• Title/Summary/Keyword: 과학에 대한 흥미도

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Exploration of Features of Korean Eighth Grade Students' Attitudes Toward Science (우리나라 중학교 2학년 학생들의 과학에 대한 정의적 태도 특성 탐색)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.37 no.1
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    • pp.135-142
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    • 2017
  • The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students' attitude toward science and science achievement, trends in students' attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students' attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students' confidence with science and interest in learning science have decreased, whereas students' valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students' attitude toward science.

Exploring Korean 4th Graders' Career Aspirations in Science with a Focus on Science Identity (과학 관련 진로에 대한 포부가 낮은 초등 4학년 학생들의 과학 정체성 탐색)

  • Kang, Eunhee;Kim, Chan-Jong;Choe, Seung-Urn;Noh, Taehee;Yoo, Junehee;Shim, Soo-Yean;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.34 no.7
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    • pp.613-624
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    • 2014
  • The aim of this study is to explore why Korean 4th graders' interest in science was not connected to career aspirations in science using the perspective of science identity. Forty-five students with a high interest in science but with low science-related aspirations have been chosen from 488 elementary school students who have completed a questionnaire exploring students' interest and career aspirations in science. Among them, 19 who have received parental permission participated in in-depth interviews examining students' science identities (interest, competence, and recognition by others in science) and their experiences and perceptions of science-related activities. The results showed that most students have limited or situational interest in science, a gap between the perception of their competence in science and their competence for a science-related career, and negative recognition by others in science. Also, participants' science identities and low aspirations for a science-related career constrained their attention and participation in science-related activities. Students' negative science identities and low aspirations for science-related careers were based on the high standards of science-related careers. It seems that these erroneous perceptions and expectations led them to differentiate themselves from students pursuing science-related careers, as well as to perceive that their interest, competence, and recognition by others in science were not enough to pursue a science-related career. This study has implications for understanding the current condition of young students with low aspirations for science careers and exploring desirable objectives and strategies to promote activities to raise their aspirations for science-related careers.

Effects of Educational Context Variables on Science Achievement and Interest in TIMSS 2015 (TIMSS 2015에서 과학 성취도와 흥미에 영향을 주는 교육맥락변인 분석)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.38 no.2
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    • pp.113-122
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    • 2018
  • The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

High School Students' Interest on Minerals and Rocks (고등학생들의 광물과 암석에 대한 흥미도)

  • Choi, Jun-Kyong;Wee, Soo-Meen
    • Journal of the Korean earth science society
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    • v.23 no.8
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    • pp.625-631
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    • 2002
  • The purpose of this study was to investigate high school students' interest on minerals and rocks. Seven hundred and eighty three students from four different regions (i.e., Seoul, Kyunggi, Chungbuk and Jeju) participated in this study. The results can be summarized as follows: (1) The students have somewhat low interest about minerals and rocks. In addition, the students lose the interest because they have been forced to learn minerals and rocks theoretically. (2) Girls' interest on minerals and rocks was higher than that of boys.

Development and Application of STEAM Education Program based on Topic-specific Project (주제중심 프로젝트 기반 STEAM 교육 프로그램 개발 및 적용)

  • Lee, Youngseok;Cho, Jungwon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.12
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    • pp.5770-5775
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    • 2012
  • For this study, we reviewed theoretical background of STEAM education and domestic and international studies in STEAM education, by doing so, we developed and applied the STEAM education program based on topic-specific project. This program is designed for the 3rd and 4th lesson of 6th graders' science in elementary school. As a result, the positive attitude about science of the students who went through the researched program increased with meaningful difference compared to that of the sample population. The result of this study shows that the STEAM education program based on topic-specific project can brings positive changes for the science-related affective domains.

Exploring Pre-service Science Teachers' Motivation for Career Choice and Their Self-Image as a Science Teacher (예비과학교사들의 교사가 되고자 하는 동기와 교사상에 나타나는 특성)

  • Chang, Hyun-Sook;Lee, Hyun-Ju
    • Journal of The Korean Association For Science Education
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    • v.31 no.1
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    • pp.14-31
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    • 2011
  • This study investigated pre-service science teachers' motivation for career choice and their self-image as a science teacher. Although their motivations for becoming science teachers were very personal, three major characteristics emerged. First, during the process of their growth, their interest in education and science existed separately, and later the two interest were naturally focused on the job of a science teacher. When they find out that teaching science is right for them, they developed their inner motivation. Second, teaching opportunities to teach science subjects, including classroom observations, TA, tutor, and teacher-aid, played an essential role for them in finding their aptitude for science teaching. Third, their teaching-related experiences were very effective in building up their self-image as a science teacher and in preparing for the job. It also reinforced their inner motivation, which was important in finding their direction in life as a science teacher. Fourth, there were two categories for the self-image as a science teacher. One was teaching-oriented and the other was science subject-oriented. These images for the science teacher were closely connected with their inner motivation for science teaching.

A Study on the High School Students' Perceptions of Soil Concepts (흙 개념에 대한 고등학생들의 인식 조사)

  • Hong, Jungjoo;Park, Shingyu;Park, Youn kwan;Kim, Jungwook;Chung, Wonwoo
    • Journal of Science Education
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    • v.34 no.1
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    • pp.93-104
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    • 2010
  • The purpose of this study was to investigate the high school students' interests and and perceptions about the soil concepts. The data were obtained from 72 boys and 82 girls at a high school in Daegu area. The questionnaires were developed 8 questions for students' interest and 10 questions for students' understanding. The results of this study were as follows. In the examination of students' interest on the soil concepts, boys showed 3.2point(64.9%) out of 5point and girls showed 3.2point(64.6%) out of 5 point. Furthermore, a percentage of correct answers for understanding on the soil concepts was 47.4%. In detail, Boys had 48.2% and girls had 46.6%, boys showed higher understanding about soil concepts than girls. And students understood soil concepts by a visible side, to approach the soil concepts from a biological point of view, rather than a geologic one. Also high school students didn't think soil concepts to consist of minerals and rocks from a geologic point of view. Correlation between interest and understanding on the soil concepts was very weak by showing r=.170(p<.05).

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Comparison of Four Factors: Reasons for Jobs, Science and Math Preferences, Interests in Science, and Science Aspirations for Children Hoping for Careers in Science, Engineering or Medicine (이공계와 의약계 진로 희망 초등학생의 진로 선택 이유, 과학과목과 수학과목 선호도, 과학에 대한 흥미, 과학적 포부 비교)

  • Kim, Eunsook;Ahn, Yumin;Jung, Won-Young;Kye, Young-Hee;Kim, Heui-Baik;Noh, Taehee;Yoo, Junehee;Yi, KyungWoo;Choe, SeungUrn;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.34 no.8
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    • pp.779-786
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    • 2014
  • Elementary children, hoping for jobs in science/engineering(Sci/Eng) or medicine(Med), were surveyed on the reasons for jobs, science/math preferences, interests in science, and science aspirations. For 3rd grade boys, twice more students picked Sci/Eng than Med choices. However, for 6th grade boys, the numbers of Sci/Eng and Med became close. The ratios of girls with Sci/Eng in 3rd and 6th grade did not differ much. The 6th graders chosing Med was 1.4 times bigger than 3rd graders for both boys and girls. For students with Sci/Eng, the most important reason for a job was that he/she liked it. For Med, helping others was as much important as doing what he/she liked. Science preference were the highest in the Sci/Eng group. The Med group came next with the non-science group being last. Math preferences were lower than the science preferences. Therefore, children need to be guided to increase the preferences for math as well as for science to keep the Sci/Eng and Med career choices. The interests in science and the science aspirations show similar patterns. The 3rd graders showed higher value than the 6th graders, the boys higher than girls, and the Sci/Eng group highest, the Med the second and non-science group the last. Science aspirations were higher than the interests only for the Sci/Eng group, while it was lower than the interests in all other groups. This implies that science aspirations might have bigger influence on getting a career in Sci/Eng than interest does.

Analysis and Identification of Students' Threshold Concepts in High School Chemistry (학습경험을 바탕으로 학생들이 제시하는 고등학교 화학교과 내의 어려운 개념과 문지방개념 분석연구)

  • Park, Eun Jung
    • Journal of the Korean Chemical Society
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    • v.58 no.1
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    • pp.126-129
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    • 2014
  • Concerning the difficulty of learning science and reduced interest in science, the authors of this study searched for potential threshold concepts which are portals or gateways in the field of science (particularly chemistry). The nature of these concepts and how to overcome their troublesomeness were further questioned. For this study, 239 high school students completed chemistry II provided information about what difficult concepts and potential threshold concepts in high school chemistry are and how they affect learning chemistry. In particular, the mastery experience of the threshold concepts was explored in detail. Two, "mole and atomic structure" were selected as threshold concepts in chemistry. Not only as important but also as threshold, this study emphasized the importance of the two concepts in terms of features characterizing them as threshold concepts. In particular, the features objectify subjective experiences of students and provide information describing the scientific meaning and distinctive nature of threshold concepts in science. Along with the data from teachers, this study shows the integrative feature as key criteria for students to make meaningful understanding of the two threshold concepts.