Browse > Article
http://dx.doi.org/10.15267/keses.2020.39.3.307

Analyses of Changes in Elementary School Students' Science-Related Attitudes through App-Based Learning of Observing and Recording Living Things  

Park, Hyoung-Min (Seoul Nanhyang Elementary School)
Publication Information
Journal of Korean Elementary Science Education / v.39, no.3, 2020 , pp. 307-322 More about this Journal
Abstract
This study analyzed the effects of 'app-based learning of observing and recording living things' on elementary school students' science-related attitudes. Samples of the study were composed of 24 sixth-grade students attending the science club of N elementary school in Seoul, Korea. The learning was conducted for 12 times over 7 months. 'TOSRA(Test of science-related attitude)' was used to quantitatively analyze the science-related attitudes of elementary school students. To find out more detailed characteristics, records of interview were also gathered and analyzed. The main results of this study are as follows. First, for the paired t-test of science-related attitudes, a statistically significant difference between the pre and post was found. As results of the interview, it was revealed that 'experiences of outdoor activities' greatly influenced the increase of science-related attitudes of the students. Second, in ANCOVA, according to 'gender' there was no statistically significant difference in score of science-related attitudes. But, there was statistically significant difference in science-related attitudes according to 'preferred science subjects' and 'whether individual interest has occurred about observing and recording living'. Based on the results of this study, implications for research of elementary biology education are discussed.
Keywords
elementary science education; biology education; observing and recording living things; smart learning; science-related attitudes;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Akamai (2017). Akamai's state of the Internet: Q1 2017 report. Cambridge, MT: Akamai.
2 Ministry of Education. (2019). 5-2 teacher's guides for science [과학 5-2 교사용 지도서]. Seoul: Visang.
3 Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. St. Paul, MN: Redleaf Press.
4 National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press.
5 NATURING Inc. (2019). How to use NATURING. Retrieved March 31, 2020. from https://www.naturing.net/info/about
6 Papadakis, S. & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(3), 256-277.   DOI
7 Park, G. (2015). The effects of science teaching-learning enhancing observation activities on the science process skills and scientific attitudes of elementary school students. Master's thesis, Busan national university of education, Seoul, South Korea.
8 Park, J. (2019). Recognition of smartphone dependence of adolescents at risk of smartphone addiction. Journal of The Korean Data Analysis Society, 21(4), 2095-2105.   DOI
9 Pratt, C. C., McGuigan, W. M. & Katzev, A. R. (2000). Measuring program outcomes: Using retrospective pretest methodology. American Journal of Evaluation, 21(3), 341-349.   DOI
10 Amoly, E., Dadvand, P., Forns, J., López-Vicente, M., Basagaña, X., Julvez, J., ... & Sunyer, J. (2014). Green and blue spaces and behavioral development in Barcelona schoolchildren: The BREATHE project. Environmental Health Perspectives, 122(12), 1351-1358.   DOI
11 Anderson, J. G. (2013). Deep things out of darkness: A history of natural history. Berkeley: Univ of California Press.
12 Bae, J., Lee, H. & So, K. (2013). Observation abilities and observation types of plants based on elementary school students’ cognitive style. Biology Education, 41(2), 225-238.   DOI
13 Bell, P., Lewenstein, B., Shouse, A. W. & Feder, M. A. (2009). Learning science in informal environments: People, places and pursuits. Washington, DC: National Academies Press.
14 Bixler, R. D., Carlisle, C. L., Hammltt, W. E. & Floyd, M. F. (1994). Observed fears and discomforts among urban students on field trips to wildland areas. The Journal of Environmental Education, 26(1), 24-33.   DOI
15 Brossard, D., Lewenstein, B. & Bonney, R. (2005). Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 27(9), 1099-1121.   DOI
16 Canfield, M. R. (2011). Field notes on science & nature. Cambridge, MA: Harvard University Press.
17 Cho, E. & Choi, Y. (2017). The development and application of the observational learning program to create scientific questions in elementary science class. Biology Education, 45(1), 148-158.   DOI
18 Choi, M. (2019). A study on the interactivity of smart LMS in a university class. Journal of Digital Convertgence, 17(3), 395-404.
19 Schwandt, T. A. (2001). Dictionary of qualitative inquiry (2nd ed.). CA: Sage.
20 Rossman, G. B. & Wilson, B. L. (1994). Numbers and words revisited: Being "shamelessly eclectic". Quality and Quantity, 28(3), 315-327.   DOI
21 Wals, A. E. (1994). Nobody planted it, it just grew! Young adolescents' perceptions and experiences of nature in the context of urban environmental education. Children's Environments, 177-193.
22 Zhang, Y., Kuo, C. & Yu, D. (2018). A study on trend analysis and developmental potentiality in the educational applications for children. Proceeding of Conference on Korea Society of IT Services, 2018, 362-366.
23 George, R. & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS: 88. Journal of Research in Science Teaching, 82, 93-109.
24 Cullen, D. (1998). Scientific literacy from citizen science. Ithaca, NY: Cornell University Department of Communication.
25 Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D. & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107.
26 Fiennes, C., Oliver, E., Dickson, K., Escobar, D., Romans, A. & Oliver, S. (2015). The existing evidence-base about the effectiveness of outdoor learning. London: Institute of Outdoor Learning.
27 Fiskum, T. A. & Jacobsen, K. (2013). Outdoor education gives fewer demands for action regulation and an increased variability of affordances. Journal of Adventure Education & Outdoor Learning, 13(1), 76-99.   DOI
28 Fraser, B. J. (1978). Development of a test of sciencerelated attitudes, Science Education, 62(4), 509-515.   DOI
29 Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79.   DOI
30 Han, M., Kim, Y. & Lee, C. (2017). Analysis of news regarding new southeastern airport using text mining techniques. Smart Media Journal, 6(1), 47-53.
31 KERIS. (2018). 2017 Educational technology survey on elementary and secondary school education [2017년 초․중등학교 교육정보화 실태조사]. Deagu: KERIS.
32 Hiniker, A., Sobel, K., Hong, S., Suh, H., Kim, D. & Kientz, J. A. (2015). Touchscreen prompts for preschoolers: Designing developmentally appropriate techniques for teaching young children to perform gestures. Proceedings of the 14th International Conference on Interaction Design and Children (pp. 109-118), ACM, New York.
33 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B. & Kaufman, J. (2015). Putting education in "educational" apps lessons from the science of learning, Psychological Science in the Public Interest, 16(1), 3-34.   DOI
34 Eagleman, D. & Brandt, A. (2017). The runaway species: How human creativity remakes the world. London: Catapult.
35 Jang, E., Park, Y. & Lim, G. (2012). Research on factors effecting on learners’ satisfaction and purchasing intention of educational applications. Journal of Korea Contents Association, 12(8), 471-483.   DOI
36 Ju, E. & Kim, J. (2010). An analysis of ecological contents in elementary science textbooks in terms of ecological education. Biology Education, 38(1), 138-154.   DOI
37 Kovalik, S. J. & Olsen, K. D. (1994). Kid's eye view of science: A teacher's handbook for implementing an integrated thematic approach to teaching science, K-6. Kent: Center for the Future of Public Education.
38 Kim, K. (2017). A study on ICT usability and availability of between Korean students and OECD students: Focus on PISA 2015. Journal of The Korean Association of Information Education, 21(3), 361-370.   DOI
39 Kim, E. & Lim, C. (2003). A survey on science field study for elementary school science in 7th Korean school curriculum. Journal of Korean Elementary Science Education, 22(2), 173-180.
40 Kim, J. & Kim, J. (2014). The changes of attitude related to science of students in the high school science club through the creative-experience activity of science field. Journal of Science Education, 38(3), 471-489.   DOI
41 Kim, K. (2020). Personalized design applied mobile app. U.I. design implementation based on A.I.. Doctoral dissertation, Hanyang University, Seoul, South Korea.
42 Kim, M., Kwon, Y., Lee, I. & Byeon, J. (2013). Analysis of elementary school students’ observation knowledge generation by the strategies of observing activity on living things. Biology Education, 41(4), 657-674.   DOI
43 Lim, C. & Park, H. (2017). A validation study of retrospective pre-post test in the affective domain in science learning: For scientifically gifted elementary students. Elementary Science Education, 36(3), 219-226.
44 Kim, Y., Oh, Y. & Kim, M. (2012). A study on the management for the creative activity education. The Journal of Yeolin Education, 20(2), 285-304.
45 Kyunghyang Shinmun. (2019). "8000000 birds were killed in crashing into soundproofing wall per 1 year"-plaid sheet paper can be used to prevent collisions["방음벽에 충돌한 멧새, 움직이지 못하다가…" 연 800만마리 희생․격자무늬 시트지로 예방 가능]. Retrieved March 31, 2020. from http://news.khan.co.kr/kh_news/khan_art_view.html?artid=201911142054005&code=610103
46 Lee, S. (2020). Exploring the direction for improvement of elementary and middle school creative experiential activities: Focusing on the problem of overlap between the four areas. Journal of Learner-Centered Curriculum and Instruction, 20(12), 897-915.   DOI
47 Lindemann-Matthies, P. (2006). Investigating nature on the way to school: Responses to an educational programme by teachers and their pupils. International Journal of Science Education, 28(8), 895-918.   DOI
48 Lim, B., Sung, E. & Leem, J. (2013). What is the concept of smart eduction and the typology of smart education contents?. Journal of Educational Technology, 29(3), 459-489.   DOI
49 Looi, C. K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C. & Soloway, E. (2011). 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning, 27(3), 269-287.   DOI
50 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
51 Ministry of Education. (2017). Explanation of 2015 revised curriculum 'creative experiential activities' [2015 개정교육과정 창의적 체험활동 해설]. Seoul: Ministry of Education.
52 Marino, L., Lilienfeld, S. O., Malamud, R., Nobis, N. & Broglio, R. (2010). Do zoos and aquariums promote attitude change in visitors? A critical evaluation of the American zoo and aquarium study. Society & Animals, 18(2), 126-138.   DOI