• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.208-218
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• 2004

Many elementary school students have misconception related to dissolution and solution. Moreover, they usually fail to apply the results of the experiments in their science classes to their everyday life, and also have low science achievement. Therefore, they are not interested in science, and sometimes some of them are even afraid of it. The purposes of this study is to investigate the effects of concept mapping activity on science achievement and attitude. In addition, this study also aims at presenting the teaching and learning method of utilizing concept maps in order to have the students form correct concepts. The subjects were classified into two groups one group is composed of thirty-seven students (experimental group) who were participated in concept mapping activity, and the other is composed of thirty-eight students (comparison group) who were participated in the traditional teaching method. The major findings of this study are as follows: First, the concept mapping activity has a positive effect on improving students＇ science achievement. Second, the classes using concept maps have a good influence on forming students＇ science attitude. Third, the concept mapping activity is more effective in improving science achievement of mid and low level students. In conclusion, the loaming by concept mapping activity positively influence students＇ science achievement and attitude. Particularly for the students in mid and high levels, the effect is more remarkable.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.43-55
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• 2009

This study investigated trajectories of change in the career maturity of elementary school students and of attachment to parents and academic achievement as predictors of change. The 2844 participants were 1524 boys and 1320 girls in the Korea Youth Panel Survey. They were fourth graders in 2004 and became seventh graders in 2007. Latent growth curve modeling indicated that : (1) Trajectories of change in career maturity from fourth grade to seventh grade modeled quadratic growth. (2) Variance of career maturity in initial levels, linear slope and quadratic slope indicated individual differences intrajectories of change in career maturity. (3) Attachment to parents influenced initial levels of career maturity academic achievement influenced both initial levels and linear slope of career maturity.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• The Journal of Korean Association of Computer Education
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• v.3 no.2
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• pp.31-37
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• 2000

We developed a test bank system which dynamically adjusts to students' achievement levels. In order to dynamically calculate the student's achievement level, our system uses the question-response theory which is usually adopted to CAT. The system proposes appropriate questions depending on the students' achievement levels so that they can do self-directed and individualized learning. The system consists of pre-test, main learning, and review stages. In the pre-test stage, the intellectual level of the student is examined to determine the starting point in the main stage. In the main learning stage, individualized learning is performed. Finally, a review session is added to re-examine the questions that the student gave wrong answers. The output from the learning process of the system is not the usual test scores but the level of the student's intellectual ability which is produced through the question-response theory. The intellectual ability level index objectively measures the degree of improvement of the student's learning ability.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.184-190
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• 2010

This study is to verify the effects of classes at a finishing stage using cartoons depicting certain science textbook units on scientific attitudes and academic achievements of students, compared to those of classes using experiment and observation oriented textbooks. Participants of this study were 56 fifth graders at B Elementary School in Busan, and cartoon textbooks were developed based on 'Unit 1. Mirror & Lens' and 'Unit 3. Temperature & Wind' from a science textbook for the 1st semester, the year 5 to conduct cartoon led lessons just before ending a class till the 10th lesson, for the period of 4 weeks. The result of this study can be summarized as follows: Firstly, scientific attitudes improved better from the cartoon based lesson of a final stage than from the experiment and observation method, and especially more effective in lower groups among all other academic achievement levels as well as in male students. Secondly, academic achievements scored higher when cartoons were used in lessons than when the experiment and observation type was used, with higher groups of academic achievement levels working better, despite no significant gap existing between two genders. Thirdly, the memory transfer and sustenance of lessons were more effective in finishing class stage with cartoon studies than with experiment and observation one, and among all levels and both sexes, higher academic groups and male pupils exceeded. Fourthly, when questioned about their opinions on a cartoon led lesson for a final stage, 65% of those participants responded positively, while higher groups preferred more than lower groups. responded positively, while higher groups preferred more than lower groups.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.423-436
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• 2013

This research purports to analyze released items and G4 students' science achievement from TIMSS 2011 according to their academic achievement levels and gender. By doing so, it aims to draw educational implications for Korea from analyses results. Korea showed a lower rate of students at the advanced international benchmark - the highest achievement level - compared to Singapore. The difference was the smallest in Life Science among three content domains and knowing among three cognitive domains. The results of analysis according to gender showed that male students' achievement was significantly higher in Physical Science and Earth Science, and their achievement was also higher in the cognitive domains of Knowing and Applying. From the analysis of the released items, it was revealed that the students' achievement was low in items related to classification of organisms, functions of heart, matters that combust or emit light, and the concept of rotation. Moreover, students drew some illogical conclusions based on their personal experience. Male students were found to show high achievements in items that were not included in curriculum, constructed-response items in the form of short-answer questions, and multiple-choice items in the Knowing domain. Female students were found to show high achievement in items that were included in curriculum, constructed-response items that require reasons and methods, and items that represent experimental situations. Male students showed high achievement in forces concept and movements concept of bodies in the universe, while female students showed high achievement in solubility concept.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.1-22
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• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.