• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.287-295
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• 2002

In this study, the effects of a self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assess-ment tool developed for this study was applied to. The experimental group was further divided into two groups for imple-ment of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. 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. The results of this study were as follows. There were significant differences between the experimental group and control group in under-standing of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment groups. From the above results, it was acknowledged thet self-assessment applied to the middle school science class showed considerably positive influences on the improvements of the understanding of scientific concepts and science-related attitudes.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.542-561
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• 2000

The purpose of this study was to investigate the relationships among elementary school teachers' high school and college backgrounds in science, their attitudes toward teaching science, their science teaching efficacy beliefs, and their instructional strategies. Both quantitative and qualitative research methodologies, were utilized in this study. This paper, however, presents only the results of the quantitative data analysis while expecting to report the qualitative data analysis outcomes afterwards. Four instruments were used to ascertain information concerning teachers' backgrounds in science(the number of high school science courses they took and the grades of courses, the number of college science courses and grades, the number of college science methods courses and grades), attitudes toward teaching science, science teaching self-efficacy beliefs(personal science teaching efficacy and science teaching outcome expectancy), and their instructional strategies(indirect, direct, and mixed methods). A sample of 340 practicing elementary school teachers participated in this study. To determine statistically significant results, Pearson's correlation coefficient was used to relate teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs and their instructional strategies. The correlation coefficients were statistically significant regarding four variables, teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs, and instructional strategies investigated in this study. These results can be interpreted that programs of teacher preparations and trainings which include science and science methods courses should help prospective and practicing teachers change in their attitudes and beliefs toward science teaching. It is expected that future studies concerning teachers' attitudes, beliefs, and behaviors toward teaching science can help to improve science teacher education in Korea.

• Journal of Science Education
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• v.34 no.2
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• pp.396-404
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• 2010

This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers' recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of Science Education
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• v.46 no.1
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• pp.66-79
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• 2022

This study attempts to find out how science classes using VR content affect students' scientific attitudes and spatial senses. For 4th and 5th graders of an elementary school, a comparative class and an experimental class were set up for each grade, and a total of 11 classes were conducted for each grade. Before and after class treatment, pre- and post-tests were conducted on scientific attitudes and spatial sensations, and interviews with students were conducted during class. After all the classes for the research unit were completed, a survey was conducted to find out the changes in students' perceptions. As results of this study show, it was found that science classes applying virtual reality (VR) content have positive effects on students' scientific attitudes and spatial ability.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.848-853
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• 2007

The purpose of this study was to investigate the relationships among scientifically gifted students' science related attitudes, learning motivation and learning strategy. Subjects were 135 middle school students enrolled at a Center for Science Gifted and Talented Education. There was no difference among talented divisions according to science related attitudes. But the score of the female students were higher than that of the male in learning motivation and learning strategy. Some significant correlation coefficients were between learning motivation and learning strategy. Also significant correlation coefficients were among 'career interest in science' domain, 'leisure interest in science' and 'social implication of science.'

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.850-869
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• 2010

This study investigated middle and high school students' perceptions of scientific literacy in the $21^{st}$ century through the survey. Subjects were 952 students from 13 participating schools. 482 middle school students and 470 high school students, 471 male students and 481 female were involved. The survey questionnaire asked which elements they thought would be important to be scientifically literate in the $21^{st}$ century and why they chose the elements. The results showed that most of the students tended to focus on orientation, content knowledge, and mindset. A large portion of female students showed orientation was the most important element. On the other hand, male students showed that scientific knowledge as well as orientation was important.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.174-183
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• 2019

The purpose of this study was to investigate the effects of situation-based class using digital storytelling on elementary school students' science class motivation and scientific attitude for 50 fifth graders in B elementary school in P metropolitan city. In order to conduct this study, 25 students in 5th grade were selected as research group and 25 students in another class as comparative group, and the research group conducted situation-based classes using 8-hour digital storytelling. The comparative group received 8 classes of general science classes by curriculum. The results of this study are as follows. First, the situation-based class using digital-storytelling has a statistically significant effect on elementary school students' science learning motivation. Second, situation-based class using digital-storytelling has a statistically significant effect on the scientific attitudes of elementary school students. It is thought that the situation-based class through digital-storytelling has a positive effect on the exploration of science principles through students' daily experiences.