• Journal of the Korean earth science society
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• v.34 no.1
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• pp.81-92
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• 2013

The purpose of this study was to investigate the communication structures that science gifted students used in small group activities, and to examine the relationship between communication styles and their achievement level. Eight small groups,5 members in each, participated in small group activities, in which they discussed how to calculate the average density of the earth. The communication structures and the achievement level presented in the group activities were analyzed using Pajek, Ucinet 6.0. As a result, we classified the communication styles of science gifted students into monopolistic type and co-ownership type according to the degree of dispersion of the interaction. We also classified it into $D_H{\cdot}N_H$ type, $D_H{\cdot}N_L$ type, $D_L{\cdot}N_H$ type, and $D_L{\cdot}N_L$ type based on the density and network centralization of interaction. The achievement levels of gifted students in their group work were affected by the density of interaction and the network centralization in small group activities, not by the dispersion of interaction among the members of the groups. Therefore, we recommend that teachers make the communication relevant to solving problem when they utilize a small group activity in science teaching.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.81-95
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• 2009

The purpose of this study wasto analyze the factors that enhance their learning achievement in a fieldtrip environment. For this academic goal, we analyzed a pattern of fieldtrip-related perception and attitudes of 19 science-talented students who participated in the 2007 KESO winter school. As for the perception type, the result of analysis showed that the science-talented students understood a fieldtrip as an experimental inquiry from an inquiry perspective, and that their understanding about a fieldtrip was based on anthropocentrism, positivism and instrumentalism from a science philosophy perspective. Regarding theattitudes type, the result revealed that the purpose of the winter school was mainly to learn knowledge in earth science, and that there was a significant tendency for the participating students to become a future scientist more eagerly than their parents expected. Students' fieldtrip-related academic self-concept was mostly positive while the participants experienced both positive and negative emotions.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.107-115
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• 2018

To learn the Earth's shape is a very important achievement standard in the earth science education. The purpose of this study is for helping school experiments by investigating effective experiments of the Earth's shape of each stage of school. Researchers suggest various experiment methods to learn the Earth's shape and investigated appropriate experiments to stage of elementary school, secondary school, high school and university for 26 pre-service teachers. As a result, there is difference between schools in effective experiments of the Earth's shape. Pre-service teachers thought that to observe a sail of ship to come back to a harbour is effective for elementary school students. And they responded that to compare the altitude of the polar star by latitudes is good for the secondary and high school students and to compare difference of sight according to height of the ground is effective for university students. They thought that level of the experiment method, abstract thinking and depth of background knowledge should be considered when teachers choose an effective experiment of the Earth's shape.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.164-171
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• 2010

The purpose of this study was to investigate the effects of instruction applying 3D Planetarium Software (Starry Night Pro 6.0) in terms of the learners' science achievement, changes of attitude (attitude toward science as well as scientific attitude), and self-directed learning ability. Participants were 198 $8^{th}$ graders. This study adopted a quasi-experimental research design in which experimental group was taught with 3D planetarium software vs. control group with traditional lecture-centered teaching method for 6 hours. The effects were investigated by independent sample t-test and paired sample t-test The results are as follows. The instruction using 3D planetarium software was more effective than the traditional lecture-centered curriculum in science achievement and self-directed learning ability. However, there were not meaningful differences in analyzing attitudes related science, the results that were so effective in elevation for self-directed learning could be gained. Students were interested in instruction applying 3D planetarium software, which was helpful for them to understand the content knowledge. Results showed that instruction with 3D planetarium software applied was effective in $8^{th}$ grade science learning.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.89-95
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• 2001

The purposes of the study are (1) to develop a Computer-Assisted Instruction (CAI) program to deal with middle school students' misconceptions on the concept of atmospheric pressure, and (2) to investigate the effects of the CAI on students' achievement and conceptual change. The findings of the study are as follows: (1) Misconceptions about atmospheric pressure found are similar to the ones identified in earlier studies, (2) A CAI program on atmospheric pressure was developed based on the students' misconceptions identified, and (3) The instruction using CAI program has very positive effects on students' science achievement and conceptual change.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.461-468
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• 2005

The purpose of this study is to investigate the abilities of 6th grade students to assess the relationship between spatial capability, concept of celestial motion, and science process skills, which can help find a better teaching strategy for students in understanding the concept of celestial motion. The results are as follows. First, in terms of level of accomplishment of these three skills, male students show higher level of accomplishment than female students, but significant differences are found. Second, according to the analysis of the effect of spatial capability and concept of the movement of heavenly bodies, the former has a stronger influence on the students' cognition of celestial motion. Minor elements of spatial capability that influence the conception of celestial motion are device analogy, calculation of wood cut, and revolving light. Third, spatial capability is very influential on the level of accomplishment in science process skills. Among the minor elements of spatial capability that is influential to science process skills, calculation of wood cut is the highest, especially when various elements are interactively related to each other.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.219-227
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• 2010

The purpose of this study was to investigate the effect of science journal writing on science-related attitude and science academic achievement of elementary school students in order to find out the value of science journal writing. For this purpose, one class of 6th graders was tested. The result of this study were as follows: First, Science journal are classfied by forms and content. The most frequently used types are prose and organizing concept. Second, Science journal writing brought positive effects on science - related attitude, especially cognition of science. Third, Science journal writing has positive effect on science academic achievement. Therefore Science Journal Writing can be useful method in Science education.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.614-624
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• 2003

The purpose of this study was to examine the effectiveness of utilizing a concept map as an instructional strategy to promote student achievement through semantical learning in elementary school on volcanoes. To analyze student achievement in understanding the concept of volcano, quantitative and qualitative analyses were performed through a written test for two different groups that were composed of 80 sixth-grade students: a control group that attended class using the conventional strategy and an experimental group that attended class using concept maps. The results of this study were as follows: First, the use of concept maps in class is effective in learning because of the higher understanding of the group that was using concept maps in the achievement assessment. Second, in their post-instructional understandings, no significant differences are shown between middle- and low-ranking students statistically, but a significant difference is shown between high- and low-ranking students or between high- and middle-ranking students. This indicates that the use of concepts maps in a class is more effective for the middle- and low-ranking students than for the high-ranking students. Third, in the repetitions of classes, the students learning with an aid of concept maps became accustomed to structuring the concepts of their learning subject in categories of relationships, hierarchies, cross-links, and examples easily.