• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.61-70
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• 1998

This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.

• Journal of the Korean Chemical Society
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• v.43 no.1
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• pp.110-118
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• 1999

In this study, the instructional influences of the conceptual change model based on the cognitive conflict and the conceptual change model emphasizing the social consensus were investigated. The subjects were 109 7th-graders in a boys' middle school in Seoul, and were taught about the changes of states, density, and dissolution for 8 class periods. The hypotheses provided in the instructions were constructed from the results of a pilot test. Prior to the instructions, three tests regarding the perceptions of discussion, the attitudes toward science instructions, and the perceptions of participation were administered. Two types of the conceptual change instructions and the traditional instruction were used in the treatment groups and the control group, respectively. After the instructions, the students' achievement, the conceptions, the perceptions of discussion, the attitudes toward science instructions, and the perceptions of participation were investigated. ANCOVA results revealed that the scores of the treatment groups were significantly higher than those of the control group in the achievement test. Although the score of the treatment group using the conceptual change model emphasizing social consensus were higher than those of other groups in the conceptions test, the differences were not statistically significant. The perceptions of discussion were significantly more positive in the treatment group using the conceptual change model emphasizing social consensus than in the control group. However, there were no significant differences in the scores of the attitudes toward science class and the perceptions of participation among the three groups. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.183-192
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• 2000

The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.265-276
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• 2016

In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the $6^{th}$ grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling-based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.164-171
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• 2010

The purpose of this study was to investigate the effects of instruction applying 3D Planetarium Software (Starry Night Pro 6.0) in terms of the learners' science achievement, changes of attitude (attitude toward science as well as scientific attitude), and self-directed learning ability. Participants were 198 $8^{th}$ graders. This study adopted a quasi-experimental research design in which experimental group was taught with 3D planetarium software vs. control group with traditional lecture-centered teaching method for 6 hours. The effects were investigated by independent sample t-test and paired sample t-test The results are as follows. The instruction using 3D planetarium software was more effective than the traditional lecture-centered curriculum in science achievement and self-directed learning ability. However, there were not meaningful differences in analyzing attitudes related science, the results that were so effective in elevation for self-directed learning could be gained. Students were interested in instruction applying 3D planetarium software, which was helpful for them to understand the content knowledge. Results showed that instruction with 3D planetarium software applied was effective in $8^{th}$ grade science learning.

• Journal of Science Education
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• v.47 no.1
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• pp.11-23
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• 2023

In this study, we examined the effect of socioscientific issue (SSI) based science lessons on underachieving 9th-grade students. A total of seven lessons centered on two SSIs related to the national science curriculum were developed and implemented during the first semester of 2021. Data were collected from 185 9th-grade students in one middle school in a mid-sized city of South Korea. Among them, 37 were identified as achieving far below the standards (underachieving students hereafter). Quantitative data were collected from pre- and post-tests on basic science content and attitudes and competency measures. To supplement quantitative data, lesson observation notes were recorded, and student interviews with a selected number of students were conducted. The analysis of quantitative data was conducted through the Wilcoxon Signed Rank Test and paired t-tests. Qualitative data were analyzed to find reasons for changing attitudes. The findings showed that the SSI-based lessons were more effective on underachieving students than the others in enhancing basic academic achievement, while there was no significant effect on all in attitudes and competency. Lesson observation data showed that underachieving students were more engaged in SSI-based lessons than before. Student interviews demonstrated several reasons why they were engaged, suggesting the aspects of SSI-based lessons that facilitated underachieving students' learning. Further research topics are suggested.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.281-295
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• 2006

The purpose of this study was to analyze laboratory instructions used in elementary school science lessons by utilizing an analysis instrument for science laboratory instruction(AISLI). This analysis instrument was comprised of 3 elements; the aim of the laboratory activity, the interaction generated, and the inquiry process. There were also a total of 20 sub-categories and its validity was identified at 0.89 by four science educators. For the purposes of this study, 90 laboratory instructions were video-recorded, then transcribed. Laboratory instructions were analyzed by three analyst teams, and the inter-rater reliability within teams was checked through Pearson correlation, with a score of 0.91. The results of this study were as follows: the two principle aims of laboratory activity, namely, to acquire declarative knowledge and to increase attitudes toward science, were observed to be in evidence in 98.9% and 92.2% in laboratory instructions, and the levels of categories of the interaction and inquiry processes were situated at level-1. The implications of these results are that laboratory instructions currently in use do not place sufficient demands upon students' scientific thinking and are not at all conducive to student-centered activities. Therefore in order to remedy this situation, the usefulness of current science laboratory instructions need to be re-evaluated.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.665-673
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• 1999

We examined how science teachers in middle schools practiced and perceived using analogies. A survey was administered to obtain 131 teachers' responses from 22 middle schools in Seoul. Most science teachers used analogies frequently in their instructions, and had positive attitudes toward the effect of analogies. They agreed that relevant figures should be presented with analogies, analogy itself should be explained to their students, and something to mislead the students' idea should be mentioned. They also responded that they practiced so in their instructions. However, it was revealed that they neither explained a concept with several analogies nor helped students to make self-generated analogies. Their idea was that proper analogy sources and instructional models were needed for using analogy effectively in science instruction. The teachers with above masters degree explained the analogy itself, and they perceived the needs for supplements and strategies in using analogy more affirmatively. The teachers possessing modern perceptions to science instructions and students' activities rather than classical ones used analogies more frequently and effectively.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.119-130
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• 2019

The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.