• Korean Educational Research Journal
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• v.37 no.1
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• pp.103-116
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• 2016

In this study, we examined scientific concept of middle school students about the concept of 'separation of mixtures' Understanding level of students was different by the educational achievement level, and the higher the educational achievement level, the more exactly they understood scientific concept. Misconception was observed at all the achievement level. The higher the achievement level, the common misconception was associated with concept definition. And the lower the achievement level, the common misconception was associated with phenomenon.

• Journal of Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.473-479
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• 1997

The purpose of this study is to analyze the effects of STS program in Earth Science instruction on science-related attitude and scientific achievement of high school students. The students were divided into an experimental group and a control group. The experimental group was taught by the STS program and the control group was taught by the conventional lecture. The science-related attitudes have been improved in the experimental group more positively than in the control group. The experimental group showed a higher improvement in scientific achievements than the control group.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of Science Education
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• v.42 no.2
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• pp.165-181
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• 2018

This study compares and analyzes the characteristics and effects of various educational contextual variables according to students' achievement level and gender groups based on the results of PISA 2015 science domain. PISA 2015 included additional variables about teaching-learning and affective characteristics in the field of science, because science was the main domain of PISA 2015. The results of the mediation analysis using a multiple group structural equation model showed that the environment and strategy for the teaching and learning had a positive effect on the affective characteristics, and also positively affected science achievement through the mediator of the affective characteristics. Particularly, the environment and strategy for the teaching and learning was the most effective in improving the affective characteristics for the low achievement group. It was found that the difference of the mediated effect between achievement level groups was statistically significant, but that between male and female students was not. Therefore, the appropriate the environment and strategy for the teaching and learning will need to be emphasized consistently to improve students' cognitive and affective achievement. The implications and suggestions of these results were discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.13-21
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• 2001

This study examined the influences of project activities based on multiple intelligences to science achievement of elementary school children. The proportions of variance of science achievement explained by General Intelligence(GI) and Multiple Intelligences(MI) were analyzed, then the influences of project activities, which used various aspects of MI were investigated. Two classes of grade 5 at Pusan in Korea were selected for the study. On the basis of science achievement of prior term, the subjects were classified into upper-, average-, and lower-achievement groups. GI and MI were measured for each child, and the relationships of these measures with prior science achievement were analyzed using multiple regression analyses. In order to investigate the effects of the project activities on science achievement, the classes were divided into the control and experimental groups, which the former group learned science topics using the traditional teaching and learning method and the latter group performed the projects about the same topics using their own multiple intelligences. Then, their achievements were analyzed by ANOVA. Results showed that the proportion of variance explained by MI was higher about two times than that of explained by GI. Project activities contributed to the improvement of science achievement of average and upper achievers, however, in the case of under achievers, this effect was not statistically significant.

• Journal of Science Education
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• v.34 no.2
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• pp.193-202
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• 2010

This study investigated the impact of student-centered instructions on students' academic achievement in science and on their attitudes toward science. Participants included 208 middle school students. The pre- and post-test control group design was employed. The control group was designed to have traditional instructions while experimental group 1 was applied both student-centered instructions and traditional instructions, and experimental group 2 was applied student-centered instructions only. The chaper of "Stimulus and Response" was selected for this study, and students were treated for 15 hours. Data were analysed using ANOVA. Results indicated that student-centered instruction had a significant effect on students' academic achievement(p<.01). The improvement of achievement through student-centered lesson is neither depending on genders nor previous academic achievement levels. Student-centered instruction also had a significant effect on students' attitudes toward science(p< .01). Only half of the class if a student-centered lessons and improve attitudes toward science could be. The improvement of the attitudes toward science through student-centered instruction is not depending on genders. But, student-centered instruction was more effective on the average student and the lower level students than the upper level students.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.345-353
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• 2002

The purpose of this study was to analyze the influence of mental capacity and understanding of the oxi-dation-reduction concepts on the completion of the balancing redox equations. Participants were 92 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations and the influence on the per-formance was analyzed. The performance of the senior high school students increased as the mental capacity increased, but the performance of science high school students did not change by mental capacity. Most of senior high school stu-dents couldn't understand the oxidation-reduction concepts well. Most of science high school students, however, under-stood the concepts completely and partially. The students who had a good understanding of the oxidation-reduction concepts showed a good performance for both senior and science high school students, regardless of the problem pattern.

• Journal of Science Education
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• v.42 no.2
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• pp.230-241
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• 2018

This study was conducted to see how science classes using astronomical observations software could affect elementary students' scientific learning motivations and academic achievements. For this, 24 sixth graders of G Elementary School were designated as experimental groups to provide classes in which astronomical observation software was used. The experimental treatment period was 4 weeks and the results were as follows. First, elementary science classes that used astronomical observation software were effective in boosting scientific learning motivation. Second, elementary science classes that used astronomical observation software were effective in enhancing academic achievements. From these study results, we could confirm that elementary science classes that used astronomical observation software were effective for elementary school students' motivation and academic achievements.