• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.103-114
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• 2021

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

• Journal of the Korean Applied Science and Technology
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• v.36 no.1
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• pp.279-298
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• 2019

Many empirical studies are conducted in regards to protean career or boundaryless career. The concept and the notion of protean career and boundaryless career has extended so far. Yet, the gap in the literature exists. Previous literature focused on the relationship among protean career, boundaryless career, and subjective career success, but examined little about the influence of protean career and boundaryless career on positive career attitude or future learning readiness. Therefore, this study explores the moderating effect of supporting policy of career development among protean career orientation, boundaryless career, positive career attitude, and future learning readiness. There was moderating effect of supporting policy of career development among the relationships of protean career orientation and future learning readiness; the relationships of boundaryless career and future learning readiness. The moderating effect of supporting policy of career development implies that the intention of career development in self-directed way and learning are related. In addition, The role of HRD/HRM department which takes initiatives in career development can affect the learning readiness for future among workers.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.164-171
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• 2010

The purpose of this study was to investigate the effects of instruction applying 3D Planetarium Software (Starry Night Pro 6.0) in terms of the learners' science achievement, changes of attitude (attitude toward science as well as scientific attitude), and self-directed learning ability. Participants were 198 $8^{th}$ graders. This study adopted a quasi-experimental research design in which experimental group was taught with 3D planetarium software vs. control group with traditional lecture-centered teaching method for 6 hours. The effects were investigated by independent sample t-test and paired sample t-test The results are as follows. The instruction using 3D planetarium software was more effective than the traditional lecture-centered curriculum in science achievement and self-directed learning ability. However, there were not meaningful differences in analyzing attitudes related science, the results that were so effective in elevation for self-directed learning could be gained. Students were interested in instruction applying 3D planetarium software, which was helpful for them to understand the content knowledge. Results showed that instruction with 3D planetarium software applied was effective in $8^{th}$ grade science learning.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.649-658
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• 2002

The purpose of this study is to develop geological field sites for open ended education and inquiry learning, and to find the influence of field study on the affective domain in science and the achievement. As for the field sites, we used the areas ranging from Chaeseokgang- of Kyeokpo, in Buan, to around Bangsanje from Naejang-dong in Jeongeup to Ssangchi-myun in Sunchang-kun, Jeolla North Province. The affective domain in science is composed of three parts-cognition of science, interests toward science, and the scientific attitudes. to evaluate the stage of the achievement, we used questionnaire composed by 25 items. While the control group does not show any change in three parts of the affective domain, the experimental group shows positive changes, from 2.44 to 2.37 (cognition of science), from 3.15 to 3.08 (interests toward science), and from 2.91 to 2.74 (scientific attitudes) on Likert Scale. Also the score arranged by the analysis of covariate shows that the experimental group is more positive than the control group by 0.12 point in cognition of science, by 0.15 point in interests toward science, and by 0.23 point in scientific attitudes. In terms of the stage of achievement, the score of the experimental group, which is arranged by analysis of covariate, is 7.68 higher than that of the control group, on maximum of 100.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.481-489
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• 2019

In order to explore the learning attitude of the learners and the effects of conscious learning attitudes on academic achievement in On-line education system of open high school, we analyze the log data of 2,965 first graders who studied English, Math, Integrated Society and Integrated Science during the first semester of 2018. This study examines the learning status according to the learner's background variables, and analyzes the number of lessons per hour, learning progress rate, learning period, learning start month, and formative evaluation results for each class. In addition, to verify the effects of conscious learning attitude on academic achievement, skewness and kurtosis are calculated by using learning frequency values for each class. As a result, in almost all fields, the average number of lessons per class, study duration, progress rate, and grades, women are higher than men. In addition, the older ones are, the higher they are and the Seoul area is higher than the other area. The average learning period is 2~3 months, and the longer the learning period, the higher the formative evaluation score. Lastly, even though the number of learning is lower than that of learners who concentrate on a certain period of time, the formation scores of learners who learn consciously are higher.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.65-73
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• 2014

The purpose of this study is to examine how time management, usefulness, and interest predict m-learning outcomes. For this study, 144 high school students participated in m-learning activities during science classes. After 5 week of classes, they responded the following surveys: time management, usefulness, interest, satisfaction, perceived achievement and learning persistence. Multiple regression analyses with correlation applied to this study as a data analysis method. The results showed that time management, usefulness, interest significantly predicted learning satisfaction and persistence. In addition, time management and usefulness significantly predicted perceived achievement, Therefore, these findings imply that time management, usefulness should be considered for designing m-learning activities in high school science class.

• Journal of Gifted/Talented Education
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• v.12 no.4
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• pp.1-25
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• 2002

This study investigated the background of the intellectual ability that consists of family environment, intellectual priority, career aims, intellectual extracurricular activities of the students who were selected for the Science Gifted Education Center. We performed a survey and analysis of the students at the Science Gifted Education Center in order to explore their learning attitudes and intellectual ability, as well as the elements that represent their attitudes. As a result of the study, I found that the students in the Science Gifted Education Center generally had good economic and family backgrounds that showed no significant hardship in supporting the students. The families were also highly educated intellectually. In case the talented students in Science desired to be pure scientists, they liked the Science subjects and enjoyed reading science books. It was mostly the male students that took part. As for the attitude toward intellectual ability, they expected to improve their abilities as they gained knowledge and increased their intelligence through learning, although they didn't confide with us on their intelligence quotients. There were four factors for these attitudes. They include the high expectation of them by others; confidence and ease of mind regarding the assignment; the expectation for improvement in intelligence and ability through learning; and, confidence in intelligence and positive attitude in the participation situatio