self-competence, and creativity. Journal of Korean Elementary Science Education, 29(3), 538-551.
  134. Lee, S. K., Shin, H. J., Myeong, J. O. & Kim, C. J. (2010a). The effect of science musuem educational program on primary school students' science learning motivation. Journal of Korean Elementary Science Education, 29(1), 47-55.
  135. Lee, S. S. (2009). A study on science-related attitudes of the elementary school students in local environments. Master's thesis, Graduate School of Daegu National University of Education.
  136. Lee, W. H. & Kwak, H. W. (1994). Based on energy topics in elementary school = The influence of the program of confluent education on scientific attitude. Journal of Korean Elementary Science Education, 13(2), 151-176.
  137. Lee, Y. S. (2006). The effects of cooperative learning through STAD model on elementary school students' learning achievements and science related attitudes in the field of astronomy. Journal of Korean Elementary Science Education, 25(2), 141-148.
  138. Lim, C. H. (1995). A study on attitudes related to the science of elementary and middle school students. Journal of the Korean Association for Research in Science Education, 15(2), 194-200.
  139. Lim, C. S., Kim. J. Y. & Baek, J. Y. (2012). Analyses on elementary students' science attitude and topics of interest in free inquiry activities according to a brainbased evolutionary science teaching and learning model. Journal of Korean Elementary Science Education, 31(4), 541-557.
  140. Lim, H. J., Choi, K. S. & Noh, T. H. (1999). The effects of cooperative and individualistic learning strategies by the level of achievement. Journal of the Korean Association for Research in Science Education, 19(1), 137-145.
  141. Lyu, K. H. & Shin, Y. J. (2014). The effects of out-ofclass environmental experience learning on elementary students' environmental literacy. Journal of Korean Elementary Science Education, 33(1), 69-81. https://doi.org/10.15267/keses.2014.33.1.069
  142. Martin, D. J. (2009). Elementary science methods: A constructivist approach with infotrac [초등과학교육: 구성주의적 접근]. Seoul: Sigmapress Delmar Publishers. (Original work published in 2005).
  143. Matthews. M. R. (2014). Science teaching: The role of history and philosophy of science [과학교육: 과학사와 과학철학의 역할]. Seoul: Bookshill. (Original work published in 1994).
  144. Meredith, J. E., Fortner, R. W. & Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34(8), 805-81. https://doi.org/10.1002/(SICI)1098-2736(199710)34:8<805::AID-TEA4>3.0.CO;2-Z
  145. Ministry of Education [MOE]. (2015). Science teacher's guides for elementary school. Ministry of Education.
  146. Ministry of Education and Science Technology [MOEST]. (2011). 2009 revised curriculum-science education curriculum [과학과 교육과정]. Ministry of Education and Science Technology.
  147. Moon, H. S.(2006). Media didactics [미디어 교수법]. Seoul: Korea Broadcasting Institute.
  148. Moon, J. Y., Bae, J. H. & So, K. H. (2014). Effects of strategies to encourage modulation of overexcitability on the task commitment and creative personality of elementary scientific gifted. Journal of Korean Elementary Science Education, 33(3), 536-548. https://doi.org/10.15267/keses.2014.33.3.536
  149. Myeong, J. O. (1996). Proposing LISREL for statistical analyses = Suggestions to improve attitude research in science education. Journal of Korean Elementary Science Education, 15(2), 327-345.
  150. Nam, C. W., Choi, C. H., Kim, J. K., Kim, S. J., Song, P. S., Han, K. L. & Choi, D. S. (2002). The effect of STS teaching-learning method on the scientific attitude of the elementary school students. Journal of Korean Elementary Science Education, 21(2), 159-170.
  151. Noh, T. H. & Kim, C. M. (1999). The effect of cooperative computer - assisted instruction on middle school students learning in science. Journal of the Korean Association for Research in Science Education, 19(2), 266-274.
  152. Noh, T. H., Byun, S. H., Jeon, K. M. & Kwon, H. S. (2003b). The influences of role- playing analogy in chemistry concept learning. Journal of the Korean Association for Research in Science Education, 23(3), 246-253.
  153. Noh, T. H., Cha, J. H. & Kim, C. M. (1999c). The effect of computer - assisted instruction using molecular - level animation and worksheet in high school chemistry class. Journal of the Korean Association for Research in Science Education, 19(1), 128-136.
  154. Noh, T. H., Cha, J. H. & Lim, H. J. (1997c). The instructional influences of cooperative learning strategies: Applying the STAD model to high school chemistry course. Journal of the Korean Association for Research in Science Education, 17(3), 251-260.
  155. Noh, T. H., Cha, J. H., Jeon, K. M., Jeong, T. H., Han, J. Y. & Choi, Y. N. (1999b). The effect of grouping method in cooperative learning strategy applied to concept learning. Journal of the Korean Association for Research in Science Education, 19(3), 400-408.
  156. Noh, T. H., Cha, J. H., Kim, C. M. & Choi, Y. N. (1998). The effect of computer - assisted instruction using molecular - level animation in middle school science class. Journal of the Korean Association for Research in Science Education, 18(2), 161-171.
  157. Noh, T. H., Cha, J. H., Park, H. Y. & Kim, K. Y. (2002). The influences of group composition in cooperative CAI. Journal of the Korean Association for Research in Science Education, 22(3), 508-516.
  158. Noh, T. H., Jeong, Y. S., Kim, C. M. & Kang, S. J. (2001). The instructional effects of problem - solving strategy emphasizing planning and checking stages and think - aloud paired problem solving. Journal of the Korean Association for Research in Science Education, 21(4), 738-744.
  159. Noh, T. H., Kang, S. J., Kim, H, K., Chae, W. K. & Noh, S. G. (1997a). Development and application of a conceptual change model for effective laboratory teaching. Journal of the Korean Association for Research in Science Education, 17(2), 179-189.
  160. Noh, T. H., Kim, C. M., Cha, J. H. & Jeon, K. M. (1998). The influences of computer - assisted instruction emphasizing the particulate nature of matter and problem - solving strategy on high school students learning in chemistry. Journal of the Korean Association for Research in Science Education, 18(3), 337-345.
  161. Noh, T. H., Kim, D. Y., Kim, H. K., Hong, E. K., Kang, S. J., Chae, W. K. & Noh, S. G. (1997c). Instructional effects of a problem solving model on students' achivement, science process skills, and perception of science activities. Journal of the Korean Association for Research in Science Education, 17(1), 45-53.
  162. Noh, T. H., Kim, S. Y. & Kim, K. S. (2005). The effect of reciprocal peer tutoring strategy for inducing structured students' interaction in middle school science instruction. Journal of the Korean Association for Research in Science Education, 25(4), 465-471.
  163. Noh, T. H., Kwon, H. S. & Lee, S. U. (1997d). The effect of an instruction using analog systematically in middle school science class. Journal of the Korean Association for Research in Science Education, 17(3), 323-332.
  164. Noh, T. H., Lim, H. J., Cha, J. H., Noh, S. G. & Kwon, E. J. (1997b). The instructional influences of cooperative learning strategies: Applying the LT model to middle school physical science course. Journal of the Korean Association for Research in Science Education, 17(2), 139-147.
  165. Noh, T. H., Park, S. Y., Lim, H. J. & Cha, J. H. (1998a). The effects of grouping in cooperative learning strategy. Journal of the Korean Association for Research in Science Education, 18(1), 61-70.
  166. Noh, T. H., Yeo, K. H. & Jeon, K. M. (1999a). Instructional effect of cooperative learning in problem solving strategy. Journal of the Korean Association for Research in Science Education, 19(4), 635-644.
  167. Noh, T. H., You, J Y. & Han, J. Y. (2003a). The effect of molecular level drawing-based instruction. Journal of the Korean Association for Research in Science Education, 23(6), 609-616.
  168. Norman, D. A. (1993). Things that make us smart: Defending human attributes an analysis of science magazine in the view of infographic 611 in the age of the machine. New York, NY: Basic Book.
  169. Park, E. M. & Kang, S. H. (2007). The influence of hypothetico-deductive teaching programs on creative thinking, critical thinking and scientific attitude. Journal of the Korean Association for Research in Science Education, 27(3), 225-234.
  170. Park, H. J. & Kwon, N. J.(2008). The patterns and the effects of science journal writing of elementary school students. Journal of the Korean Association for Research in Science Education, 28(6), 519-526.
  171. Park, J. H. & Chang, N. K. (1995). Development of an instructional material for high school environmental education to achiece balanced objectives. Journal of the Korean Association for Research in Science Education, 15(1), 39-53.
  172. Park, J. H., Kim, J. Y. & Bae, J. H. (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.
  173. Park, J. W., Kim, S. H., Lim, H. J. & Noh, T. H. (1997). The instructional influences of a cooperative learning strategy in the elementary science. Journal of Korean Elementary Science Education, 16(2), 277-290.
  174. Park, J. Y. & Hong, J. H. (2007). The effects of smallscale chemistry laboratory programs in high school chemistry 2 class. Journal of the Korean Association for Research in Science Education, 27(4), 318-327.
  175. Park, J. Y. & You, H. S. (2001). The effects of jigsaw cooperative learning strategy applied to the middle school science class. Journal of the Korean Association for Research in Science Education, 21(3), 635-647.
  176. Park, J. Y., Nam, J. H. & Yoo, H. S. (2000). The effects of a teaching strategy based on the interactive formative assessment in middle school science class. Journal of the Korean Association for Research in Science Education, 20(3), 468-478.
  177. Park, K. H., Ku, Y. S., Choi, B. S., Shin, A. K., Lee, K. H. & Ko, S. B. (2008). The effects of microcomputerbased laboratorey on science classes in middle school. Journal of the Korean Association for Research in Science Education, 28(4), 331-339.
  178. Park, K. S. (2004). Highschool students' perception on psychological learing environments generated by science teachers and their attitude changes related to science. Master's thesis, Graduate School of Korea National University of Education.
  179. Park, M. A., Oh, C. H., Kim, H. N. & Park, K. T. (2006). Effects of discussion using newspapers on 5th grade elementary school students' scientific academic achievment and affective characteristics. Journal of Korean Elementary Science Education, 25(1), 59-69.
  180. Park, M. S. (2007). Create brilliant brain [총명한 두뇌 만들기]. Seoul: Jisiksanupsa.
  181. Park, S. H. & Shin, Y. J. (2010). The effects of the prelearning program applied by ICT-based TGT (teams-gamestournaments) cooperative module for science museum excursion regarding of the earth and the moon on the science related attitude according to gender. Journal of Korean Elementary Science Education, 29(3), 326-340.
  182. Park, S. J. & Cho, H. H. (1999). Teaching and learning theory and science education [교수-학습 이론과 과학 교육]. Gyeonggi: Kyoyookkwahaksa.
  183. Park, S. K. (1999). The effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. Journal of the Korean Association for Research in Science Education, 19(2), 217-228.
  184. Park, S. K., Kang, M. J. & Kim, S. D. (2001). The development of web based instruction program on oceanography unit and the analysis of its effects in earth science class. Journal of the Korean Association for Research in Science Education, 21(2), 265-278.
  185. Park, S. K., Kim, Y. N. & Kim, S. D. (1996). The effects of the ARCS model for learners' achievement and motivation in highschool earth science. Journal of the Korean Association for Research in Science Education, 16(4), 429-440.
  186. Park, S. Y., Park, J. K. & Yeo, S. I. (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.
  187. Price, C. A. & Lee, H. S. (2013). Changes in participants' scientific attitudes and epistemological beliefs during an astronomical citizen science project. Journal of Research in Science Teaching, 50(7), 773-801. https://doi.org/10.1002/tea.21090
  188. Scogin, S. C. & Stuessy, C. L. (2015). Encouraging greater student inquiry engagement in science through motivational support by online scientist-mentors. Science Education, 99(2), 312-349. https://doi.org/10.1002/sce.21145
  189. Seong, S. K., Kim, J. R., Han, I. O., Lee, J. S., Jeong, D. H. & Suh, J. S. (1998). The effects of cai on achievement and attitudes in high school chemistry in chemical equilibrium. Journal of the Korean Association for Research in Science Education, 18(3), 303-312.
  190. Shin, A. K., Jang, C. H. & Hyun, D. G. (2011). Effects of science club activity on science-related attitudes of female elementary school students. Journal of the Korean Association for Research in Science Education, 31(4), 505-512.
  191. Shin, D. H. & Lee, J. S. (2003). Effect of NIE program on high school students' environmental knowledge, attitude, and behavior. Journal of the Korean Association for Research in Science Education, 23(6), 599-607.
  192. Shin, M. K., Kim, H. S. & Lee, H. S. (2010). Changes in problem recognition and perceptions of learning environments of elementary students through inquiry questioning activity. Journal of Korean Elementary Science Education, 29(2), 124-133.
  193. Song, Y. W. & Kim, B. K. (2010). The development of an instrument for scientific attitudes in school, home and social situations and selection of scientific attitude elements. Journal of the Korean Association for Research in Science Education, 30(4), 375-388.
  194. Stake, J. E. & Mares, K. R. (2005). Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The splashdown effect. Journal of Research in Science Teaching, 42(4), 359-375. https://doi.org/10.1002/tea.20052
  195. Taraban, R., Box, C., Myers, R., Pollard, R. & Bowen, C. W. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology. Journal of Research in Science Teaching, 44(7), 960-979. https://doi.org/10.1002/tea.20183
  196. Tomas, L., Ritchie, S. M. & Tones, M. (2011). Attitudinal impact of hybridized writing about a socioscientific issue. Journal of Research in Science Teaching, 48(8), 878-900. https://doi.org/10.1002/tea.20431
  197. Wi, S. B. & Paik, S. H. (1997). The effects of learning cycle model on science concepts, inquiry ability and scientific attitude of elementary school students. Journal of Korean Elementary Science Education, 16(1), 11-24.
  198. Won, Y. J., Choi, S. Y. & Kang, H. K. (2002). Development of creativity through creative problem solving model to elementary school science. Journal of Korean Elementary Science Education, 21(1), 71-80.
  199. Woo, J. H., Choi, S. Y. & Kang, H. K. (2004). The effects of visual note making for creativity and science achievement in elementary science class. Journal of Korean Elementary Science Education, 23(3), 173-181.
  200. Yang, I. H. & Jeong, J. W. (1991). An analysis of the effectiveness of tutorial CAI programs according to the learner's characteristics in science teaching. Journal of the Korean Association for Research in Science Education, 11(1), 37-50.
  201. Yang, T. Y., Park, S. W., Park, I. H. & Han, K. S. (2005). Relationships and changes of science related attitudes and science anxiety through specialized gifted education programs in science. Journal of the Korean Association for Research in Science Education, 25(2), 284-296.
  202. Yeo, S. I., Lee, J. Y. & Shin, M. K. (2009). The effects of verbal analogy activities as scaffolding on the science achievement and science attitude of elementary students. Journal of Korean Elementary Science Education, 28(4), 507-518.
  203. Yoo, M. H., Kim, M. Y. & Hong, H. G. (2009). The effect of small-scale chemistry (SSC) lab program with respect to high school students' extroversions and introversions. Journal of the Korean Association for Research in Science Education, 29(2), 179-192.
  204. Yoo, P. K. (2006). The effect of microcomputer-based laboratory teaching on elementary school students. Journal of Korean Elementary Science Education, 25(1), 1-7.
  205. Yoon, H. G. & Pak, S. J. (2000). The change of middle school students' motivation for investigation through the extended science investigations. Journal of the Korean Association for Research in Science Education, 20(1), 137-153.
  206. Yoon, H. G., Kim, H. S., Jung, H. S., Kim, J. Y. & Kim, M. S. (2006). Development and application of science career education materials using TV programs in junior high school. Journal of the Korean Association for Research in Science Education, 26(4), 518-526.
  207. Yun, J. Y. & Moon, S. B. (2007). The effects of experimental learning using small-scale chemistry on scientific achievement, durability and scientific attitude of high school students. Journal of the Korean Association for Research in Science Education, 27(9), 787-795.
  208. Yun, J. Y., Lee, J. H. & Moon, S. B. (2007). The effects of science-related and scientific attitudes in small-scale science experimental learning on 3rd grade middle school students. Journal of the Korean Association for Research in Science Education, 27(1), 1-8.