• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.76-92
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• 2002

OECD/PISA(Programme for International Student Assessment) is significant in that it is the first international comparative study assessing 15-year-old students' scientific literacy. Based on Korean students' results of percent correct in 35 science items, several characteristics such as followings were revealed. First, from the perspectives of science application area, Korean students showed the highest achievement in the area of 'science in technology' followed by in the areas of 'science in life and health' and 'science in earth and environment'. Male students achieved significantly better than female counterparts in all three areas. Second, the achievement in items of science knowledge was significantly higher than in items of scientific processes. Whereas the achievement difference between science knowledge- and scientific process items was larger for male students. Third, from the perspectives of application contexts, Korean students showed the highest achievement in the historical context and the lowest achievement in the personal context. Fourth, from the perspectives of item format, Korean students performed significantly better in open-constructed items rather than in multiple-choice items. Fifth, Korean students showed low performance in items of biotechnology and environment-related issue, which was more prominent for female students. Sixth, whereas male students performed significantly better than female students in most aspects, it is noteworthy that there was no significant gender differences in items of scientific processes and females performed significantly better than male students in open-constructed items which require long sentence.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.154-155
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• 2006

본 연구는 통합형 고등학교에서 교사가 ICT 활용 과학 수업을 수준에 맞춰 진행하였을 때 학생들의 과학 학습의 인식과 과학적 태도가 얼마나 신장되는지를 알아보고 또한 효과적인 ICT 활용 수업을 하기 위한 시사점을 얻는데 그 목적이 있다 연구 과정은 통합형고등학교 1학년 보통반 2개반 64명을 대상으로 통제 집단과 실험 집단으로 나눈 후, 통제집단은 전통적인 수업을 하고 실험집단에 대해서는 ICT를 활용한 수업을 한 후 ICT 할용한 수업이 학업 성취도 및 흥미도에 미치는 효과에 대하여 알아보았다. 실험 전에는 학생의 ICT활용 능력 검사를 실시 하였고, 실험 후에는 학업 성취도 검사, 학습 흥미도 검사 등을 실시하였다 연구 결과에 의하면 ICT 활용한 수업집단에서 학습 흥미도 에서 유의미한 결과가 나왔다 학생과 교사의 ICT활용능력을 향상 시키고 새로운 시대에 맞는 학습 개발의 중요성과 이것을 어떻게 효율적으로 잘 사용하느냐가 중요하다는 것을 알 수 있었다

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.327-335
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• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1235-1244
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• 2004

The purpose of the study was to produce resources to help develop instructional methods and programs for school science to reduce gender differences in science achievement by analyzing TIMSS-R results according to item type, benchmark, and content category. Korean male students performed higher than Korean female students and gender differences of Korean students were higher than international means in all item types including multiple-choice, short answer, and extended response type. GDI(Gender Difference Index) of Korean students was lower than international mean in top 10% benchmark but higher than international means in other benchmarks. Korean male students also exhibited higher performance than Korean female students in all content categories except scientific inquiry and the nature of science category. Regarding items that GDIs were higher than 10, the number of items belonged to life science and earth science category was relatively larger and a high percentage of them was not included in school science curriculum. In addition, the items were equally distributed in each performance category. In sum, the study showed various gender differences according to item type, benchmark, and content category. The results could be used to find appropriate instructional methods to reduce gender differences in science achievement.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.139-165
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• 2008

This paper is focused on the development of sea wave experimental module for the science gifted students and the potential of its application in high school earth science. Sea wave experimental module for the gifted was characteristics by five phases: Engagement, Exploration, Explanation, Elaboration, and Expansion. Subjects were 16 gifted students, who were 10th graders and have been taught in the adjacent Education Institute for the gifted of Education Districts, Daejeon Metropolitan Office of Education The changes of inquiry ability and knowledge achievement were analyzed according to analysis of experimental report and pre-test and post-test. Experimental module for the gifted was very effective on inquiry skills as follows: control of variables, experimental designing, and selecting tools of experimental process. And also it was positively effective on achievement. The result of this study suggested that experimental module for the science gifted should be very meaningfully to improve scientific ability of them, and the development and application of experimental module for the science gifted be needed for them.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.735-750
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• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.234-241
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• 2002

The purpose of the study is to investigate the applicability of portfolio assessment to ordinary elementary science classes, and the effects of a portrolio assessment on students' science achievement, inquiry ability, and science attiudes. Two schools were sampled from a metropolitan area, a city, and three schools from rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study are 475. Portfolio assessmest was administered to experimental group, and conventional teaching to control group for two and half month. Science achievement test, science inquiry ability test, and science attitudes test were administered as a pre- and post-test. Portfolio asseddment seems to be applecable to ordinary elementary science classroom. Statistically meaningful difference was not found in students' science achievemant by group, region, and sex. Students' inquiry ability and science attitudes showed statistically meaningful difference by region rather than group. Experimental group showed more positive scores on some sub-domains of science attitudes, such as perception on science education, and science career, interests in science activity, and criticism. In conclusion, portfolio assessment can be applicable to ordinary dldmentary science classrooms. The effects of portfolio assessment are at least the same as the traditional teaching on student science achievement, inquiry ability, and science attitudes.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.292-302
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• 2005

Science museum are the typical channels for students to experience science as outside school science lessons. Hereupon, in this study, middle school earth science contents system and achievement standards by the 7th Curriculum analyzed exhibit of science museum for basis. As a result, relevance between accomplishment level and Exhibition was insufficient in curriculum, and the area of geology in the exhibition overemphasized. Therefore, exhibit that consider curriculum is required. hereafter, Result of this study presents display of science museum and direction of education.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.121-129
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• 2006

The purpose of this study was to investigate the effects of the group reward and cooperative skill training on science achievement and learning motivation of elementary students. 3 classes of the 6th grade students were selected from an elementary school in Busan. Group I took traditional cooperative learning (TCL), group II took cooperative learning with competitive group reward (GR), and group III was trained in cooperative skill (CS) before cooperative learning. Students were taught about 'weather forecast' for thirteen periods and problem-based learning steps were applied in each class. The results from this study were as follows: First, there was an interactive effect between the treatment and achievement level in the science achievement test scores. In the case of high-level students the group reward was more effective than cooperative skill training on the science achievement; on the other hand, in the case of low-level students the cooperative skill training was more effective than the group reward on the science achievement. Second, there was no interactive effect between the treatment and achievement level in the motivation scores.