• 한국과학교육학회지
• /
• 제16권2호
• /
• pp.217-225
• /
• 1996

Science-related attitudes, perceptions of science classroom environments, and their relationships were investigated for a sample of 535 primary and secondary school students. Two scales of the Test of Science-Related Attitudes and five scales of the Classroom Environment Scale(CES) were administered. Students' perceptions of preferred science classroom environments were also investigated using the same scales of the CES and compared with those of actual classroom environments. The results indicated the primary school students had the most positive attitudes on Enjoyment of Science Lesson and Career Interest in Science. They also had the highest scores on perceptions of actual classroom environments, while the high school students had the lowest scores. Regarding the relationships between science-related attitudes and perceptions of classroom environments, multiple correlations for the five scales of the CES were found to be significant(p<01). The scores of four scales-Involvement, Teacher Support, Order and Organization, Rule Clarity-are significantly correlated with the scores of Enjoyment of Science Lesson. Students' perceptions of preferred classroom environments on the four scales of the CES are significantly higher than those in actual environments. However, students' perceptions of actual environments on Task Orientation are similar to those of preferred environments, and are not significantly correlated with Enjoyment of Science Lesson. Educational implications are discussed.

• 한국과학교육학회지
• /
• 제17권4호
• /
• pp.395-403
• /
• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• 한국과학교육학회지
• /
• 제16권4호
• /
• pp.401-409
• /
• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• 교육시설 논문지
• /
• 제20권6호
• /
• pp.21-30
• /
• 2013

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom($67.5m^2$), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.

• 대한수학교육학회지:학교수학
• /
• 제4권2호
• /
• pp.237-246
• /
• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• 아동학회지
• /
• 제29권4호
• /
• pp.147-166
• /
• 2008

This study investigated perceptions of early childhood teachers about children of Female International Marriage Migrants(FIMM) and their classroom conditions. Data was collected from 117 teachers of kindergartens and day care centers in Jeonnam Province using a 28-item inventory composed of classroom conditions and perceptions of teachers about the children of FIMM. Results showed that over 70% of teachers' students were children of FIMM. Children's traits included poor language skills, confusion of identity, and socio-emotional problems due to passive interaction with peers. Programs specifically for FIMM and their children are rare. Teachers considered difficulties teaching children of FIMM are due to lack of economic support, hardship of managing multicultural curriculum, restrictions in application of that curriculum, and institutional inertia.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제58권1호
• /
• pp.21-39
• /
• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• 영재교육연구
• /
• 제26권2호
• /
• pp.365-387
• /
• 2016

본 연구에서는 온라인 과학영재교육에서 중 고등학생의 온라인 수업에 대한 인식이 학습자의 자기조절학습 전략의 활용과 수강지속의사와 학업성취도에 어떠한 영향을 미치는지 알아보고자 하였다. 연구 대상은 과학탐구중심 온라인 영재교육 과정을 수강한 중학교 1학년~고등학교 2학년 학생 434명이었다. 연구를 위해 수업에 대한 인식 하위변인(흥미, 도전감, 의미, 선택권, 학업적 자기효능감)을 독립변인으로, 인지조절전략(시연 전략, 정교화 전략, 조직화 전략, 초인지 전략)과 행동조절전략(노력관리, 시간관리, 도움활용)을 종속변인으로 하는 중다회귀분석을 실시하였다. 또한 수업에 대한 인식 하위변인과 학업성취도와 수강지속의사에 대해 중다회귀 분석을 실시하였다. 연구 결과를 살펴보면, 수업에 대한 인식 하위 변인 중 시연 전략 활용에 긍정적 영향을 미치는 변인은 학업적 자기효능감이었으며, 정교화 전략 활용에 긍정적 영향을 미치는 변인은 도전감과 의미였다. 도전감 인식은 시연 전략 활용과 부적인 관련이 있는 것으로 나타났다. 수업에 대한 인식 하위 변인 중 시간관리 전략 활용에 긍정적 영향을 미치는 변인은 학업적 자기효능감이었으며, 도움활용 전략에 긍정적 영향을 미치는 변인은 도전감이었다. 수업에 대한 인식 하위요인 중 흥미, 도전감, 의미에 대한 인식이 높을수록 학습자가 후속 강의를 수강하려는 의지가 높게 나타났으며, 도전감에 대한 인식이 높을수록 탐구학습 점수가 높을 가능성이 있는 것으로 나타났다.

• 한국과학교육학회지
• /
• 제31권4호
• /
• pp.557-566
• /
• 2011

본 연구는 B-1 교과교실제의 실시에 따라 신설된 과학 재량 과목에 대한 학생들의 인식을 조사하여, 교과교실제의 실시 효과에 대해 알아보고자 하였다. 과학 재량 과목은 탐구 실험 수업으로 교과교실에서 진행되었고, 블록타임제와 분반 수업을 적용하여 실시되었다. 교과교실제 수업과 이 과목에 대한 학생들의 인식을 알아보고자 2차례에 걸쳐 학생 설문조사가 이루어졌다. 연구의 결과, 학생들은 교과교실제 수업으로 인해 교사의 수업 준비도, 수업 흥미도가 높아졌다고 생각하고 있었다. 과학 실험 중심의 과학 재량 과목에 대한 만족도는 매우 높았으며(84%), 이공 계열 지망 학생(p<.05)과 성취도 상위권 학생(p<.01)의 경우 유의미하게 높은 만족도를 보였다. 또한 블록타임제와 분반 수업에 대해서도 긍정적으로 인식하고 있었다.

• 교육시설 논문지
• /
• 제18권6호
• /
• pp.15-23
• /
• 2011

There are growing concerns about designing classroom or school environments influencing teaching and learning activities. However, there are little research on how students perceive the physical characteristic of the classroom and whether physical factors of classroom affects students' learning. The purpose of this study aims to reveal the different perception of college students on their classroom environments depending on where they take class, traditional classroom or newly constructed classroom. Also, the study demonstrates how the difference of classroom environment affects students' learning outcome. The results of this study suggests that classroom should be designed considering the perceptions of the students and their teaching and learning activities.