• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.31-42
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• 2017

This study aimed to investigate the effect of science class using multiple intelligence on science learning motivation, academic achievement and science process skill of elementary student. The number of participants were 98, 4 classes of $3^{rd}$ graders in G elementary school in B city. The experimental group, 2 classes including 49 participants, had science classes using multiple intelligence while the comparative group, 2 classes including 49 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's science learning motivation, academic achievement and science process skill. The results of this study can be summarized as follows: First, the pre and post test results of science learning motivation revealed that the experimental group had higher improvement compared to the comparative group and the difference was meaningful. Second, the post test results of the science academic achievement showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful. Third, the pre and post test results of basic science process skill showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful, especially in inference and prediction elements.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.45-53
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• 1997

The purpose of this study was to investigate the instructional effects of a problem solving model on students' achievement, science process skills, and perceptions of science activities. The problem solving model was developed on the basis of the SSCS (Search, Solve, Create, Share) problem solving model while considering Korean educational situations under a national curriculum. The model developed is composed of 4 stages; identify, solve, create, and share. In this research, the treatment and control groups (6 classes) were selected from a middle school in Seoul and taught about the separation of mixture for four weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and blocking variable, respectively. During instruction, classroom observations for each group were conducted with a researcher-made checklist. Immediately following the instructions, students' achievement, science process skills, and perceptions of science activities were measured by a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test(MIPT), and the Perceptions of Science Activities Questionnaire, respectively. The results indicated that students in the treatment group achieved significantly better than those in the control group. Although students in the treatment group were found to use more science process skills correctly during their science activities, the MIPT scores of the treatment group were not significantly higher than those of the control group. No interaction with students' learning approach was found for both students' achievement and science process skills. On the questionnaire of students' perceptions of science activities, the treatment group showed more positive perceptions and interest than the control group. Educational implications are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.1-8
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• 2003

The purpose of present study was to develop teaching-learning materials based virtual reality technology(VRT), and to examine the effect of it on the knowledge achievement of biology. Authoring tool of virtual reality(VR) was 3D Webmaster made in Superscape Ltd., United Kingdom. Educational materials was developed for the structure and function of eye of life field in the 10th science. It was learner-directed and interactive educational material using the Web-based and desktop VR. The result showed a meaningful improvement on the achievement. Using 3D VR shows the potential of available education media in the next generation as science teaching-aided materials, which especially was efficient in the understanding and perception of abstract or difficult to direct experience learning contents.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.223-232
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• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.292-298
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• 2022

The study aimed to measure the effectiveness of using Cognitive virtual tours based on Marzano model to develop the achievement and some of historical research Skills for secondary school students. To achieve the objectives of the study, the experimental method was used and two study groups consisted of (60) students were divided into two groups, one is Control (30) students and the other is in experimental (30) students at Alsalam secondary in Ismailia Governorate. The study used several tools: The experimental processing tool of Cognitive Virtual tours based on Marzano model, Cognitive achievement test for the first unit of Secondary first grade history Course. Historical research skills. The finding of the study showed the effectiveness of using cognitive virtual tours based on Marzano model in developing the achievement and some of historical research skills for first grade secondary students which there are Statistically differences at level (0.01) between the average scores of the students in (experimental and Control) groups in post application for Cognitive achievement test. Practical application of the study can contribute to clarify how to use Cognitive virtual tours based on Marzano model in teaching history, and Draw the attention of history developers to the development of historical research skills.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.