• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.70.1-70.1
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• 2009

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.67.1-67.1
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• 2009

• The Science & Technology
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• v.24 no.5 s.264
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• pp.80-84
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• 1991

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.131-140
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• 2019

In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.646-658
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• 2004

In this study, the effects of feedback types in self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment and the feedback provided were also examined. Ten classes from a middle school were chosen. Five of those classes were assigned to the comparative group that any type of feedback was not provided and the other five classes were assigned to the experimental group which feedback was provided. The experimental group was further divided into three groups for implement of three types of feedback. Experimental group A was given feedback in the form of written comments and experimental group B was provided feedback through correct-wrong response to the students answer. Experimental group C was provided oral feedback to the whole class. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. There were significant differences between the experimental group and comparative group in understanding of scientific concepts. The enhancement of science-related attitudes was also significantly higher for the experimental group. There were significant differences between the experimental groups in science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the types of feedback in experiment groups. Interviews with the students of the experimental groups showed that students had positive attitudes towards self-assessment and the types of feedback. And they regarded self-assessment and feedback as helping them understand the science concepts. In conclusion, it was acknowledged that providing feedback in self-assessment showed considerably positive influences on the improvement of the understanding of scientific concepts and science-related attitudes.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.487-495
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• 2021

Using self-regulation learning strategies that can cultivate the creative and critical thinking required in the era of the Fourth Industrial Revolution, it was applied to the exploration experimental class of the section 'quantitative relationship in chemical reactions' in high school chemistry and the effects on academic performance and scientific attitudes were analyzed. In case of academic achievement, although there was no meaningful difference between the two groups in the pre-test, the average value of the experimental group was significantly higher in the post-test. In the case of scientific attitudes, the difference in average points between the two groups was the greatest in readiness and curiosity. In the post-test of the experimental group, academic achievement showed the highest correlation with meta-cognition and scientific attitude with behavioral regulation, respectively. Considering the effectiveness of metacognition and scientific attitudes, self-regulation learning strategies are the most suitable teaching-learning forms for creativity and personality education in this era.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.74-86
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• 2004

The effect of Web-based project learning on the science achievement and attitude of middle school students was investigated. Four classes of 9th grade at a coed middle school were divided into control and experimental groups. Web-based project instruction in which students utilized the Web to interactively carry out their projects was put into practice with the experimental group, while traditional instruction was employed with the control group. Pre- and post-test achievement and attitude scores were estimated through an analysis of covariance. Web-based project instruction was seen to be more effective in enhancing students’ science achievement and attitude than traditional instruction. In particular, the former instruction was most useful for improving higher level students’ achievement and attitude among the higher, middle, and lower level students of both groups, based on their academic achievement. The effect of Web-based project may result in eradicating negative cognition about gender difference.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.70-81
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• 2010

The present study aimed to understand high school students' environmental literacy for water and their attitudes toward environment. This study was conducted during the spring of the 2010 academic year with the participation of 123 students from a public international high school located in Seoul. The Environmental Science Literacy for Water test and the Revised New Ecological Paradigm scale were administered, and the data were analyzed by descriptive statistics and content analysis. The high school students in this study put strong emphasis on encouraging others to conserve water resources. This belief, however, was not aligned with self-recognition of their own roles in water supply shortages and other problematic water-use behavior. They also had difficulties in understanding the invisible part of matter transformations in water systems. Nevertheless, they showed favorable attitudes toward environmental conservation. In conclusion, the researchers suggest recognizing our own water problems and narrowing the gap between environmental and scientific knowledge of water and actual attitudes about the environment through curricular incorporation of interdisciplinary environmental science literacy into school science.