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http://dx.doi.org/10.15267/keses.2014.33.2.415

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

Yeo, Sang-Ihn (Gyeongin National University of Education)
Lee, Dae Han (Cheongryang Elementary School)
Publication Information
Journal of Korean Elementary Science Education / v.33, no.2, 2014 , pp. 415-426 More about this Journal
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
science journal writing; science-related attitude; gender; academic achievement; elementary student;
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Times Cited By KSCI : 6  (Citation Analysis)
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