• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.9-15
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• 2006

Students have often experienced difficulties in understanding the concept of the particulate nature of matter despite its importance in chemistry. Although various instructional methods have been suggested for teaching this concept, systematic studies have been rarely conducted. Therefore, this study investigated the effects of drawing and analyzing pictures. Three classes of 7th graders at a coed middle school in Seoul were assigned to the control group, the drawing group, and the analyzing group, respectively. Students were taught about the three states of matter and the motion of molecules for 8 class periods. The instructional effects on student conception, achievement, and science learning motivation were investigated by student visual learning styles. Results revealed that the scores of a conceptions test and a science learning motivation test for both the drawing group and the analyzing group were higher than those for the control group. Additionally, the scores of the science learning motivation test were also found to be higher for students with a more visual learning style than their counterparts.

• Journal of Science Education
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• v.40 no.3
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• pp.238-253
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• 2016

The purpose of this study was to explore the effect of flipped learning applied printed reading material (PRM) and getting implications for the application of flipped learning applied PRM. For the purpose of this study, we made the flipped learning programs applied printed reading material and applied them to the 6th grade science class in the elementary school. Selection of the applied test is considered the special feature of flipped learning and existing researches about the flipped learning. The PRM contains the Science words, conceptions, explanation about contents. And it was added to checking system by quiz. The results were as follows: The science class applied PRM was effective on increase in Korean elementary school students' the curiosity (in Intrinsic Goal Orientation) and attention (in Task Value) about science class content. There were no significant difference in the results of academic achievement. But the improvement of students' academic achievement in class applied PRM were bigger than that of those in class applied existing methods that follow the process of the teacher's guidebook in the same way. Students had the highest satisfaction about communication and environmental education in the class applied PRM.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.400-408
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• 1999

This study investigated the effect of the grouping method in cooperative learning applied to chemistry concept learning. Two grouping methods used were the HML (High-Medium-Low) and the HL/MM (High-Low/Medium-Medium) ability grouping. Three classes (N = 136) at a high school in Seoul were randomly assigned to the control and the treatment groups. Before instruction. the test of attitude toward science instruction, the perception questionnaire of learning environment consisting of three subtests (participation, conflict, and competition), and the questionnaire of self-esteem were administered, and a mid-term examination score was obtained. These scores were used as covariates. After instruction, the three tests administered before instruction and the conceptions test were administered. Two-way ANCOVA results revealed that there was a significant interaction between the treatment and the level of previous achievement. The low-level students in the HL/MM cooperative group performed better than those in the other groups. The cooperative groups, regardless of the grouping methods, exhibited more positive perception than the control group at participation subtest of the perception questionnaire of learning environment.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.107-116
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• 1999

The effects of clarified mapping strategy and placement of analog on middle school students' conceptual understanding were investigated. According to the usage of clarified mapping strategy and the sequence in presenting analogy, four types of learning materials were developed and pilot tested. Prior to the treatment, the field dependence-independence test was administered and a previous achievement test scores were obtained. The scores were used as blocking variables. The learning materials were read by randomly assigned middle school students (N=111), and the conceptions test was administered immediately and four weeks later. In the recall problems of immediate and retention test, there were no significant differences. In the application problems of immediate and retention test, however, the students learned with clarified mapping strategy scored significantly higher than those with analog-only. Field-independent students learned with clarified mapping strategy scored significantly higher in the immediate application than those with analog-only, and higher-level students learned with clarified mapping strategy scored significantly higher in the retention application than those with analog-only. In the immediate application, higher-level students learned analog first with clarified mapping strategy scored significantly higher in the immediate application than those learned target concept first with clarified mapping strategy. However, lower-level students learned target concept first with clarified mapping strategy scored significantly higher than those learned analog first with clarified mapping strategy.