• Title/Summary/Keyword: Science

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The Effects of Science Writing on Cognitive-Affective Aspects of Elementary School Students (과학 글쓰기 활동이 초등학생들의 인지적.정의적 측면에 미치는 효과)

  • Moon, Mi-Hui;Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.31 no.4
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    • pp.413-423
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    • 2012

  • The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.

  • https://doi.org/10.15267/keses.2012.31.4.413 인용 PDF

Studies on electron Bernstein wave heating in CHS and LHD at NIFS

  • Yoshimura, Y.;Igami, H.;Margalet-Ferrando, S.;Nagasaki, K.;Kubo, S.;Shimozuma, T.;Isobe, M.;Suzuki, C.;Shimizu, A.;Akiyama, T.;Takahashi, C.;Nagaoka, K.;Nishimura, S.;Minami, T.;Matsuoka, K.;Okamura, S.;Mutoh, T.
    • Proceedings of the Korean Vacuum Society Conference
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    • 2007.08a
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    • pp.181-181
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    • 2007

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Analysis of Research Trends on Science Education in Korea (한국의 과학 교육 연구 내용분석)

  • Kim, Young-Min
    • Journal of The Korean Association For Science Education
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    • v.5 no.2
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    • pp.139-145
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    • 1985

  • This study was undertaken to analyze the research trends on science education in Korea. In this study the analysis for of trends of researches on science education, nine areas such as historical change of science Education, Processes of science learning science curriculum, science instruction, teaching-learning materials and equipment for science education, valuation on science education, survey on Korean science education, policy and management of science education, and natural science, were chosen for the analysir. All science education. thesis and dissertations in Korea, papers of science education published by the science center of the Seoul National University and the papers of the Journal of the Korean Association of Res Search in science Education were analyzed. The findings of this study are as follows: 1. Seventy percentile of science educational thesis and dissertations are on natural science areas. 2. About 14% of all papers being sampled is in science curriculum research category. There are few research studies on historical changes of science education, and teaching-learning materials and equipments for science education.

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Assessment of Korean Preservice Elementary Teachers' Science Teaching-anxiety and Science Teaching-efficacy

  • Choi, Sung-Youn;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.28 no.7
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    • pp.713-723
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    • 2008

  • Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

  • https://doi.org/10.14697/jkase.2008.28.7.713 인용 PDF KSCI