• Journal of the Korean Chemical Society
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• v.50 no.3
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• pp.256-262
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• 2006

purpose of this study was to examine the effect of Small-Scale Chemistry(below SSC) Lab Program on academic achievement and science-related affective domain of high school students. For this study, SSC Lab Program was developed on the basis of analyzing the chemistry part of the high school science textbook in the 7th curriculum. The experimental group was received SSC experiment lessons(below SSC group), and the comparison group was received traditional lessons. According to the result of this study, there was a significant difference (p<.01) between a SSC group and a comparison group in academic achievement. Also, there were significant differences in science-related affective domain, especially interest and scientific attitude. It showed that SSC Lab Program was more effective to improve the academic achievement and science-related affective domain. Student perceptions on SSC Lab Program were also discussed. Majority of students thought that SSC lab program was an effective and interesting way in science study.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.433-446
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• 2007

The purpose of this study was to examine the effect of Small-Scale Chemistry(SSC) lab program on the academic self-efficacy and the science-related affective domain of 11th grade science-majored students. For this study, a SSC lab program was developed on the basis of analyzing the textbook of high school chemistry I in the 7th curriculum, and the experimental group was received SSC experiment lessons(SSC group), and the comparison group was received traditional experiment lessons. After students were grouped high and low level according to the students' prior science achievement score, the differences between the two groups were investigated using 2-way ANCOVA. From the result of this study, we found that the SSC lab program was more effective than the traditional Large-Scale lab program based on the textbook in academic self-efficacy. And the scores of interest toward science-related careers and creativity for the SSC group, which are subcategories of science-related affective domain were significantly higher than those for the comparison group. In students' perceptions on the SSC lab program, majority of students thought that the SSC lab program was convenient, effective and interesting.

• Journal of Science Education
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• v.35 no.2
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• pp.119-126
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• 2011

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students' academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.449-458
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• 2007

The purpose of this study was to investigate the effect of the 'Chemistry and Experiment' course employing the Small-Scale Chemistry(SSC) experiment on the 30 pre-service elementary teachers' attitude toward laboratory work and their science teaching efficacy. This study also examined the perception of the pre-service elementary teachers about the SSC experiment. In the result, there were found significant interactions between the treatment and prior level in attitude toward laboratory work. The attitude toward laboratory work of low-level pre-service teachers was improved while that of high-level pre-service teachers remained unchanged. However, there was no significant change in their beliefs regarding science teaching efficacy. Through the analysis of questionnaire, it was also found that they had positive perceptions about the SSC experiment, and most of them as pre-service teachers found the SSC experiment helpful to teach chemistry experiments.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.318-327
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• 2007

The purpose of this study is to examine the effects of small-scale chemistry(SSC) laboratory activities implemented in high school chemistry II classes on the students' inquiry process skills and science-related attitudes. For this study, 112 students in the 12th grade were chosen and divided into an experimental and a control group. Seven SSC lab programs that can replace the traditional experiments in chemistry II textbooks were selected and administered to the experimental group while the traditional textbook experiments were administered to the control group. The results showed that there was a significant difference in the enhancement of inquiry process skills between the two groups while no significant difference was found in science-related attitudes. Further analysis showed that the difference in the inquiry process skills came from the basic inquiry process skills. The experimental group students thought that the SSC experiments have many advantages compared to the traditional experiments, e.g., individual work, learning lab and theory in parallel, short experiment time, safety, environmental aspects, etc. These results suggest that the SSC lab programs are valuable in high school chemistry classes and developing and distributing various SSC lab programs is needed to replace the traditional experiments in the current textbooks.

• Journal of Environmental Science International
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• v.17 no.9
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• pp.981-992
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• 2008

This study examined how to produce new methods of copper (II) sulfate crystallization by using a small-scale chemistry tool such as small-scale reaction surface and petri dish. The making of copper(II) sulfate is included in the 5th grade elementary science textbooks. Various copper(II) compounds were reacted with a 2 M sulfuric acid solution. The result of this study is as follows: Seven small amounts of copper(II) compounds were reacted with a few drops of 2 M sulfuric acid solution at room temperature to make a copper(II) sulfate crystal of triclinic shape. Using the petri dish method, a copper(II) sulfate crystal could be identified within one hour of reacting copper(II) hydroxide, copper(II) carbonate, copper(II) nitrate, copper(II) perchlorate, cupric(II) formate from a few drops of 2 M sulfuric acid solution at room temperature. When using the lap top method for copper(II) perchlorate, cupric formate, a proper crystal could be identified within one hour as well. SSC methods were used for the first time to make a copper sulfate crystal via chemical reaction. We can make a copper(II) sulfate crystal using a simple method which is easier, safer and saves time in class. And since a small quantity of chemicals are being used in SSC chemical methods, waste is greatly reduced. This lessens the amount of environmental problems caused by the experiment. This can be helpful in preserving nature. In addition the cost of chemical and laboratory equipment is greatly reduced because it uses material that we find in our daily lives. There will be continued study of small-scale methods such as improvement of new programs, study and training of teachers, and securing SSC tools. I would like to suggest such as SSC methods are applicable in elementary School Science. I would like it to become a wide spread program.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.529-540
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• 2011

The purpose of this study was to analyze experiments for the rules of material change unit in 9th grade science textbooks and develop experiments applying small-scale chemistry (SSC). For this study, experimental methods for the precipitation experiment, water electrolysis experiment, decomposition of hydrogen peroxide experiment presented in the 9 science textbooks were analyzed. Problems and improvements that were needed were extracted by 13 science teachers performing the experiments. Experiments applying SSC were developed based on the improvements needed. Afterwards, 19 pre-service science teachers performed both the developed SSC experiments and the science textbooks' experiments. A questionnaire about merits and demerits of the experiments applying SSC was performed. According to the results of this study, most of the 9th grade science textbooks included the lead iodide precipitation experiment, water electrolysis experiment by Hoffman voltameter, and decomposition of hydrogen peroxide experiment using catalytic manganese dioxide. Improvements were needed on the quantity of reagents, time for performing experiments, and scale of experimental apparatus. Merits of the developed experiments applying SSC which used small amount of reagents were safety, easy waste material disposal, short reaction time, and reproducible experimental results. Demerits of the experiments applying SSC were difficulty in observing, decreased achievement, and lack of skill in handling small-scale apparatus. Therefore, if the experiments developed applying SSC were to be utilized in 9th grade science experiments, it will be possible to use less reagent and be able to teach and carry out reproducible experiments at the same time. Also, the reproducible experiments based on SSC will help students under stand the scientific concepts for the rules of material change unit.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.787-795
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• 2007

The purpose of this study was to examine the effects of experimental learning using Small-Scale Chemistry (SSC) on science achievement and scientific attitude of high school students. SSC experiments were devised for 5 experiment themes of high school science textbook. Two classes were chosen from a high school in Busan and adopted into the comparison group and the experimental group; one group with thirty-four students participated in the class with an experimental learning using the SSC (experimental group), and another group with thirty-seven students participated in the class with the traditional learning (comparison group). The major discoveries of this study were as follows: Experimental learning using SSC has shown a significant difference between two groups in the science achievement of the students. Also there was a statistical difference between these two groups in the test which was conducted after a month to find out the durability of the experiment. Thus, the learning using SSC is assumed to be durable. Furthermore, there was a significant difference in scientific attitude between the two groups. It seemed that the learning using SSC had a good influence on fanning students' scientific attitude. In conclusion, an experimental learning using SSC has a positive effect on scientific achievement, the durability and scientific attitude of the students. We hope to develop suitable and various experimental learning materials using the SSC program that can be adopted in the classroom soon.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.179-192
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• 2009

The purpose of this study was to examine the effects of Small-Scale Chemistry (below SSC) Lab Program with respect to students' extroversions and introversions. For this study, an SSC Lab Program was developed on the basis of analyzing the chemistry part of the high school science textbook in the 7th curriculum. The experimental group received SSC experiment lessons, and the comparison group received traditional experiment lessons based on textbook for 5 class periods. Afterwards, students were grouped into extrovert and introvert according to their personality test scores, the differences between the two groups were investigated using 2-way ANCOVA. Prior to the instructions, three test regarding the scientific attitude and academic self-efficacy were administered. After the instructions, the scientific attitude, academic self-efficacy, and students' perceptions on SSC Lab Program were examined. The scores in mid-term and end-of-term science exams were used as pre-test and post-test science achievement scores, respectively. Two-way ANCOVA results revealed that there were effects in the score of the academic achievement score, but there was no interactive effect between extroversion/introversion and treatment. In addition, a significant interactive effect was found in the scientific attitude, but there was no significant main effect. It was interpreted that extrovert students had many opportunities in SSC experiment classes and were able to experiment with initiative, but introverts would feel the responsibility and the pressure owing to the small group experiment. There were no main and interactive effects in the score of the academic self-efficacy test. Survey of students' perceptions on SSC Lab Program revealed that both over 90% extrovert and introvert students showed very positive perceptions in 'three-membered small group composition,' 'understanding,' and 'convenience' items. It was found to be a very different perception between extrovert and introvert students in 'comparing result with other students' item.