• Journal of Science Education
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• v.37 no.1
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• pp.11-22
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• 2013

Motivation is a generative power of making learning interesting and sustaining learning for students. Textbooks are important tools in carrying out lessons. And it is meaningful to analyze how textbooks motivate learning. This study is to analyze components of motivation in learning of the 7th grade middle school science textbooks. Keller's ARCS model was used for the analysis. The result of the study is as follows. First, the eight textbooks had various components from A1 to R3. Second, analyzing textbooks by parts of the textbooks, the body had the most motivation strategies and the next was the introduction, lastly the finishing part. Third, the most frequently used strategy on the attention factor is A1. And the most frequently used strategy in the relevance factor is R3.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• 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.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.56.1-56.1
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• 2009

• Journal of Science Education
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• v.38 no.3
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• pp.657-669
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• 2014

The purpose of this research is to investigate the effect of students' storytelling on the science learning motivation and science related attitude in elementary science class. We had developed storytelling materials for 11 class hours on the 'Heat transfer and our life' unit based on the analysis of the 4th grade-science curriculum. The research sample was 22 4th graders who were belonged to one of the classes at an elementary school in Gwangju. The test of students' science learning motivation and science related attitude were administered before and after the storytelling treatment, and the difference was checked by the paired t-test using SPSS program. Students' perceptions on the storytelling were also investigated. The conclusions of this research are as follows. First, the students' storytelling tend to have somewhat positive influence on learning motivation. The each mean of post-test in the domain of attention, confidence and satisfaction was significantly higher than that of pre-test. Second, students' storytelling have a positive influence on scientific attitude. Although the means of post-test were higher than those of pre-test in both science subject attitude and scientific attitude domain, a statistically significant difference was found only in the scientific attitude domain. For future researches, the development of more story-materials or strategies for effective storytelling is needed.

• Journal of Industrial Convergence
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• v.20 no.6
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• pp.73-81
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• 2022

This study is a descriptive research study to analyze the relationship between learning motivation, learning immersion, and self-directed learning. For this study, data were collected from August 1 to 30, 2021. The collected data were analyzed using the IBM SPSS/WIN 22.0 program. The learning motivation was positively correlated with learning immersion and self-directed learning. In analysis results, the factors affecting learning immersion are learning motivation and self-directed learning. And it was confirmed that self-direction was a partial mediating factor in the relationship between learning motivation and learning immersion. Learning motivation is an important factor for nursing students' learning immersion and self-directed learning. Therefore, specific measures to improve self-directed learning should be prepared for learning immersion. Therefore, nursing students' self-directed learning is an important factor for learning motivation and learning immersion, and specific measures to improve that should be prepared.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.266-274
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• 1999

This study investigated the effects of cooperative and individual computer-assisted instructions upon middle school students' science conceptions, achievement, perception of learning environment, and motivation. The cooperative, individual, and traditional learning groups were selected from a middle school, and taught about the motion of molecule for 5 class hours. Data analyses indicated that the students with cooperative computer-assisted instruction scored significantly higher than those with traditional instruction in the tests of conceptual understanding, perception of learning environment and motivation. Better understanding of the cooperative learning group was also found in a retention test of conceptions. In addition, there were significant interactions between the instruction and the level of prior achievement in the tests of retention of conceptions and motivation. Educational implications are discussed.

• Journal of the Korea Society of Computer and Information
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• v.19 no.6
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• pp.139-149
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• 2014

Much research has been conducted in educational robot, a new instructional technology, for K- 12 education. Several studies have shown that educational robot provides effective learning opportunities for students in both content areas of STEM(science, technology, engineering, and mathematics) and critical academic skills, such as collaboration, problem solving and communication skills. However, most studies to date on applications of educational robots have been conducted outside the formal education setting. This study analyzed the influence of using robots in an elementary school science class in Korea with regard to science learning motivation. A total of 121 students in fourth and fifth grades participated in the study. The experimental group was taught using robots in the science class, while the control group was taught using traditional methods. Analysis of covariance (ANCOVA) was conducted to compare the between-group differences in learning motivation before and after the experiment; an interview was also conducted for the experimental group. The study results showed a significant improvement (p<.05) in both learning motivation in the experimental compared with the control group. There was also positive response to learning with a robot. This study will play an important role in research on the use of educational robot in formal education in the future.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.395-402
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• 2024

The purpose of this study is to verify the effect of the intensive support program for junior college students with low academic performance on students' learning motivation and self-learning efficacy, and to explore its meaning. This study was conducted with 46 students who participated in the JUMP-UP program supported by the D University Teaching and Learning Development Center in Busan for backers and students with low grades. The research question of this study is, first, does the JUMP-UP program affect the reinforcement of the learning motivation of junior college students? Second, does the JUMP-UP program affect the self-learning efficacy of junior college students? As a result of examining the effectiveness by conducting a survey before and after participating in the JUMP-UP program, the JUMP-UP program showed statistically significant changes in all items of participating learners' learning motivation and self-learning efficacy. Through this, it can be seen that an intensive support program such as the JUMP-UP program is valuable as a support program suitable for improving the learning motivation and self-learning efficacy of vocational college students suffering from low academic performance.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.