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http://dx.doi.org/10.14697/jkase.2022.42.3.325

A Qualitative Study on the Cause of Low Science Affective Achievement of Elementary, Middle, and High School Students in Korea  

Jeong, Eunyoung (Chonnam National University)
Park, Jisun (Ewha Womans University)
Lee, Sunghee (Seoul Gyenam Elementary School)
Yoon, Hye-Gyoung (Chuncheon National University of Education)
Kim, Hyunjung (Kongju National University)
Kang, Hunsik (Seoul National University of Education)
Lee, Jaewon (Korea Institute for Curriculum and Evaluation)
Kim, Yool (Korea Foundation for the Advancement of Science & Creativity)
Jeong, Jihyeon (Korea Foundation for the Advancement of Science & Creativity)
Publication Information
Journal of The Korean Association For Science Education / v.42, no.3, 2022 , pp. 325-340 More about this Journal
Abstract
This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.
Keywords
science affective achievement; science academic emotion; science-related self-concept; science learning motivation; science-related career aspiration; science-related attitude;
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