• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.487-498
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• 2015

This research is for acquiring implications to science education based on learner's characteristics by analyzing the relationship between contents on science learning and cognitive domain of students in elementary schools through TIMSS 2011-based academic achievement test. Forty one multiple choice items from by TIMSS 2011 were used on 317 primary school students, fourth to sixth grade, and according to grade and achievement level of research targets, test results were analyzed. With these data, the relationship between contents on science learning and the score by cognitive domains, and through correlation by items, we drew static and negative correlations, and then compared the value. The result are as follows: First, other fields except for 'physical science' and 'inference' revealed meaningful differences by learners' grade, and the interrelationship between all contents domains and cognitive fields also appeared statically different. Second, both achievement level of contents and cognition of learners presented significant differences, but the correlation between scientific contents and cognitive field of learners showed different aspects. Third, in static and negative correlation by items, the complexity and their aspects could be classified by targets' academic achievement levels.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.114-121
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• 2019

The purpose of this study was to examine the effects of the undergraduate research program(URP) among Korean students. URP is frequently implemented in STEM(Science, Technology, Engineering, Math) majors, and this study tested whether the participation of URP was effective in convergence competency, major satisfaction, and academic achievement. Data were collected from 101 participants and 117 non-participants of URP at an A university. The research results showed that the mean scores of convergence competency, major satisfaction, and academic achievement of the URP participating group were significantly higher than those of the non-participating group.

• Journal of Science Education
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• v.41 no.3
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• pp.382-404
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• 2017

This study aims to explore a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). For this purpose, a total of 7,390 responses of the 9th graders on 8 constructed response items in NAEA conducted in 2015 were inputted by computer and the inputted answers were analyzed and classified into different levels. After completing this process, five levels were set for each construct and a construct map was created according to the levels. In this study, the construct map was written in a progression-based rubric format, which was used as a criterion for leveling the answers of all students. In addition, the Rasch model was applied to measure the scores and achievements of the respondents by means of statistical analysis to correlate the scores of the students with the achievement levels of the constructs. Lastly, a preliminary learning progression was created by revising the construct map reflecting the results of Rasch model application. This study was meaningful in that it explored the possibility of developing the learning process by using constructed response items in NAEA. However, the preliminary learning progression developed in this study is still hypothetical and inferential because it is not longitudinally traced to individual students. Therefore, it is necessary to continually revise and supplement through iterative research process.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.681-692
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• 2010

The purpose of this study is to analyze the teaching-learning effect of using self-regulated learning strategy on experimental classes for the 'kinetics' unit of 10th grade science textbook. Six classes were chosen and classified into two groups: the first group, the control group, was taught with the regular laboratory activity and the other group, the experimental group, was taught with the teaching-learning method using self-regulated learning program. After the laboratory activity for the unit using self-regulated learning program, the mean values of the scientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than those of the control group. There were significant differences between the two groups in the post-test. With the results of the post-test for the experimental group, the self-regulated learning program has significant relationships on scientific inquiry, scientific attitudes, and scientific achievements.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of Science Education
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• v.47 no.3
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• pp.251-262
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• 2023

In this study, we examine other factors that may contribute to the decline in students' academic performance and educational attainment. Many media reports, as well as previous studies, have suggested that virtual learning is the main reason for the decline in students' academic performance. However, the 2020 National Student Achievement Survey, which was conducted in conjunction with the COVID-19 Distance Learning Environment Student Survey, showed that students were highly satisfied with distance learning (70-80%), and the analysis of the National Assessment of Educational Achievement showed that students' academic performance had already been declining year by year since 2017, with a general downward curve. For further confirmation, we analyzed the performance of high school students on mock exams and found that their performance was not normally distributed, but rather a right-skewed U-shaped distribution with a shrinking number of medians and severe polarization. We found that this phenomenon is not simply because of the mode or quality of the virtual classroom, but to a variety of factors, including environmental influences such as care and management at home, changes in investment in private education, increased time spent on online devices while taking virtual classes at the bottom, and increased time spent watching online content, games, and videos that are not related to learning.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.33-42
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• 2007

The purpose of this study is to develop and applicate the computer science teaching-learning program to raise the next newest talented students in IT field. The experiment was conducted to analyze the effects of learners variables such as learning achievement and attitude at K elementary school in Chungcheongbuk-do during 8 weeks and samples were 74 students. The summary of results of this study are as follows : First, significant differences were not observed in part of achievement of learning between comparative group and the experimental group who used computer science program consisted of specific manipulative activities. However, the higher mean score means that teaching-learning based on specific manipulative activities have a positive effect on understanding contents of computer science. Second, it is found that students in experimental group respond more positively about computer science than comparative group.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.371-381
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• 2022

This study causally investigates whether high school student with high science learning motivation becomes to achieve more or vice versa, and also how those two factors affect STEM career motivation. Research participants were 1st year students in a high school at Seoul. We surveyed their science learning motivation three times in the same time interval in the fall semester of 2021, and once a STEM career motivation in the third period. We collected data from 171 students with their mid-term and final exam scores, with which, we constructed and fitted an autoregressive cross-lagged model. The research model shows high measurement stability and fit indices. All the autoregressive and cross-lagged paths were statistically significant. However, standardized regression coefficients were larger in path from motivation to achievement compared to the opposite. Only science learning motivation shows significant direct effect on STEM career motivation, rather than achievement. For indirect effects, the first science learning motivation affected the final exam score and STEM career motivation, and the final exam score affected STEM career motivation. However, the final exam score did not have a total effect toward STEM career motivation. The result of this study shows reciprocal and cyclic causality between science learning motivation and achievement - in comparison, the effect of motivation for the opposite is larger than that of achievement. Also the result of this study strongly reaffirms the importance of science learning motivation. Instructional implications for strengthening science learning motivation throughout a semester was discussed, and a study for the longitudinal effect of science learning motivation and achievement in high school student toward future STEM vocational life was suggested.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.459-467
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• 2004

In this study, the effects of scripted cooperative learning in elementary school science instruction were investigated. Three classes (95 sixth graders) were divided into three groups, including a traditional learning group, a cooperative learning group and a scripted cooperative learning group respectively. Students were taught about 'several kinds of gas' for nine class periods. After instruction, the effects upon student's achievement, science learning motivation, and attitude toward science instruction were examined. ANCOVA results indicated that there was a significant interaction effect between the treatment and achievement level in the achievement test scores. The achievement test scores of the low level students were significantly higher in the scripted cooperative learning group than those in the other groups. The science learning motivation and the attitude toward science instruction scores were also significantly higher among students in the scripted cooperative learning group.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.763-766
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• 2006

학습용 컨텐츠는 학습자 스스로 자기 주도적으로 학습을 진행할 수 있도록 구성하고, 학습 후에 학습 성취도를 향상시키는 것이 그 목적이다. 특히, 초등학생 대상의 학습용 컨텐츠들이 다양하게 개발되고 있지만, 컨텐츠 평가기준에 의해 구성되고 교육과정의 교과 단원의 내용을 충분히 반영하여 구성된 것은 매우 드물다. 즉, 이러한 학습용 컨텐츠로 교육과정에서 제시하는 내용을 학습자 스스로가 학습하고 학습 성취도를 향상시키기에는 무리가 있다. 따라서, 본 논문에서는 위의 두 가지 요소를 모두 반영한 학습용 컨텐츠를 구현하고 현장에 적용한 결과를 기존의 개발된 것과 비교하여 학습 성취도의 우수성을 보인다. 구현한 컨텐츠의 주제는 초등학교 4학년 2학기 과학 1단원의 ‘동물의 생김새’이다.