• 제목/요약/키워드: SCIENCE

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Response to Bakanae Disease in Korean Rice Varieties

  • Sais-Beul Lee;Ji-Yun Lee;Ju-Won Kang;Su-Min Jo;Jun-Hyeon Cho;Youngho Kwon;Nkulu Rolly Kabange;Jong-Min Ko;Dong-Soo Park
    • 한국작물학회:학술대회논문집
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    • 한국작물학회 2021년도 춘계학술대회
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    • pp.101-101
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    • 2021

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3, 4학년 '과학이야기'에 대한 초등학생들의 인식 조사 (Investigation of Pupils' Views on the 'Science Story' in the Third and Fourth Graders' Science Textbooks)

  • 이민규;정용재;김한제
    • 한국초등과학교육학회지:초등과학교육
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    • 제30권1호
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    • pp.102-112
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    • 2011

  • The purpose of this study is to investigate how $3^{rd}$ and $4^{th}$ grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred $4^{th}$ graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.

  • https://doi.org/10.15267/keses.2011.30.1.102 인용 PDF

중학생의 과학에 관련된 태도, 과학생적, 과학 탐구능력, 과학교사의 과학에 대한 태도의 상관관계 (Relation among Students' Science-related Attitudes, Science Achievement, Science Process Skills, and Teachers' Attitudes)

  • 안계원;정영란
    • 한국과학교육학회지
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    • 제16권4호
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    • pp.410-416
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    • 1996

  • The purpose of this study is to determine which variable is the best predictor of students' science-related attitudes. Three influential variables were tested : students' science achievement. students' science process skills, and teachers' attitudes toward science. This study has been made on the basis of questionnaire from 205 1st graders in 5 different middle schools in Seoul. The instruments used for measuring attitudes were TOSRA and the questionnaire developed by Sung-Jae Pak(1980). The instrument used for measuring science process skills was a standardized test developed by Youne-Woo Lee(1989). The results was analyzed by multiple-regression in the statistical packages SPSS/PC+. The major findings of this study are as follows. 1. The mean score of students' science-related attitudes was 66.8, and there was no significant difference according to gender of students and teachers(p> .05). 2. The mean score of students' science process skills was 61.1, and there was no significant difference according to gender of students and teachers(p> .05). 3. Students' science process skills was the best predictor of students' science-related attitudes among three variables(R=0.3102, p< .05). 4. The subjects were divided into 2 groups by students' science achievement. In the high score group, students' science achievement was the best predictor of students' science-related attitudes (R=0.3406, p<.05). And in the low score group, none of the variables was related to students' science-related attitudes (p> .05). 5. In students who has a male science teacher, students' science process skill was the best predictor of students' science-related attitudes (R=0.3220, p<.05). And in students who has a female science teacher, students' science achievement was the best predictor of students' science-related attitudes (R=0.3480, p<.05).

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