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http://dx.doi.org/10.15267/keses.2015.34.3.297

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

Kim, Seon-Hee (Ewha Womans University)
Jung, Chan-Mi (Ewha Womans University)
Shin, Dong-Hee (Ewha Womans University)
Publication Information
Journal of Korean Elementary Science Education / v.34, no.3, 2015 , pp. 297-324 More about this Journal
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
teaching & learning methods; science related-attitude; affective domain;
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Times Cited By KSCI : 61  (Citation Analysis)
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127 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.
128 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.
129 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.
130 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.
131 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.
132 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.
133 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.
134 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.   DOI   ScienceOn
135 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.
136 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.
137 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.
138 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.
139 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.
140 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.
141 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.   DOI
142 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.
143 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.
144 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.
145 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.
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147 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.
148 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.
149 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.
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152 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.
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161 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.
162 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.
163 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.
164 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.
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168 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.
169 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.
170 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.
171 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.
172 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.
173 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.   DOI   ScienceOn
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176 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.
177 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.   DOI   ScienceOn
178 Buzan (2008). Ultimate book of mind maps [생각의 지도 위에서 길을 찾다]. Seoul: JoongAngBooks & Buzan Korea.
179 Buzan, T. & Buzan, B. (2010). Mind map book [토니 부잔의 마인드맵 북]. Seoul: BusinessMap. (Original work published in 2007).
180 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.
181 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.
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189 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.
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192 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.
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199 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.
200 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.
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