• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.263-271
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• 2007

The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• Journal of the Korean Chemical Society
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• v.47 no.3
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• pp.265-272
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• 2003

This study investigated the types of analogies that 7th graders generated to explain three states of matter, the difference of analogies by achievement level, and the misconceptions that might be induced from the analogies. The results revealed that many students made the enriched and storytelling analogies with concrete materials or events from their everyday experiences. However, they made analogies without considering causal relationship such as the change of particular arrangement based on latent heat or molecular movement. The students of high achievement level considered the arrangement and the movement of molecules and made the enriched and storytelling analogies more than the students of low achievement level. The students made the analogies that might induce misconceptions such that the molecules don't move in solid state or the particles could be changed according to the states.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.625-632
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• 2003

In this study, the effects of two types of reward methods in cooperative learning were investigated upon students' achievement, learning motivation, perceptions of learning environment and perceptions of reward methods. Seventh graders (N=61) were selected from a co-ed middle school in Seoul, and were taught about 'three states of matter', 'motion of molecules' and 'change of state and thermal energy' for 14 class hours. Reward methods were classified into task-oriented reward and performance-oriented reward. The results revealed that high-level students performed better in the task-oriented reward group, and low-level students performed better in the performance-reward group for the 'application' subcategory of the achievement test. The scores of attention and relevance in learning motivation and task orientation, involvement, and order and organization in perceptions of learning environment test were significantly higher in the task-oriented reward group than those in the performance-oriented reward group.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of Science Education
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• v.39 no.2
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• pp.165-179
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• 2015

In this study, the effects of writing a weekly report on the students' self-directed learning, the attitudes toward science, and the academic achievements were examined. Two hundred and three students, second graders of a high school participated. Experimental group performed writing a weekly report, while the comparative group performed regular science lessons. The results of this study are as follows: First, MSLQ test showed that there was statistically significant difference in the self-directed learning skills(p<.05). For sub-factors of motivation region, such as internal goals, extrinsic goals, learning beliefs, task value, and self-efficacy and for sub-factors of learning strategy region, such as meta-cognition, peer learning, time management, critical thinking, and demonstrations showed statistically significant results. Second, TOSRA test showed that there was no statistically significant difference in the attitudes toward science (p>.05). However, for sub-factors, such as scientific inquiry and joy to science class showed statistically significant results. Third, there was no statistically significant difference in the academic achievement in Chemistry I class (p>.05). However, top and low achievement level showed statistically significant results.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).