• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.876-886
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• 2011

This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic selfefficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic selfefficacy and external motivation on science achievement.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.511-521
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• 2013

This study aims to investigate the effects of science writing activities on the students' science-related attitude, motivation for learning science, and academic achievement. One hundred and twenty seven second graders of a middle school located in Gyeonggi province participated in this study. The experimental group performed science writing activities, while the comparative group performed problem solving activities at the end of the regular science lessons over 30 class hours. For the students' science-related attitude and motivation for learning science, TOSRA, PALS, and MSLQ were used with some modification and supplementation. For the students' academic achievement, scores on science examinations were used. The results of this study are as follows: First, the test of the science-related attitude showed that science writing activities have positive effects on the cultivation of sciencerelated attitude, as for the sub-factors, 'attitude towards scientific inquiry,' 'pleasure of science lessons,' and 'active attitude towards science'(p<.05). Second, the test of motivation for learning science showed that the science writing activities had positive effect on the improvement in students' motivation, as for the sub-factors, 'difference in values on task' and 'self-efficacy'(p<.05). Third, science writing activities are effective on improvement in the students' academic achievement(p<.05), especially on the high-level achievement group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5525-5530
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• 2011

This study was to examine the effectiveness of neurofeedback training by observing the pre and post brainwave measurement results of about 50 (experimental group 25. comparative group 25) subjects who have shown attention and school achievement motivation. The study took place at neuro-training center B, in between the months of Jun. 2010 and Dec. 2010. The objective of this study was to prove its scientific effect through experimentation. As the brainwaves are adjusted by time series linear analysis. The result confirmed the differences of both attention quotient, brain quotient and school achievement. The result of the study suggest neurofeedback technique's possibility in positively affecting the subjects' attention and school achievement motivation.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1186-1201
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• 2013

We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009, 2010, and 2011 for Grade 6 students, and compared the characteristics between elementary and middle school students. The analysis of representative items for each educational achievement level of elementary and middle school students revealed that (a) advanced level students from both elementary and middle school could exactly understand the achievement criteria of the curriculum, (b) proficient level students from both elementary and middle school were understanding the achievement criteria of the curriculum superficially, for example, they could not understand concepts exactly but could memorize terms, and so should have compensational education under situations that ask for short answer or essay type items instead of multiple choice items, and (c) basic level students from both elementary and middle school almost could not understand the achievement criteria of curriculum, and so should have compensational education under situations that only deal with a simple situation. Science concepts treated in science curriculum are hierarchically organized by level of school, and simple compensational education for the students of below basic level will not solve learning deficits in science education. Differentiated education by educational achievement should be largely expanded instead.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.885-899
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• 2010

The purpose of this research project is to explain why high-achieving high school students in our country do or do not choose a science major and to explore gender differences. First-year students attending science high schools and international high school participated, responding to open-ended questions on science activities, self-concept of strengths for science learning, and rationales for choosing or not choosing a science major. For high- achieving students, it is shown that intrinsic interest has the greatest correlation with choosing a science major, with the next important influence being self-efficacy. On the other hand, in not choosing a science major, the lack of self-efficacy has a greater correlation than the lack of intrinsic interest. Self-concept in science-learning and science activities occurring outside of school classes are also compared and analyzed, and implications are discussed from educational and policy viewpoints.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.625-634
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• 2003

This study was designed to analyze the differences in science achievement and satisfaction between the environments of Face-To-Face (FTF) and Computer Mediated Communication (CMC), and between the interactions of Teacher-Students (TS) and Students-Students (SS). The activities for the interaction in the FTF and the CMC were carried out in the environments of traditional classrooms and the on-line network of communication computer, respectively. These experiments for four different groups (CMC-TS, CMC-SS, FTF-TS and FTF-SS) were performed with respect to 103 students of three 10th grade classes at a girls' high school in Chungju city. The questionnaires were composed of 5questions for achievement, and 13 questions on Likert scale for satisfaction. The data was analyzed using ANOVA, and through examination of each question about the satisfaction. The mean of the science achievement in learning activity was significantly higher in the CMC environment than the FTF. Also, the score in the TS interaction was meaningfully higher than the SS. Under the common environment of the CMC, science achievement and satisfaction in the TS interaction were significantly higher than in the SS. A similar result has been obtained in the satisfaction case even in the common environment of the FTF. The itemized analysis for the satisfaction shows a high score in the individual condition of CMC and TS, compared to that of FTF and SS, respectively. Thus, the school activity, formed in the TS interaction in the CMC environment is more effective at improving science achievement and satisfaction in the teaching and learning of science.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.952-962
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• 2013

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

• Journal of Science Education
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• v.37 no.3
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• pp.562-572
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• 2013

The purpose of this study was to investigate the effects of a STEAM Project-Based Learning on the elementary students' creative problem solving, scientific achievement and class satisfaction in elementary science class. For this purpose, the STEAM based project learning for students was developed and applied. The subjects were fifth grade students at S elementary school in Incheon divided two groups : an experimental class comprising of 28 students and a comparative class of 27 students. The results of this study were as follows: First, the change in students' creative problem solving ability in the experimental group applying the STEAM Project-Based Learning has statistically meaningful difference (p<.01). Second, a scientific achievement in experimental group has statistically meaningful difference (p<.05). Third, students' satisfaction in the experimental group was 59.6% for this program. Therefore, the STEAM based project learning program applied to this study might be useful to improve the students' creative problem solving ability and achievement in science.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.237-244
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• 2024

We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.