• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.1-12
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• 2001

The extended science investigations, comprehensive investigations contrasted with exercises of process skill components and cookbook style experiments, should be pursued for giving opportunity of more authentic science activity. The characteristics of the extended investigation tasks were emerged from critical argument on school practical work. And one of important educational objectives in students' investigations is to achieve motivation for investigation. The purpose of this study is to explore how the characteristics of the extended investigation tasks, that is practical context, openness and continuity, affect middle school students' motivation for investigation. On the basis of questionnaire results and students' school science achievement, ten students were interviewed to see the change of motivation for investigation and its causes while they perform two textbook investigations and four extended investigation tasks. Among the interviewees, the students who showed positive motivation for the extended investigations were critical about textbook experiments as they are just confirmations of theories and perceived practical context and openness as the main causes of their positive motivation. The students who showed negative motivation for extended investigations preferred textbook experiments as there was enough guidance from teacher and textbook-centered learning. They recognized the openness of the tasks as a main reason of their negative motivation for investigation. Some students showed negative responses about continuity of the extended investigation tasks but continuity was not recognized as a main cause for their motivation for investigation.

• 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.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.222-231
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• 2006

The purposes of this study were to survey internal engagement in science fair and explore the causal relationship between internal engagement and motivation for participation. A written questionnaire on queries into motivation for participation and internal engagement were developed and tested. The subjects were 1066 students from 4th to 9th grade who had participated in the Youth Science Contest under the auspices of the Korea Science Foundation. Interest and commitment were selected as constructing factors of internal engagement. Through exploratory factor analysis, preference, reward, and social motivation were determined to be the factors affecting the motivation to participate. Boys showed higher internal engagement than girls, and interest and commitment were found to be higher in elementary school students(p<0.01). There was no difference in interest among elementary school students; however, fourth grade students showed lower commitment than other students(p<0.01). Ninth grade students showed the lowest interest and commitment among junior high school students(p<0.01). To explore the causal relationship between internal engagement and factors influence internal engagement, path analysis was used. The selected model illustrated how reward motivation affected commitment directly, and how preference motivation affected interest directly but only commitment indirectly through interest. Reward motivation affected commitment with a standardized direct effect coefficient of 0.17. Preference motivation affected interest with a standardized direct effect coefficient of 0.75 and commitment with a standardized total effect coefficient of 0.63(direct effect; 0.27 and indirect effect; 0.36). In addition, interest affected commitment with a standardized direct effect coefficient of 0.49. Social motivation did not affect interest and commitment and reward motivation did not affect interest.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Journal of Science Education
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• v.47 no.1
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• pp.63-74
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• 2023

This study aims to investigate the effects of pre-service elementary teachers' scientific self-efficacy by science motivation according to the academic track in high school. The subjects of this study were 525 pre-service elementary teachers of which 350 pre-service elementary teachers were selected from the humanities and social sciences track in high school and 175 pre-service elementary teachers were selected from the science-engineering track in high school. In order to investigate the difference between scientific self-efficacy and science motivation among pre-service elementary teachers, Independent sample t-test and Cohen's d were done. In order to find out about the Influencing of scientific self-efficacy on science motivation, multiple regression analysis was used. The results of this study were as follows: First, there were statistically significant differences in scientific self-efficacy and science motivation, and the average of pre-service elementary teachers who selected science-engineering were significantly higher. Second, explanation power of scientific self-efficacy on science motivation appeared as 66.7~68.3%. The explanatory power of pre-service elementary teachers' who selected humanities and social sciences were higher. The relative importance was high in task difficulty preference factor to humanities and social sciences, was high in self-regulation efficacy to science-engineering. In conclusion, in order for pre-service elementary teachers to achieve high achievement and motivation in science subjects, and to teach science well to students in the school field, teacher education that can improve scientific self-efficacy should be conducted.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.317-324
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• 2016

This study aims to investigate the motivation for science learning of 3rd year high school students who choose different majors from their track. A total of 2,012 high school 3rd year students participated in this study. We used Science Motivation Questionnaire II (Glynn et al., 2011) to measure the students' science motivation and performed Rasch analysis, MANOVA and logistic regression analysis. First, results showed that 11.5% of students in the science track switched their pathway to a non-STEM major and 14.3% of students in the humanities track switched to a STEM major. In addition, there were gender differences in switching majors. Second, we found a significant difference in science motivation between two groups of students switching their major only in career motivation. Third, science motivation was the significant predictor of STEM major choice; in particular, career motivation was the most influential variable. Based on these results, we proposed that prediction of and paying close attention to students' career motivation are required before making decisions on which track to take.

• 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.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.91-94
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• 2010

응용 프로그램을 실행할 때 프로세스간의 상호 연동이 필요한 경우 통신을 하게 된다. 프로세스간의 통신에서 서비스를 요청하는 프로세스의 상태에 따라 동기(Blocking) 모드와 비동기(Non-blocking) 모드로 나누어진다. 동기 모드는 서비스를 요청받은 프로세스의 작업이 완료할 때까지 서비스를 요청한 프로세스의 상태가 멈추는 방식이고, 비동기 모드는 다른 프로세스에 서비스를 요청한 후 자신은 다른 유용한 작업을 계속 수행할 수 있는 방식으로 통신 상대가 여럿이거나 서비스 수행시간이 긴 작업의 경우 비동기 모드를 사용한다. 프로세스 간의 비동기적인 작업 수행이 이벤트 기반으로 이루어지도록 지원하는 이벤트 알림 시스템은 전자메일(E-mail) 서비스와 유사한 특징이 있다. 전자메일 서비스는 컴퓨터 통신망을 통해 편지를 주고 받을 수 있는 서비스 및 해당 편지를 일컫는 용어로, 본 논문에서는 이전에 제시된 이벤트 알림 시스템의 구성과 잘 알려진 전자메일 서비스의 특징을 파악하여 전자메일 서비스를 이용한 이벤트 알림 시스템의 설계 및 구현 방법을 제시한다.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.331-339
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• 2004

본 연구는 초등학교 학생을 대상으로 하는 웹 코스웨어에서 학습동기 극대화로 학습효과를 높이기 위해 학습 동기 유발 전략을 적용한 코스웨어를 개발하는데 그 목적이 있다. 이에 따라 본 연구에서는 학습동기에 대한 제이론을 고찰하고 이를 웹 코스웨어에 적합한 동기전략으로 재구성하여 적용한 프로그램을 개발하였다. 개발 단원은 초등학교 과학교과의 '물체의 속력'으로 교실의 제한된 상황을 극복하도록 많은 가상 실험실을 제공하며, 학습자와의 상호작용을 극대화하고, 실제 생활에서 찾아볼 수 있는 많은 상황들을 가상 체험해 볼 수 있도록 하는 기회를 제공하여 과학교과 학습에의 학습동기를 극대화 할 수 있도록 하였다. 본 코스웨어는 물체의 빠르기 비교, 속력, 여러 가지 속력 비교, 물체의 속력과 안전등의 기본 학습내용과 심화, 평가, 게시판, 쉼터 등으로 구성되어 있으며, 초등학교 교육 현장에서의 활용 방안과 기대효과를 제시하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.177-178
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• 2009

일반적으로 센서 네트워크는 라우팅 트리를 구축한 후에 시간 동기화를 수행한다. 이로 인하여 시간 동기화가 늦어지고 교환하는 패킷이 증가하여 에너지를 많이 소모하는 문제를 유발한다. 본 논문에서는 한 번의 플러딩 과정으로 라우팅 트리를 구축하고 시간 동기화를 이와 동시에 수행하는 알고리즘을 제안한다. 시뮬레이션에 의하여 제안하는 알고리즘은 기존의 동기화 알고리즘인 TPSN과 동등한 수준의 정확도를 보이면서 동기화 속도 및 에너지 소모 면에서 우수하다는 것을 입증하였다.