• Journal of The Korean Association For Science Education
• /
• v.39 no.4
• /
• pp.511-523
• /
• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.82-92
• /
• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.740-749
• /
• 2002

The purpose of this study was to survey junior high school teachers' and students' perceptions on the science textbooks. Subjects of this study were 113 science teachers and 715 students from junior high schools in Daegu and Kyungpook area. As statistical method, one-way ANOVA and t-test were used to check differences of the perceptions between teachers and students. Teachers had different perceptions by school location and class size, while students had different perceptions by school location, co-ed, class size, and grade level. Both teachers and students having the relativistic viewpoint on textbook knowledge regarded the knowledge as relativistic one, and preferred the student-centered textbooks. Teachers liked textbooks written by the student-centered view more than students did. Teachers had the more absolutistic viewpoint on textbook knowledge and on teaching, while students liked the electronic textbooks more than teachers did.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.1
• /
• pp.83-102
• /
• 2015

This study would suggest to analyze the perceptions of good mathematics teaching in high school and offer the resolutions for the conflicts caused by differences in perception between teachers and students in math class through previous studies and comparative implications. To this end, Students are classified by their courses, grades, gender awarenesses and they were analyzed and compared by the survey results. Although the preference for the math class that fixs the misconception of students is highest, regardless of the kinds of students groups. Academic students, middle-ranked students, female students have high affinity for the class to evaluate the material covered in class and take into account their level of assessment and instruction, low-ranked student's preference is higher for the class that has focused on understanding communicating their thinking processes than students. From this, it is suggested that academic students, low-ranked students are needed to be taught in a way that increases their confidence, interests, values and also in atmosphere that make math class a positive experience.

• Journal of Korean Elementary Science Education
• /
• v.43 no.2
• /
• pp.322-336
• /
• 2024

This study explored the educational effects of using ChatGPT in science lessons for elementary school students. The participants included 25 sixth-grade students studying at an elementary school in Metropolitan City D. This study examined the impacts of elementary science lessons on the cognitive development of elementary school students and their perceptions of using ChatGPT in their science classes. We found that science lessons that used ChatGPT aided the cognitive development of the participating elementary students. These students responded positively to the classes using ChatGPT. The results were then divided into those who perceived ChatGPT positively, those who perceived it negatively, and those who recognized both positive and negative aspects. Students who perceived it negatively mainly remained at the memorization level, and those who recognized both positive and negative aspects posed higher-level questions to ChatGPT.

• Journal of Gifted/Talented Education
• /
• v.25 no.5
• /
• pp.673-696
• /
• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.

• Korean Educational Research Journal
• /
• v.43 no.1
• /
• pp.125-152
• /
• 2022

The purpose of this study is to examine the differences of perceptions of teachers and students regarding teaching skills. For the analysis, data was collected by ICALT(International Comparative Analysis of Learning and Teaching) class observation tool and students survey called My Teacher Questionnaire. a student survey. The data of teachers and students can be compared because as the two tools have seven common domains(Safe and stimulating learning climate, Efficient organization, Clear and structured instructions, Intensive and activating teaching, Adjusting instructions and learner processing to inter-learner differences, Teaching learning strategies, Learner engagement). In 2016, in Daejeon, Chungbuk and Chungnam. trained teachers collected data from 106 classes, and 2,866 students responded the survey. The reliability and validity of the two tools, class observation and MTQ(My Teacher Questionnaire) are proven to be satisfactory for use in Korean schools. Students perception on teaching was high, particularly when students are in lower grades and learning major subjects like English, Korean, and math. The domain of higher teaching skills, male students show higher perceptions while female students reported higher perceptions on lower-level teaching skill domains. To compare the perceptions of teachers and students, the predictive reliability of students engagement against teaching skill domains was used. Teachers showed higher predictive reliability on lower teaching skill domains while students showed higher predictive reliability on higher teaching skill domains. It is recommended for further study to develop a professional development model using a teacher class observation tool and the My Teacher Questionnaire for pre-service teachers and school teachers.

• Journal of Science Education
• /
• v.32 no.2
• /
• pp.103-120
• /
• 2008

The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

• Journal of The Korean Association For Science Education
• /
• v.38 no.2
• /
• pp.171-186
• /
• 2018

Recent research has shown that elementary school students can experience epistemic affect -emotions and feelings experienced within epistemic practices, such as the enjoyment of having a wonderful idea or uncomfortable feeling of at a cognitive dissonance- during modeling process. This study explores how an introverted elementary student could participate in the modeling process by constructing an epistemic affect. Based on the theory of constructed emotion, we analyzed one elementary student's constructed epistemic affect using data resources such as emotion diaries, video recordings, and post interviews. We selected one introverted student (a fifth grader), showing peripheral and full participation during modeling. Specifically, we explored which emotions were constructed when she participated in modeling peripherally -and which epistemic affect was constructed when she participated fully- during the construction, evaluation, and revision processes. The research results showed, first, that the introverted elementary student came to participate in the model construction process by constructing the epistemic affect called aha. Second, the results showed that she came to participate in the model revision process by constructing the epistemic affect called feeling that the reasoning was wrong when confronting the rebuttals of the other student. Finally, she came to participate in the model evaluation process by constructing the epistemic affect called dislike of another student's idea. Through our exploration of the constructed epistemic affect of the introverted elementary student, we deduced that it is important to help each student to construct an epistemic affect that facilitates his or her participation in modeling. Also, we discussed that it is important to understand the impact of the emotional load that can occur for each student, depending on the constructed past, present, and future emotions.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.31 no.6
• /
• pp.1155-1162
• /
• 2002

Food waste in school foodservices is an important factor in managing expense or evaluating the acceptance of served meals and a serious environmental hazard factor in all countries. In this study, the perception and attitude towards food waste reduction and the recognition of environmental pollution of students from elementary school foodservices in Busan, Korea were investigated. The questionnaire was responded by 519 students (boy: 255, girl: 264) in the third and sixth grades. School lunch programs were proved to contribute to the improvement of students' food intake habits. The perception and attitude towards food waste reduction of the third grade students (3.61/3.73) were significantly higher than those of the sixth grade students (3.46/3.59) (P<0.01). Food waste education made a significant impact on the perception and attitude on food waste (p<0.01). When dislike food was supplied the students having the higher perception and attitude towards food waste reduction ate it more than those having the lower perception and attitude. The major reason for plate waste was shown to be influenced by the taste and amount of foods supplied in school lunch programs. Most of students recognized that food waste pollution (4.22) was one of the severest problems among the environmental pollutions, followed by air (4.13), tap water (4.09) soil (3.78), noise (3.55) pollution. The students separated the garbage in the house (72.6%) better than in school and the outside (55.2%). The perception of food waste was positively correlated with the attitude toward reduction of food waste and the recognition of environmental pollution (p<0.01). The attitude toward reduction of food waste was also positively correlated with meal quantity taken (p<0.01).