• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.1-13
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• 2000

For a profound understanding about the elementary students' scientific attitude, I have performed this study based on the students' opinion by the ethnographic interview and participant observation of science classes. I have analyzed the data by qualitative data analyzing method, and compared the analyzed results with analyzed results by the Likert's scaled as il questionnaire method. To perform this study, I selected one elementary school located in an agricultural village in Choong-Buk Province in Korea and studied four 5th grade students. Here, I present results of this study as follows. First, in ethnographic interview, all informants represented positive reaction to scientific curiosity. But, It is appeared that there are external curiosity and internal curiosity. Internal curiosity is more closely and positively related to problem solving skills. Second, all informants represented positive open-mindness expressing their own opinions actively and accepting other students' opinions. Students who had positive critical-mindness and voluntariness recorded high scores in science achievement. Third, scientific attitude analyzed by ethnographic methods didn't correspond with scientific attitude measured by Likert's scale in all cases. I presumed this discrepant result could come from subjects' different tendency on replying to questionnaire and students' own criterion.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.123-130
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• 2004

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

• Journal of the Korean earth science society
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• v.30 no.2
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• pp.257-264
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• 2009

The purpose of this study was to examine the effects of the game application learning 8th graders' scientific attitude, which was utilized as a strategy to improve the teaching skills and methods in the lesson of 'the history of the earth and diastrophism'. The subjects of this study were 120 students of 8th grade at a middle school located in a metropolitan city in Korea. To start off with homogeneity of a group, this study recruited participants by the results of a diagnostic test taken early in the year and a mid-term examination taken at the end of April. As a result, a total of 4 male classes that showed similar results on the two tests were selected and divided into two groups: one in experimental and the other in control. In addition, the top 20% students and the low 20% students were chosen for comparison of their scientific attitudes based on the results of the mid-term examination. The traditional teachings were offered to the control groups while the experimental lessons with the game activities performed at the stages of application and summary in teaching were offered to the experimental groups over 10 periods. Results of the pre- and post-test on the students' scientific attitude demonstrated that there was a statistical significance between the two groups, which suggested that the experimental group showed a meaningful improvement in the scientific attitude after experimental intervention lesson activities with game applications. Also, the more meaningful improvement in the scientific attitude was found in the lower group than in the higher group. It implies that lessons with the game activities motivated the students to voluntarily participate in school science learning by enhancing their interests. Therefore, it is suggested that game application learning be a new teaching-learning material that helps to encourage learners to actively participate in middle school science learning.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.364-379
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• 2014

In this study, a theme-centered STEAM program converged with field trip was developed in the 'The stratum and fossils' unit of elementary science. The objectives were to find the influences on academic achievement, creative problem solving abilities and scientific attitude of elementary school students. The STEAM education program was composed of content which can be applied effectively by converging field trip and STEAM elements. As the results applied the STEAM program to elementary school students, the experimental group improved effectively in the academic achievement, creative problem solving abilities and scientific attitude compared to the control group, which took the theoretical lesson. In conclusion, it is necessary to develop systematically and continuously programs converging STEAM and field trip in various units of science subject which field trip is possible.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.519-526
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• 2008

This study was planned to investigate the patterns and the effect of science journal writing on the science process skill and the scientific attitude of elementary school students. This study tried to show their perceptions about science journal writing in order to find out the value of science journal writing. For this purpose, one class of 6th graders in an elementary school was tested. The results from this research show as follows: Science journals are classified into 9 types according to content and form. Writings about curiosity are the most frequent. Science concepts are found in observational journal. Science journals are more effective in the development of the science process skills and scientific attitude. Students are revealed to be in positive aspects through the research about science journal. In conclusion, science journal writing should be emphasized in science education for elementary school students.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.35-47
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• 1985

It is well known that high school girls' mean achievement levels in science tests are lower than high school boys' and that fewer women than men are employed as scientists and engineers pursue scientific careers. Many research attributed the sex difference in achievement level in science and the lack of women in science among others, to the experiential differences in scientific activities and the differences in attitudes toward science and scientists. Therefore, the study had its object to examine the sex difference by high school students in scientific experience and attitudes toward science and scientists. The differences in science experiences were identified at eight schools over rural and urban areas in Kangwon province. Science activities surveyed included use of experimental materials and instruments, observation of scientific phenomena, and extracurricular scientific activities. Attitude scale contained the nature of science, scientific research methods and philosophical views held by scientists. The study found sex differences in scientific experiences and attitudes. i. e.: fewer high school girls than boys had experience with scientific activities, especially with extracurricular activities; however, girls had more positive attitude toward science and more active desire to participate in science. Consequently, the study implies that, in order to narrow the gaps between achievement levels for boys and girls, science education should take consideration of the sex difference in experiences with and attitudes toward science.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.23-52
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• 2008

The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.123-138
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• 2016

The purpose of this study is to examine the effects of applying the Question-Answer Relationship (QAR)strategy on the attitude toward science of the elementary fifth grade students whose learning styles have beenidentified. The population of the study constitutes the total of 97 elementary fifth grade students who wereassigned into a comparison (n=48) or experimental group (n=49). To understandhow the QAR strategy potentially influencedscientific attitude, both groups were surveyedin the areas of scientific attitude before and after the experiment. TheKolb's Test was used to identifythe students' learning stylein the experimental group. According tothe learners' learning style, the results have been compared and analyzed. The results of this study are as follows:First, the findings revealed a significant difference in the experimental group students' attitude toward sciencecompared to the comparison group. Second, four learning styles were identified among the studentsin theexperimental group: a) Accommodators (46.9%), b) Convergers (24.5%), c) Divergers (20.4%), and d) Assimilator (8.2%). Following the data analysis, there was no meaningful statistical difference between four groups oflearning styles with respect to their scientific attitude.Applyingthe QAR strategy in a science class seemed toimprove the accommodators, convergers, and divergers' scientific attitude positively.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.79-101
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• 1999

Astronomy is a good area to introduce a student to the study of science. The student often questions what causes the change in seasons, in the day and right, and in the rotation of stars, etc. Attempts to find answers to problems related to these astronomical observations influence the student`s intellectual development. This study is to investigate the effect of running an astronomical observations program on the preservice elementary teachers' astronomy achievement, astronomy teaching efficacy beliefs, and scientific attitude. Students consist of twenty four preservice elementary teachers. Three instruments are used: one is the astronomy achievement test, which is of an essay type, and 5 items. The other is the astronomy teaching efficacy beliefs test, which is of a Likert scale type, and 22 items. Another is the scientific attitude test, which is of the Likert scale type, and 10 items. Data are collected before and after instruction in the astronomical observations program, through the use of these tests. Data are compared. The results are: \circled1There is a significant difference between before and after instructions in the astronomy achievement test(t=11.31, p=000). \circled2There is a significant difference between before and after instructions in the astronomy teaching efficacy beliefs test(t=5.98, p=.000). \circled3There is a significant difference between before and after instructions in the scientific attitude test(t=270, pde. There fore, the a=.013). As a result, running an astronomical observations program has an effect on the preservice elementary teachers' astrono my achievement, astronomy teaching efficacy beliefs, and scientific attituuthor urges the teacher to teach astronomy through the astronomical observations in school.