• Journal of The Korean Association For Science Education
• /
• v.27 no.7
• /
• pp.583-591
• /
• 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 earth science society
• /
• v.35 no.4
• /
• pp.267-276
• /
• 2014

The purpose of this study is to investigate the effects of problem-solving inquiry teaching using concept sketches on conceptual changes about plate tectonics and science-related attitudes. The subjects of this study were two classes of second-year students of K high school located at Anseong in Gyeonggi Province. Before instruction, a conceptual test was conducted to survey student's preconceptions about plate tectonics. The control group took a traditional lesson, while the experimental group was applied to problem-solving inquiry teaching using concept sketches. After the inquiry instruction, TOSRA (Test of Science-Related Attitudes) was administered to find out changes in science-related attitudes of the two groups. The results of this study are as follows. The experimental group understood concepts of plate tectonics better than the control group, which means that problem-solving inquiry teaching using concept sketches was more effective in students' conceptual understanding. Science-related attitudes of the experimental group showed a significant change in the categories of 'normality of scientists', 'pleasure of science lessons', and 'interests on science as a hobby'. In conclusion, the instruction of problem-solving inquiry using concept sketches produced students' positive changes in conceptual understanding about plate tectonics and science-related attitudes.

• Journal of the Korean earth science society
• /
• v.18 no.6
• /
• pp.473-479
• /
• 1997

The purpose of this study is to analyze the effects of STS program in Earth Science instruction on science-related attitude and scientific achievement of high school students. The students were divided into an experimental group and a control group. The experimental group was taught by the STS program and the control group was taught by the conventional lecture. The science-related attitudes have been improved in the experimental group more positively than in the control group. The experimental group showed a higher improvement in scientific achievements than the control group.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.633-642
• /
• 2010

In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

• Journal of The Korean Association For Science Education
• /
• v.32 no.10
• /
• pp.1524-1536
• /
• 2012

Science attitudes affect the quality of learning, and they are considered as one of the major concerns in science education. It is necessary to analyze the proximity between concepts with science attitudes. Accordingly, this study was designed to analyze the proximity of the concept related to photosynthesis as it changed after class according to the levels of science attitudes. A survey on the concept of photosynthesis and science attitudes before and after class was conducted on 270 7th-grade students. The concept of photosynthesis was composed of 'the place of photosynthesis,' 'products of photosynthesis,' 'reactants of photosynthesis,' and 'environmental factors.' The proximity of the concept of photosynthesis was analyzed through the utilization of multidimensional scaling (MDS). The research results were as follows: (1) Students changed the proximity between concepts by acquiring concrete concepts through class. (2) The upper group in science attitudes tends to be closer to the proximity between scientific concepts through class, compared to the intermediate and lower groups. (3) In all students with entire levels of science attitudes, non-scientific concepts continued to exist even after class, and the non-scientific concepts were deemed to interfere with the proximity between scientific concepts related to photosynthesis. (4) Students turned out to be aware of the concepts related to each other in four areas associated with photosynthesis. That is, it can be said that students are closely aware of the place where photosynthesis can occur and the materials needed as well as materials generated as a result of photosynthesis and the materials needed in terms of concepts related to photosynthesis.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.357-369
• /
• 1998

Science-related affective domain is considered as a very important domain for achieving students' scientific literacy. Most science educational objectives include some objectives about affective domain such as scientific attitudes, values, curiosity, interests and concerns about nature and science. In this research, the evaluation framework and items of science-related affective domain were developed. The evaluation framework consists of three main categories such as cognition, interest and scientific attitudes and 16 subcategories. The validity of the evaluation framework is tested by ten science educators. Forty-eight items are selected among item pool by considering item response analysis and item-test correlation coefficient. The Cronbach ${\alpha}$ of the tests is 0.83(cognition and interest) and 0.86(scientific attitudes). The results of the test are as follows. First, boys got higher scores than girls. Second, elementary students got higher scores than secondary students. Finally. students in urban areas showed higher scores than those in rural areas.

• 한국과학교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.133.1-133.1
• /
• 2008

• Journal of the Korean earth science society
• /
• v.21 no.2
• /
• pp.103-115
• /
• 2000

The ability-grouping is the essence of the seventh educational curriculum, applied to school from year 2000, and its enriched-supplementary type will be carried out for science course. This study examines the effect of the enriched-supplementary ability-grouping within class to student's academic achievement and the attitude, related to science. Thus we developed teaching and learning methods with intellectual level about the subject of 'Water Circulation and Weather Change' in Middle-School Science 2. Then we tested 152 eighth graders who were divided into the experimental and control groups. The experimental one was taught through the ability-grouping for about six weeks, while the control through conventional lecture. The improvement of the experimental group in academic achievement was more effective than that of the control, and particularly to below-average students who ranked in lower thirty percent. The experimental one got more negative change in domain 'Science as a Subject, and in subdomain 'Anxiety in Science Lesson'. While outstanding students who ranked in upper thirty percent showed a significant positive change in subdomain 'Satisfaction in Teaching Method, the below-average were negatively changed in subdomain 'Anxiety in Science Lesson'. The current ability-grouping was suitable for the improvement of academic achievement, but not for the general attitude related to science. In order to enhance the ability-grouping effect in science education, we need to additionally consider student's interest and concern in grouping, and develop various teaching and learning methods together with proper textbook contents.

• 한국과학교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.118.2-118.2
• /
• 2008

• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.166-173
• /
• 2000

Purpose of this study is to investigate on the attitude toward science of science gifted and talented(G/T) middle school students. The inventory instrument used for study was a revision of TOSRA which consisted of six domains. Subjects were 131 students who had entered into Center for Science G/T Education, Seoul National University in 1999. This center is composed of five divisions: mathematics, physics, chemistry, biology, and earth science. There was no difference between genders totally, but the attitude level of male was higher than that of female in 'career interest in science' domain. Compared among domains, while the attitude score toward leisure interest in science' was the highest, 'normality of scientist' was the lowest. Whereas the attitude level was no difference among divisions except chemistry, that of chemistry division was higher than mathematics in 'adoption of scientific attitudes' domain. Thus, it is needed to provide social and national encouragement for superior science G/T students as well as to develope special programs for them so as to achieve their dreams and to contribute to scientific development of nations.