• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.946-958
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• 2004

The purpose of this study was to investigate factors in school science influencing students' attitudes toward science. In order to achieve the purpose, a total of 1,002 students at 5th, 7th, and 10th grade levels was sampled and surveys were carried out to examine attitudes toward science and reasons that students liked and disliked science. According to the results, male students liked science more than female students did at all grade levels and 10th graders liked science less than 5th and 7th graders did. The main reason that students liked science was experiments. And the main reason that students disliked science was science teaching methods including science activities, instructional materials, science textbooks and science teachers. Among the reasons that students liked science, factors that affected attitudes toward science were contents and characteristics of science subjects and experiments. Among the reasons that students disliked science, factors that affected attitudes toward science were experiments and science teaching methods. The results suggest that it is desirable to apply appropriate methods according to students' interests in science to develop positive attitudes toward science effectively.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.481-496
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• 2023

This study aimed to evaluate the effects of utilizing educational game content for science learning on science-related attitudes. The content was applied to 24 students in an after-school science club at an elementary school in Gyeongsangbuk-do Province followed by a pre and posttest analysis using the Attitude About the Relevance of Science Test and the Creative Personality Test. This study used Tino's Journey, which was developed by the Korea Creative Content Agency and is currently distributed for free through the Ministry of Education to develop nine lessons that include scientific scenarios and concepts presented in the game. The results demonstrated that science lessons utilizing educational game content significantly influenced the science-related attitudes of the students. Among the subdomains, enjoyment of science lessons increased the most followed by the attitude toward scientific inquiry, social meaning of science, and hobby of science. However, the commonness of scientists, acceptance of scientific attitudes, and career in science did not reveal significant differences. This study classified the students into two groups (i.e., high and low, n=12 each) using the Creative Personality Test in advance. This study performed covariate analysis with the score for pre-science-related attitude as the covariate. Result revealed that the scores for science-related attitude significantly differed between the high and low groups. Specifically, the increase in the scores of the low group was larger than that of the high group. Lastly, the study presented implications for the utilization of educational game content in science learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.537-543
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• 2020

In order to cultivate the talents needed in the 4th industrial revolution era, it is necessary to select gifted students and train them systematically. The affective characteristics of the gifted are self-concept, personality, sociality, motivation, morality, attitude and interest, and these are important factors that affect science achievement. In particular, computer scientific attitude is an important variable affecting computer science achievement. This study developed a computer scientific attitude test based on TOSRA developed by Fraser to measure the affective characteristics of information-gifted students. The computer scientific attitude test is composed of 7 areas: social implications of computer science, attitude to computer scientific inquiry, adoption of computer scientific attitudes, adoption of computer scientific attitudes, leisure interest in computer science, career interest in computer science, and normality of computer scientists. The relationship between computer scientific attitude and academic achievement of gifted students was analyzed using the developed test. To determine find out whether computer scientific attitude significantly predicts academic achievement, the results of a regression analysis showed that t = 2.543 and p = 0.025, indicating that the average of computer science attitude significantly predicted academic achievement.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.272-284
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• 2007

The purpose of this study was to describe the scales of attitudes toward science and the validation of instruments for students and their parents. These instruments include three scales: cognition about value of science, affection toward science & science learning, and conative participation in scientific activities. A sample of middle school students (N=198) and their parents (N=153) was selected. Data analysis indicated that the instruments developed in this study had proper validity and reliability measures (${\alpha}=0.93$ for student questionnaire, ${\alpha}=0.88$ for parent questionnaire). The results reveal that both students and parents were well aware of the academic/vocational and social value of science, but they had low awareness of the individual value. In spite of that, students have positive feelings regarding enjoyment toward science and science learning, their self-concept and self-efficacy were low. And parents' responses were observed to support their kids in general field but not in science. Especially, female students had low participation in scientific activities and also their parents had low support for scientific activities (p<.0.1). Finally, there were positive correlations between students' attitudes toward science and their parents' affection toward science & science learning and conative participation in science activities.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.917-928
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• 2012

The purpose of this study is to survey and compare of the science gifted and the mathematics gifted students at elementary school's 171 students who live in the Seoul city, using Attitude Assessment Tool and Learning Motivation in Science. The analytical results of the collected data are presented as follow; Firstly, there was no difference between science gifted and mathematics gifted in the attitude, value, social meaning, and attitude toward science subject and learners mostly have a positive attitude toward science but, there was difference in the preference of the science gifted and mathematics gifted. Science gifted's preference toward science subject is higher than mathematics gifted students. Secondly, there was no difference in the attention, self-efficacy, and contentment in learning motivation in the science but, there was difference between science gifted and mathematics gifted in the relevance.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.583-591
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• 2007

This study investigated gender differences in science-related attitude and to analyze association patterns among social factors affecting the differences. The relationships between student's science-related attitude and four variables - schools, teachers, friends and parents influencing the attitude were analysed. The questionnaire, which identifies whether the four variables influence students' science-related attitudes, were specially constructed and simultaneously administered with test of science-related attitudes (TOSRA) to 603 subjects: junior high, and high school students. Both boys and girls were not significantly different at TOSRA scores; however, by multiple regression analysis, the boys' TOSRA scores were influenced by the variable of parents and the girls' scores were influenced by teachers and friends. Social factors evoking gender differences on science-related attitude do not influence equally at everyday life of boys and girls. As the gender differences in science-related attitude decrease, perceptual changes of parents and teachers, the two most influential factors to make the differences should be important to drag females in science-related work as a desired occupation for women.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.275-292
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• 1999

This study aimed to explore the saliences of formal school science and their influences on the attitude toward science communication through mass media. Saliences of school science are salient memories of school science which a perciever attends to selectively among various aspects of formal school science. Among saliences. external saliences refer to the sensory aspects of formal school science. and internal saliences refer to the observers' cognition. Attitude toward science communication through mass media constitute six scales; exposure. cognition. focus. belief. self perception of understanding. application. The questionnaire were developed and sample was selected by multi-stage stratified clustering. The sample size was 1,825. The data was analysed by correlation and multiple stepwise regression. Positive saliences were lab work and science teacher and negative saliences were lecture and exam/grade. According to the correlation and multiple stepwise regression analysis. saliences of the formal school science could account only a small part of the attitude toward science communication through mass media. Internal salieces could account the attitude toward science communication than external salience. Further studies on new models including attitude towards science are needed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.237-238
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• 2020

본 논문에서는 중학생의 인공지능에 대한 태도에 영향을 미치는 요인을 살펴보았다. 김성원과 이영준(2020)에서 개발한 중학생의 인공지능에 대한 태도 측정 검사 도구를 중학생에게 실시하고, 요인에 따른 태도 차이를 분석하였다. 중학생의 인공지능에 대한 태도는 성별에 따른 차이는 존재하지 않았다. 또한, 학년과 인공지능 교육 경험도 중학생의 인공지능에 대한 태도에 영향을 주지 않았다. 반면에 인공지능에 대한 직·간접적인 경험이 있는 중학생은 경험이 없는 학생보다 인공지능에 대한 태도가 긍정적이었다. 마지막으로 인공지능에 대한 관심이 높을수록 인공지능에 대한 태도가 긍정적으로 나타났다. 후속 연구에서는 중학생의 인공지능에 대한 태도를 긍정적 변화시키기 위한 교육 프로그램 개발이 필요하다.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.127-146
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• 2012

In this study, we try to find out what effects science activities have on young children's scientific attitude and scientific research ability using Keller's ARCS motivational model. The subjects of this study were 40 5-year-old children of two classes in kindergarten located in G city. The results of this study are as follows: First, science activities using ARCS improves efficiently young children's scientific attitudes. Second, science activities using ARCS improves efficiently young children's scientific research ability. In conclusion, it was found that science activities using ARCS motivation model improved scientific attitudes and the scientific research ability of young children. The results of this study suggest that science activities through ARCS are worth using as an appropriate and significant teaching method to improve young children's scientific attitudes and scientific research ability in the education field.