• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.47-55
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• 2010

This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.303-309
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• 1995

The purpose of this study was to evaluate the effects of STS Programs on science-related attitude of junior high school students. For this study, samples of 198 students who are in grade 8 were selected. The eight STS Programs were used in this study. One group pretest-posttest design was used in this study as an experimental design. The TOSRA was used in this study as the science-related attitude evaluation instrument. The major results of this study are as followings: 1. The effects of STS programs about the junior high school students' science-related attitude indicated that there were no statistically significant differences between pretest and posttest. 2. Total students were classified as high(above about mean) or low (bellow about mean) on the basis of science-related attitude pretest scores. The low level students have improved from using of STS programs in teaching science on science-related attitude scores. The high level students have dropped from using of STS programs in teaching science on science-related attitude scores.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.157-170
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• 2004

Students experience science not only through school science lessons but also through various other channels. Science-related facilities, including science museums and centers, are important channels for informal science education. Korea has a number of governmental and private facilities in which young people can experience various aspects of scientific activities, and many of them also provide the programs supporting out-of-school science activities. However, there has been no systematic survey study on those facilities providing out-of-school activities, thus they have not been used effectively as well as their social utility is not fully realized. To this end, in 2002 researchers of this study carried out surveys (1) of the facilities supporting out-of-school science activities and (2) of science programs provided by these facilities. The surveys show that there are approximately 180 facilities supporting science activities in Korea. More than 40% of them are located in Seoul and Gyeonggi areas. Among them, the proportion of special theme science museums was the greatest (37.9%). The facilities supporting out-of-school science activities usually do not target the specific age groups but are intended for all people. The proportion of governmental facilities exceeds that of private ones. 41.8% of the facilities examined in this study run their own science activity programs. Among the 10 categories of the programs, 'science class' type programs were the most common. There were more programs for elementary and middle school students than preschoolers, high school students and adults. The contents of the programs were more related to astronomy and meteorology, the observation of living things and field trips. Despite their high practical potential, the special theme science museums were found to be lacking in relevant programs, which could fulfill their values for informal science education.

• The Korean Journal of Community Living Science
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• v.27 no.spc
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• pp.635-650
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• 2016

This study analyzed rural experiential educational programs that are currently in operation and examined the programs' reflection of Education for Sustainable Development (ESD) to explore the significance of those programs in terms of the ESD. In particular, this study analyzed cases of rural experiential educational programs from four villages in the capital region, Gyeongsang, Jeolla, and Chungcheong. The analysis results are as follows. Four villages' experiential educational programs share similar activities, such as nature experience, farming, traditional food and culture, games in nature, and craft. Each village has special programs and managements according to their geographical and environmental conditions. In addition, those programs are related to the ESD elements of health food, and cultural diversity (in sociocultural area) and of species diversity and environmental issues (in environmental area). On the other hand, the ESD elements in economic areas are not related to those programs. In addition, most of the villages plan and run experiential educational programs to keep and develop their own villages' sustainability. Rural experiential educational programs need to include various elements of ESD to develop rural communities.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.250-259
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• 2013

This study was aimed at developing eco-STEAM educational programs based on smart learning, implementing the programs to verify their educational effectiveness, and exploring the possibilities for eco-education. The subjects of Science, Mathematics, Practical Arts, Arts, and Physical Education were analyzed to extract STEAM elements for the 5th and 6th grades at elementary school, and then 16 lessen plans were developed under 8 thematic strands. The programs were applied to classes of 5th and 6th graders, and then tested to see the effectiveness in terms of emotional experience, convergence, creative design and satisfaction. The average scores for post-test were statistically higher than those of pre-test(p<.001), showing positive effectiveness of the eco-STEAM programs developed. This study put out the following conclusions. First, the students got emotional experiences through inquiry and observation. Second, the programs helped students to learn about the environment in their contexts and provided a base for interdisciplinary approach. Third, the students in this study could have opportunities for improving their problem-solving abilities by using the creative design. Forth, the students' interests in the ecological topics were increased throughout regular curricula.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.751-759
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• 2012

This study examined the perception of secondary gifted students of a university-affiliated science-gifted education center toward its educational programs. This study surveyed 184 students who are enrolled in the secondary gifted educational programs of a university-affiliated science-gifted education center. The results showed that the students are generally satisfied with the gifted educational programs. The students also said that the programs have provided more knowledge to them and improved their creativity. It is significant to examine how students currently participating in gifted educational programs perceive the programs and how they are influenced by the programs. Therefore, improvements required for the development and operation of future gifted educational programs should be drawn based on the collection of the results of perception surveys from each gifted education center.

• Journal of Families and Better Life
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• v.24 no.4 s.82
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• pp.37-50
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• 2006

The purpose of this study is to analyze the determinants of financial behaviors and subjective economic well-being in personal financial education through research targeted at adults. The results indicated by the research can be summarized as follows. First, there was a significant difference found in the changes of financial behaviors in accordance with the types of financial education programs, the time period, and the methods of financial education. Second, financial behaviors were higher when participating in profit financial education programs or in workplace financial education programs. Additionally, the increase was higher when participating in long-term programs. Third, the positive effects on subjective economic well-being were financial behaviors, participation in profitable financial education programs, unmarried and income level.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.499-511
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• 2019

The preceding study of this study developed puzzle-based computer science education programs to enhance the computational thinking of elementary school students over 1 to 3 times. The preceding study then applied such programs into the field, categorized the effects of education into CT creativity and CT cognitive ability to improve the education programs. Based on the results of these preceding studies, the hierarchical Bayesian inference modeling was performed using age and CT thinking ability as parameters. From the results, this study predicted the effectiveness of puzzle-based computer science education programs in middle and high schools and proposed major improvement areas and directions for puzzle-based computer science education programs that are to be deployed in the future throughout middle and high schools.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.493-509
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• 2015

This study analyzed the effects of university-based science education programs on the gifted's science career orientation. The subject of this study was 74 students who had university-based science gifted education programs on 2014. They took 'Science Career Orientation' tests and questionnaires before and after the program. We had a cluster analysis about pre scores on 'Science Career Orientation' as a variable. We analyzed the satisfaction level and effect of science career decision by groups after the program. As results, they were divided into four groups by cluster analysis. University-based science education program helped the increase of science career orientation in the categories indicating the low scores of the groups. They showed high satisfaction level and positive effects of science career decision, and the programs affecting their science career decision and satisfaction about that were different by groups. Satisfaction level and effects of science career decision are highly correlated.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.