• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.

• 수산해양교육연구
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• 제29권1호
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• pp.209-223
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• 2017

The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.589-600
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• 2011

The purpose of this study is to examine the effects of science writing heuristic(SWH) instruction based on Tolumin's structure of argument, on students' science process skills and scientific attitude. In the instruction, unstructured problems were selected with issues to be argued, in which interactions among students are stressed. This research involved 58 students of 5th grade at an elementary school, and divided them into an experimental group with 29 and a control group with 29. The former was treated with instruction using argumentation as SWH, while the latter with conventional ways of instruction. Science process skills and scientific attitude were compared between the two groups and within each of the groups. The results implied that science instruction using science writing heuristic is effective in improving learning science process skills and scientific attitude.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.206-217
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• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• 대한지구과학교육학회지
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• 제6권2호
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• pp.136-144
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and scientific attitude through the use of storytelling in the STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using storytelling in STEAM was developed and applied. The results of this study are as follows: First, the change in students' creative thinking activities by applying the STEAM program using storytelling has statistically meaningful difference (p<.05). Second, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, using storytelling STEAM program applied in this study might be useful to improve creative thinking activities, and can be expected to improve scientific attitude and should be widely applied to gifted education.

• 한국과학교육학회지
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• 제4권1호
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• pp.26-33
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• 1984

This study was undertaken to investigate the general attitude toward science and scientific inquiry behavior of underachiever at the junior high school level. In this study, underachiever was defined as the one who is below the minimum acceptable performance level because of his/her deficiencies in prerequisites but who has the capability to reach the required mastery level in normal classroom. For the identification of the underachiever, IQ test and achievement test in science which were developed by the investigators were used. The attitude test which was to measure the general attitude toward science and scientific inquiry behaviors of the underachiever was also developed by the investigators. The tests were given to 250 1st grade junior high school students in one experimental school. Out of 250, 55 underachievers were identified. For the study, 55 underachievers with 57 normal students were compared. The findings of this study showed that there were significant differencies between underachievers and normal students in both attitude toward science and scientific inquiry behavior. They can be summarized as follows; 1. Awareness on science by underachievers was minimal compared to normal students. 2. Compared to normal students, there was a tendency by underachievers to think the influence of science on their real life is remote. 3. Underaschievers were less positive, less voluntary and were less persistent in science activities than normal students. 4. Underachievers were less interested in science than normal students. These findings showed us that there were significant relation between the attitude and achievement level. This suggests that fostering attitude toward science and scientific inquiry behavior is needed for the improvement of achievement level of underachievers.

• 정보교육학회논문지
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• 제21권1호
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• pp.41-55
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• 2017

최근 관심을 받고 있는 피지컬 컴퓨팅 교육은 하드웨어와 소프트웨어 요소를 통합하여 의미 있고 창의적인 산출물을 개발함으로써, 과학적 탐구 태도를 함양시키는 데 효과적인 교육의 형태이다. 이에 본 연구는 피지컬 컴퓨팅 교육에서 주요 학습성과 변인으로 거론되는 과학적 탐구 태도를 교육성과 변인으로 상정하고, 이를 예측하는 요인을 규명하고자 과학경험, 교육지원, 학습몰입을 예측변인으로 상정하여 이들 변인의 예측력을 확인하였다. 이를 위해 초등학교 4학년에서 6학년인 영재교육프로그램 참가자 64명을 대상으로 피지컬 컴퓨팅 교육을 실시하여 자료를 수집하였다. 수집된 자료는 기술통계, 상관분석, 다중회귀분석 및 매개분석을 통해 분석되었다. 연구 결과, 과학경험과 학습몰입은 교육성과인 과학적 탐구 태도를 유의하게 예측하는 것으로 나타났다. 또한 학습몰입은 과학경험과 과학적 탐구 태도, 교육지원과 과학적 탐구 태도 사이를 매개하는 것으로 나타났다. 이를 기반으로 피지컬 컴퓨팅 교육에서 과학적 탐구 태도 향상을 위해 과학경험 기회의 제공, 긍정적 교육지원의 필요, 학습몰입 촉진을 위한 전략이 필요함을 제안하였다.

• 과학교육연구지
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• 제38권2호
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• pp.257-269
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• 2014

이 연구의 목적은 성별과 계열에 따른 고등학생들의 메타인지와 과학적 태도를 분석하기 위한 것이다. 또한 메타인지와 과학적 태도의 하위 요소들간의 관계를 알아보는 것이다. 분석 자료는 고등학생 220명을 대상으로 한 검사지이다. 성별에 따른 메타인지 분석 결과 남학생이 여학생보다 점수가 높게 나타났다. 그러나 t-검증 결과 두 집단간 유의미한 차이는 나타나지 않았다. 계열에 따른 메타인지 분석에서는 이과 계열 학생들의 점수가 문과 계열 학생들보다 높았고, 두 집단간 차이는 유의미한 것으로 나타났다. 과학적 태도에 대한 분석 결과 남학생이 여학생보다 상대적으로 조금 높게 나타났지만 두 집단간 유의미한 차이는 없었다. 반면에 계열에 따른 과학적 태도 분석에서는 이과 계열 학생들이 문과 계열 학생들보다 유의미하게 높은 것으로 나타났다. 메타인지와 과학적 태도 하위 요소들간의 상관 관계 분석 결과 각 요소들간에는 높은 상관관계가 나타났다. 다중회귀분석 결과에서는 모니터, 조절, 비판성, 개방성이 영향력이 있는 것으로 나타났다. 이 연구의 결과는 고등학생들의 메타인지를 촉진하고 과학적 태도를 함양하기 위한 교수-학습 전략을 수립하는 데 기초 자료로 활용될 수 있다. 또한 과학 학습 등 다양한 요인들과의 관계를 분석하는 후속 연구가 이루어질 필요가 있다.

• 한국과학교육학회지
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• 제24권5호
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• pp.833-842
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• 2004

본 연구의 목적은 유아의 과학에 대한 태도가 어떠하며, 유아의 성과 교사의 학력, 경력, 과학적 소양에 따라 차이가 있는지를 알아보기 위한 것이었다. 유치원 교사 90명을 대상으로 기초 배경과 과학적 소양에 대한 질문지 조사를 실시하였고, 유아 180명에게는 "유아의 과학에 대한 태도"문항을 토대로 면접을 실시하였다. 연구 결과, 유아의 과학에 대한 태도는 긍정적이었으며, 교사의 학력에 따라 차이가 있는 것으로 나타났다. 유아의 과학에 대한 선호는 교사의 과학적 소양에 따라 차이가 있는 것으로 나타났다. 이는 유치원 교사들이 양성 교육과 현직 교육을 통해 지속적으로 과학적 소양을 함양하는 것이 중요하다는 것을 시사한다.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.