• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.315-328
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• 1999

The purpose of this study was to investigate the effects of psychological learning environment generated by science teachers upon students' affective perceptions and cognitive learning. The subjects of the study were consist of 2.693 students from secondary school. The students' perception were examined by the tools of PLEIS(Psychological Learning Environment Instrument by Science teacher). SAMS(Science Anxiety Measurement Scale). HARS(High schools' s Attitude Related Science). and ALWSS(Attitude toward Laboratory Work Scale in Secondary school). and cognitive learning outcomes assessed to TIPS II (Test of Integrated Process Skills II ) and science test score. The results of this study suggest that positive psychological learning environment by science teacher should be offered to students for the improvement of science achievement. and learning environment will be used as an instrument of self assessment for improving science teaching strategy. Understanding of relationship among psychological learning environment, affective perception and cognitive learning will be helpful to the design of science teaching and learning process.

• 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.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.661-671
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• 2017

The purpose of this study is to identify the correlations among learning self-efficacy, confidence in performance, perception of importance and transfer intention for core basic nursing skill in nursing students. The subjects of this study were 2nd grade students at a nursing university. The collected data were analyzed using SPSS 21.0 program. As a result, the transfer intention had a correlation with the learning self-efficacy (r=.49, p<.001), confidence in performance (r=.30, p=.006), perception of the importance (r=.31, p=.005). The results of this study suggest that further research is necessary to verify the causal relationship between the transfer intention and the related variables in order to develop an effective education program for promoting the transfer intention.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• Communications of Mathematical Education
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• v.9
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• pp.73-81
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• 1999

7차 교육과정을 시행에 앞서, 현재 초등학생들이 수학을 어떻게 생각하고 있으며, 어 떤 이유로 수학에서 학습 부진을 느낄까? 라는 문제의식을 갖게 되었다. 그래서 정규교육의 첫 단계인 초등학교 수학교과에 대한 인식 및 학습 부진에 관한 연구를 시행하고자 했다. 본 연구대상은 대전 ${\cdot}$ 충남 지역에 소재하고 있는 6개 초등학교 6개 반을 선정하여 발달사고과정에서 자신의 생각을 분명하게 나타낼 수 있는 4학년에서 6학년을 연구대상으로 선정하여 교과요인에 대한 설문조사를 하였다. 본 연구는 수학교과에 대해초등학생들이 어떤 생각을 가지고 있고, 어떤 교과요인을 학습하는데 어려움을 느끼는지를 알아봄으로써, 본 연구 결과를 기초로 중학생 ${\cdot}$ 고등학생 ${\cdot}$ 대학생들까지 연속하여 수학교과에 대한 인식을 조사하고 함이며, 새롭게 시행될 7차 교육과정에서의 수학교과 구성면과 수학 학습 및 교수 방법론에 보다 바람직하고 효과적인 시사점을 제공하고자 한다.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.571-581
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• 2014

This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers' responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students' responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.453-460
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• 2014

In this study, we develop a teaching and learning model for elementary students on game programming using KODU. The developed model consists of four steps: introducing the game programming, making the game, playing the game, and modifying the game. After teaching the students, we conduct a survey to gather their opinions on the game making tool and activities. The results show that the students are satisfied with KODU and prefer make a game to play a game. Game programming educating with KODU can keep elementary students from game addiction while increasing confidence in their studies.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.61-77
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• 2016

This study was conducted on 2016 $1^{st}$ and $2^{nd}$ grade middle school students in order to investigate of their perceptions and needs on sewing practice class, which had been experienced during their $6^{th}$ grade elementary school year. Implications and improvement for sewing practice class to be drawn from this study. The findings are as follows: Firstly, the levels of satisfaction with the practice contents and teaching learning method were higher than the median value(3.00). Among the subareas of class evaluation, participation scored the highest average, followed by interest, difficulty, necessity, importance, and utilization. In the entire subareas, girl students have more positive perceptions on sewing practice classes than boy students. Secondly, satisfaction with the practice contents has an effect on all subareas of class evaluation. The satisfaction with the teaching learning method has an effect on participation, interest, importance and utilization. Lastly, as for the practice contents, they would prefer household items and ornament, and want to choose sizes freely. As for students' needs for a new teaching learning method through which students are allowed to freely make objects or create works through a group activity, it was higher than the median value. This study showed that practice contents and teaching learning method are important factors that affect class evaluation. This study suggested that sewing practice class should be conducted freely choosing of practice contents, making the group works, group or student-led activities. If sewing practice class is designed in consideration of the results and students' needs for class, students' perceptions on class is expected to change in a positive way.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.369-377
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• 2017

The purpose of this study was to investigate high school students' perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students' experimental activities.