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http://dx.doi.org/10.5012/jkcs.2020.64.2.119

A Study on the Students' Cognition of Chemistry in Science High School by Factor Analysis of Mathematics and Science Achievement  

Shin, Dong-Seon (Department of Chemistry Education, Gyeongsang National University)
Choi, Hojun (Department of Chemistry Education, Gyeongsang National University)
Kim, Bong Gon (Department of Chemistry Education, Gyeongsang National University)
Publication Information
Journal of the Korean Chemical Society / v.64, no.2, 2020 , pp. 119-129 More about this Journal
Abstract
For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students' individual differences in perceiving and processing information in the natural world, depending on the students' various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson's coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.
Keywords
Science high school; R&E; Chemistry; Achievement; Exploratory factor analysis;
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