Browse > Article
http://dx.doi.org/10.15523/JKSESE.2014.7.1.001

The Effect of the Science Process Skills and Science Related Attitude on the Science-play through the Science Class  

Heo, Kwi-Hee (Department of Chemistry Education, Pusan National University)
Lee, Ji-Hwa (Department of Chemistry Education, Pusan National University)
Moon, Seong-Bae (Department of Chemistry Education, Pusan National University)
Publication Information
Journal of the Korean Society of Earth Science Education / v.7, no.1, 2014 , pp. 1-10 More about this Journal
Abstract
The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.
Keywords
Science-play; Science inquiry skill; Scientific attitude;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Kwon Jae-sul, Choe Byeong-sun, & Heo Myeong(1987). Middle school science curriculum and its operational diagnostic(II), Journal of the Korean Association for Science Education, 7(2), 1-13.   과학기술학회마을
2 Ministry of Education, Science and Technology(2009). The 2009 National Curriculum of Middle School, Ministry of Education, Science and Technology, Seoul: Daehan textbook.
3 Kwon Jae-sul, & Kim Beom-gi(1994). Elementary and junior school students in the development of measurement tools of science Inquiry skills, Journal of the Korean Association for Science Education, 14(3). 251-264.   과학기술학회마을
4 Kwon Jae-sul, Kim Beom-gi, Woo Jong-ok, Jeong Wan-ho, Jeong Jin-woo, & Choe Byeong-sun(1998). The Theory of Science Education, Seoul: KyoYookKwaHakSa.
5 Kim Seon-ja(1997). The effects on the younger children's scientific inquiry skills development of learning through play, Master Thesis of Korea National University of Education.
6 Kim Il-du(2003). The effects of scientific inquiry play on creativity development and scientific attitude, Master Thesis of Kyung-in National University of Education.
7 Kim Jong-dal(1992). The Analysis of High school chemistry textbook experiments content by piaget's thinking type, Master Thesis of Korea National University of Education.
8 Kim Chang-uk(2002). The Change research of Busan, Ulsan, Gyeong-nam students' interest in science and concern, awareness and interest in career and job, Master Thesis of Pusan National University.
9 Baek Gwang-hyeon(1999). The effects on scientific inquiry skills and scientific attitudes of elementary school students by exploration play, Master Thesis of Gong-ju National University of Education.
10 Won Jung-sik(1989) The Analysis of high school chemistry textbooks by piaget's developmental stage theory, Master Thesis of Chung-buk National University.
11 Yun Yong-seok(2004). The Research on the scientific thinking development through the learning method application of Scientific inquiry play by metaphor, Master Thesis of Jeju National University of Education.
12 Lee Chung-hyeong(2003). The effects on scientific attitudes and Inquiry skills of elementary school students by science play activities, Master Thesis of Busan National University of Education.
13 Choe Byeong-sun(1998). The Cognitive development and inquiry learning, Chemical Education, 15(1), 54-59.
14 Jeong Seong-hee(2011). The effects on recognition of sub grouping and inquiring skills development of elementary school students through sub grouping method of science play learning, Master Thesis of Korea National University of Education.
15 Choi Eun-kyung(2005). The effects on attitudes toward science of Application of eco-friendly science development activities' program, Master Thesis of Pusan National University.
16 Cho Mi-ae, Choi Eun-kyung, Yun Jin-nyeo, & Moon Seong-bae(2005). Teacher perceptions on Out-of-Class Chemical Learning, Journal of the Korean Association for Science Education, 25(7), 828-836.
17 Jin Seong-uk, & Lee je-yong(1998). The effects of utilization of data around life on scientific knowledge, scientific inquiry skills and attitudes, Journal of the Korean Association for Elementary Science Education, 17(2), 113-121.
18 Choi Young-jun, Lee Won-sik, & Choe Byeong-sun(1985). The Research on formation of logical thinking of middle and High school students, Journal of the Korean Association for Science Education, 5(1), 1-9.
19 Fraser, B. J.(1978). Development of Test of Science-Related Attitudes, Science Education, 62(4), 509-515.   DOI
20 Klopfer, L. E.(1971). Evaluation of Learning in Science, Handbook on Formative and Summative Evaluation of Student Learning. New York: McGrow-Hill.
21 Lawson, A. E., & Blake, A. J. D.(1976). Concrete and formal thinking abilities in high school biology students as measured by three separate instruments. Journal of Research in Science Teaching, 13(3), 227-235.   DOI
22 Munby, H.(1997). Issue of Validity in Science Attitude Measurement, Journal of Research in Science Teaching, 34(4), 337-342.   DOI
23 Roadrangka V., Yeany, R. H., & Padilla, M. J. The construction and validation of group assessment of logical thinking. Paper presented at the annual meeting of the NARST, Dallas, Texas, April 1983.
24 Sleeter, C. E., & Grant, C. A.(1991). Mapping terrains of power: Student cultural knowledge vs. classroom knowledge. In C. E. Sleeter(Ed.) Empowerment through multicultural education, 49-67. Albany, NY: State University of New York.
25 Schibeci, R. A.(1986). Images of science and scientists and science education. Science Education, 70, 139-149.   DOI