• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.309-322
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• 2016

This study was conducted to investigate the effect of science based on question-centered Havruta learning on the logical thinking and the science related attitude of elementary students. The number of participants were 93, 4 classes of 4th graders in G elementary school in C city. The experimental group, 2 classes including 46 participants, took science lessons based on question centered Havruta learning while the comparative group, 2 classes including 47 participants, took teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's logical thinking and the science related attitude. And targeting experimental group, a perception survey toward Havruta learning was carried out and the results were arranged. The results of this study can be summarized as follows: First, the pre and post test results of logical thinking revealed that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This implies that question centered Havruta classe has the effect of improving students' logical thinking. Second, from the pre and post test results of the science related attitude, we saw that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This confirms that question centered Havruta class has the effect of improving students' science related attitude. Third, the survey regarding perspectives of experimental group students toward Havruta learning showed that students had a high satisfaction level.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.133-140
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• 2019

The purpose of this study is to examine the effects of English integrated instruction on the 6th grade Korean elementary students' English ability using science animation. Twenty-seven students took English integrated instruction before their regular class for 10 minutes while the other students took review activity instead of it. At first, the students were asked to take the sixth grade diagnostic evaluation sponsored by C office of education in 2018 as the pre-test and ten months later, they were asked to take the first grade diagnostic evaluation of middle school sponsored by C office of education in 2017 as the post-test. Results of the study showed that the English ability and the affective attitude of the students taking English integrated instruction were improved. These results suggest that English integrated instruction can contribute to the improvement of Korean elementary students' English ability.

• Journal of the Korean Chemical Society
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• v.55 no.4
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• pp.703-714
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• 2011

The purpose of this study was to investigate the effect of STS modules reflecting Ansan's geological characteristics in Chemistry I on high school students' science related attitudes and preference for STS lessons. The subjects were 10th grade students from K High School in Ansan and comprised 71 students in the experiment group and 78 students in the control group from 2 classes each. Pretest-posttest control group design was employed for the purpose of research. Four STS modules with lesson plans and teaching materials with themes of water, air, and energy, all of which are closely related to high school Chemistry I were developed and applied to the experiment group. The science related attitudes and preference for STS lessons were then examined in pre- and post-tests. The science related attitudes of the experiment group were significantly high in three out of five domains compared to the control group who was taught traditionally. The preference for STS lessons of the experiment group were highly positive in all five areas and were particularly high in the area of 'relation to society'. Such results imply that in order to make effective high school Chemistry I curriculum units related to STS, emphasized by both the 7th National Curriculum and the Revised 7th National Curriculum, it is necessary to use episodes reflecting local characteristics in which students show greater interest and active participation.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.946-958
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• 2004

The purpose of this study was to investigate factors in school science influencing students' attitudes toward science. In order to achieve the purpose, a total of 1,002 students at 5th, 7th, and 10th grade levels was sampled and surveys were carried out to examine attitudes toward science and reasons that students liked and disliked science. According to the results, male students liked science more than female students did at all grade levels and 10th graders liked science less than 5th and 7th graders did. The main reason that students liked science was experiments. And the main reason that students disliked science was science teaching methods including science activities, instructional materials, science textbooks and science teachers. Among the reasons that students liked science, factors that affected attitudes toward science were contents and characteristics of science subjects and experiments. Among the reasons that students disliked science, factors that affected attitudes toward science were experiments and science teaching methods. The results suggest that it is desirable to apply appropriate methods according to students' interests in science to develop positive attitudes toward science effectively.

• 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 Korean School Mathematics Society
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• v.20 no.4
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• pp.345-368
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• 2017

The purpose of this study is to investigate the educational significance of STEAM in school mathematics education by developing a STEAM program that learns mathematical and scientific principles based on patterns and analyzing the effects of developed program. For this purpose, we conducted an experimental class based on the STEAM program developed. STEAM attitude and satisfaction were tested for 120 elementary school students. The results of this study are as follows. First, in terms of STEAM attitude, STEAM-based experimental instruction did not differ significantly in the second grade students. However, there were positive effects in the other five grades. Second, in terms of satisfaction, the proportion of students who were 'generally' was 89%. the proportion of students who were 'not generally' was 3%. Study subject students were found to be generally satisfied with the STEAM-based instruction.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of Science Education
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• v.46 no.1
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• pp.66-79
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• 2022

This study attempts to find out how science classes using VR content affect students' scientific attitudes and spatial senses. For 4th and 5th graders of an elementary school, a comparative class and an experimental class were set up for each grade, and a total of 11 classes were conducted for each grade. Before and after class treatment, pre- and post-tests were conducted on scientific attitudes and spatial sensations, and interviews with students were conducted during class. After all the classes for the research unit were completed, a survey was conducted to find out the changes in students' perceptions. As results of this study show, it was found that science classes applying virtual reality (VR) content have positive effects on students' scientific attitudes and spatial ability.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.398-411
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• 2018

The purpose of this study is to investigate the effects of research project activities using the science writing heuristic on science inquiry abilities and attitudes toward science in high school students. For this purpose, we conducted the research project activities using the science writing heuristic consisting of questioning, experimental design, observation, argument and evidence, reading, and reflection steps for 73 students of the second year of science core course in high school in Jeonnam. In order to analyze the effects of the program, we surveyed the scientific inquiry ability and attitude toward science, investigated the perception of the research project class applying science writing heuristic, and conducted interviews when there was difficulty in interpreting the results. And the results of this study are as follows. First, among the science inquiry abilities, the score of Reasoning, Hypothesis setting, Finding variables, Operational definition, Experimental design, Graphing and data interpretation, Generalization was significantly improved statistically (p<.05), but the score of Expectation was not statistically significant (p>.05). Second, among the attitudes toward science, the score of 'Leisure interest in science', 'Enjoyment of science lessons', 'Career interest in science' was significantly improved statistically (p<.05). And the score of 'Attitude to scientific inquiry' decreased but it's not significant statistically. The high school research project applying science writing heuristic had a positive effect on scientific inquiry ability and scientific attitude but it could be burden to students because it is led by students in a form different from general science class for a long time. And so continuous study on research project that minimize these disadvantages and maximize their merits is needed.