• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.359-367
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• 2022

The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners' English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners' learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

• Journal of Science Education
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• v.37 no.1
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• pp.131-141
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• 2013

The purpose of this study was to find out the effect of the science lesson emphasized creativity and character on the creativity and science related attitudes of elementary school students. To conduct this study, 'Unit 1. Weighing', which is a part of content of 4th grade science text book, was analyzed and 11 science lessons emphasized the elements of creativity and character were developed. One experimental group and one control group of 4th grade students were selected to perform a prior investigation. Then the experimental group attended developed science lessons and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the science lesson emphasized the creativity and character was more effective than traditional one to improve students' creativity. Especially, fluency, originality and abstractness in sub-elements of creativity, were improved meaningfully. Second, the science lesson emphasized the creativity and character was more effective than traditional one to enhance students' science related attitudes. Especially, in sub-domain, the attitude about scientific research and the application of scientific attitude were enhanced meaningfully. Consequently, science lesson emphasized the creativity and character was thought to have a positive effect on improving the creativity and science related attitudes of elementary students.

• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.323-332
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• 2022

The purpose of this study is to investigate the effects of science classes using smart devices that combine augmented reality (AR) and virtual reality (VR) on the scientific attitude of middle school gifted students. In addition, it is intended to find out the perception of science classes using these smart devices. In addition to actual experiments, a science class program that allows students to experience science experiments virtually using AR and VR was applied to 15 middle school gifted students. Before and after the application of the program, the questionnaire is to investigate the interest in scientific classes, the attitude toward science exploration, and the professional interest in science, and the recognition of classes that combine AR and VR. In addition, through in-depth interviews, the perceptions of gifted students was accurately investigated. As a result of this study, the content of science classes and instructors showed high class satisfaction, but the smart devices and applications used during the science classes showed lower class satisfaction than others. As a result of comparing and analyzing the pre-post of gifted students, interest in science class, attitude toward science inquiry, and professional interest in science increased significantly among the sub-areas of the scientific attitude test. As a result of analyzing free responses and indepth interviews, gifted students responded with the advantage that classes using smart devices that combine AR and VR can be tested quickly and safely for a short time compared to actual experiments. On the other hand, they responded with low completeness of the application and dizziness when operating virtual reality. Based on this, implications for the development of applications and instructional programs using advanced technologies that can experience realistically limited scientific experiments such as experimental preparation, class time, and risk factors were obtained.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.158-169
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• 2024

This study investigated the effects of climate change project learning on elementary students' attitudes toward climate change and environmental literacy. Climate change project learning was conducted on 174 sixth-grade elementary school students in a metropolitan city (77 male, 97 female), after which their perceptions and attitudes toward climate change and environmental literacy were assessed. The climate change project learning had a positive effect on the students' perceptions and attitudes toward climate change, which was surmised because of the climate change content sharing and discussions during the project learning. The climate change project learning also had a positive effect on the students' environmental literacy, especially their environmental attitudes, values, and behavior; however, there were no statistically significant changes found for environmental sensitivity. This study highlights the educational effects and implications of environmentally focused climate change projectbased education for elementary school students.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.54-63
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• 2019

The purpose of this study was to investigate the effect of small group discussion and debate emphasizing maker class on elementary school students's science learning motivation and scientific attitude. The conclusion of the study is as follows. First, it was shown that the small group discussion and debate emphasizing maker class had a statistically significant effect on elementary school students's science learning motivation. This is due to the fact that the small group discussion and debate emphasizing maker class stimulates students' interaction, which is why students are more interested in class while solving problems with their peers. Second, it was found that the small group discussion and debate emphasizing maker class had a statistically significant effect on the elementary school students' scientific attitude. This allows students to have enough opportunity to express their opinions through small group discussions and debate, and I think that because they listen to others' opinions when they make new things or make new plans, so they have been able to increase their scientific attitude continuously. Third, based on the analysis of the participant students' opinions on the small group discussion and debate emphasizing maker class, all the participants answered that they were interested in this kind of class and they want to participate in this kind of maker class again. Therefore, it is thought that the small group discussion and debate emphasizing maker class can play a big role in raising the elementary school students's science learning motivation and scientific attitude.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.131-142
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• 2017

The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.323-331
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• 2012

Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.62-75
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• 2017

The purpose of this study is to examine the effects of Environmental literacy and STEAM Attitude through the use of the Eco-STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using Eco-STEAM Programs was developed and applied. Through the questionnaires and the analysis of students' outcomes, the effects on Environmental literacy and STEAM Attitude in both quality and quantity were verified. The results of this study are as follows: First, the improvement in the Environmental Literary score has statistically meaningful difference(p<.05). Second, the change in students' STEAM attitude by applying the Eco-STEAM program has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, Eco-STEAM Program applied in this study might be useful to improve Environmental Literacy, and can be expected to improve STEAM literacy and should be widely applied to Science education.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.499-514
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• 2014

In this study, we conducted the survey to 116 SENKs (students who emigrated from North Korea to South Korea) about mathematical attitude and recognition on mathematics learning and mathematics lesson in South Korea. As the results of the study, SENKs' had positive index on mathematical attitude and recognition about mathematics lesson, but negative index on the recognition about their mathematics learning. SENKs' showed the favoring pictures about mathematics lesson and the needed supports for improving their mathematics understanding. Based on the results, we discussed the implications for teaching and learning of SENKs.

• Journal of Science Education
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• v.32 no.2
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• pp.51-70
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• 2008

The purposes of this study were to analyze the domestic research trend of the STS Education and to evaluate the application effects of STS teaching model by using Meta-analysis. The selected research articles were 180 articles including 104 of the master's theses and 76 of science education journal articles published from 1991 to 2006. For the evaluation of the effects of STS teaching and learning model, 56 articles were selected finally. The mean effect size of the application effects of STS teaching and learning was 0.40. The result indicated that STS teaching had more positive effects than the traditional teaching on enhancing student's attitude for science, academic achievement in science, inquiry ability, attitude for environment and knowledge for environment. Especially, it had shown the most positive effects on improvement in the attitude for environment. Therefore, it might be better to reflect these results for the best effect of STS teaching. To assess STS education on the whole, it is necessary to synthesize the effects of STS teaching and learning model and the results of the study on teachers' and students' understanding about the interrelation of science, technology and society.