• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.507-515
• /
• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of Korean Elementary Science Education
• /
• v.30 no.4
• /
• pp.459-467
• /
• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• Journal of Environmental Science International
• /
• v.21 no.3
• /
• pp.351-362
• /
• 2012

The purpose of this study is to make a Result analysis on the free inquiry Method of elementary school student. also, this study investigates how free inquiry activities effect the science Process skills and environment-friendly attitudes of elementary school student For this study 150, sixth year, elementary school students from Busan city were selected. The inquiry examined the effectiveness of each of the following free inquiry methods: the PBL inquiry, the Project inquiry, the IIM inquiry, the small group inquiry and the science notebooks inquiry. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: The environmental class which applies a free inquiry method(PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in science process skills improvement. Second, The environmental class which applies a free inquiry method((PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in environment-friendly attitude improvement.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.643-649
• /
• 2010

In this study, the relationships among high school students' epistemological views on theory and data, science process skills, the perceptions of the preferred laboratory learning environment and attitudes toward laboratory work were investigated. The results indicated that science process skills, all subcategories of the perceptions of the preferred laboratory learning environment (student cohesiveness, open-endedness, integration, rule clarity, and material environment) and attitudes toward laboratory work were significantly correlated with epistemological views on theory and data. The results of multiple regression analysis revealed that science process skills, open-endedness and material environment and attitudes toward laboratory work significantly predicted epistemological views on theory and data.

• Journal of Korean Elementary Science Education
• /
• v.25 no.4
• /
• pp.419-429
• /
• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• Journal of Distribution Science
• /
• v.22 no.2
• /
• pp.71-82
• /
• 2024

Purpose: Despite significant research on decision-making, researchers struggle to comprehend the decision-making process. This paper aims to not only examine the relationship between problem-solving skills, cognitive competency, and decision-making but also develop measurement instruments for cognitive competency and problem-solving skills to better model decision-making. Research Design, Methodology and Approach: A cross-sectional study was conducted by surveying 292 university students in HCM City, Vietnam, via email sent randomly by Google Forms. This study identifies the conceptual framework and tests the hypotheses using a deductive approach. The SPSS program was used to evaluate the scales' reliability, and the SmartPLS program was used to assess the measurement and structural models. Results: The results show that the research model better modelled the relationship between problem-solving skills, cognitive competency, and decision-making. Although thinking ability has no direct impact on decision-making, both creativity and problem-solving skills have a positive impact on decision-making. The mediating role of problem-solving skills is also determined by the positive relationship between cognitive competency and decision-making. Conclusions: This study highlights decision-making efficiency through the cognitive process from low to high levels and provides for policymakers and managers to explain the decision-making process in a variety of sectors, such as distribution chains, marketing, and human resource distribution.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.396-402
• /
• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

• Journal of The Korean Association For Science Education
• /
• v.11 no.1
• /
• pp.37-50
• /
• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Journal of Korean Elementary Science Education
• /
• v.32 no.3
• /
• pp.361-377
• /
• 2013

The purposes of this study were to develop STEAM teaching materials about 'world of small organisms' unit on elementary science education and to apply lesson using them for the 5th and 6th graders. Compared to other STEAM programs studied previously, the STEAM teaching materials of this study includes students' STEAM, teachers' guide, story-telling books and multimedia teaching aids consisted of practical resources to manage STEAM lessons. The whole program was designed from multidisciplinary integration to extradisciplinary integration through activities making creative products, meanwhile each period had discretionary S, T, E, A, M factors specifically. To examine the effects of integrated lesson on scientific knowledge, process skills, and affective domain, the study subjects were divided into two groups. The experimental group was composed of 69 individuals participated in STEAM lesson, while students of the control group were 67 individuals learned through general learning methods. The developed STEAM teaching materials affected significantly on scientific knowledge and affective domain of elementary school students, but process skills were not increased significantly. In the present study, therefore, the approach applying STEAM education could be suggested as alternative learning materials or supplementary teaching materials at the field of small organisms in elementary science sufficiently.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.3
• /
• pp.267-277
• /
• 2011

The purpose of this study is to examine the effect of IIM-based science writhing lesson on the science process skills and self-directed learning in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National Universty of education : the research group is composed of twenty students who were participated in IIM-based science writing lessons. During 12 weeks, the IIM-based science writing lessons was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the self-directed learning. In conclusion, IIM-based science writing lesson was more effective on science process skill and self-directed learning. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.