• Journal of Environmental Science International
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• v.27 no.12
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• pp.1249-1260
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• 2018

The present study aimed to examine participants' perception regarding improvements in education for their return to a mountain village, based on "satisfaction, motivation's achievement, and effectiveness." Survey was conducted with 80 participants in 2017, of which 64 valid responses were used for statistical analysis. SPSS 21.0 program was used to conduct descriptive statistics, reliability analysis, factor analysis, and multiple regression analysis. The major findings were that a higher level of "satisfaction regarding the instructor and teaching materials" resulted in a higher level of motivation's achievement of technology skills, social skills and effectiveness in interpersonal exchange. The findings also revealed that if "the content of education" were satisfactory, there was effective self development. In addition, the higher the motivation's achievement of social skill, the higher the perception in effectiveness of self development and interpersonal exchange. The study can contribute to provide baseline data for improvement of education on return of people to their mountain villages, which are collaborating with civic groups, governments, research institutions and enterprises.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.376-384
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• 2006

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.207-220
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• 2002

The purpose of this study was to verify the trends of Korean students' achievement of earth science, especially the gender differences, in recent two international comparative studies, TIMSS-R (The Third International Mathematics and Science Study-Repeat) and PISA 2000 (Programme for International Student Assessment). To achieve this purpose, the 33 earth science items in TIMSS-R and 13 earth and environmental science items in PISA 2000 were analyzed. As a result of the comparison between Korean- and international percent correct, Korean students showed especially higher achievement in close-ended items or items required 'understanding of simple information.' Korean students, in particular Korean male students, also showed higher achievement in items of data interpretation. On the other hand, Korean students, in particular Korean female students, showed relatively lower achievement in astronomy items. The serious gender differences occurred in all aspects of items, regardless of item content, item format, and performance expectations.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.97-102
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• 1996

Attitude is considered one of the most important influences on behavior and is defined as an enduring positive or negative feeling about some person, object or issues. The teaching strategies for affective domain are needed to develop the positive attiudes about environments. One of them is to faciliate the involvement of emotional feedback. The purpose of this study was to verify the effects of emotional feedback. Cognitional feedback was carried to control group but cognitional and emotional feedback were carried concurrently to experimental group. By the results, post test scores of experimental group were significantly higher than those of control group about four goals of Environmental Education, respectively. Therefore this strategy is effective to achieve goals of affective domain. Also, emotional feedback is important factor to raise the achievement of cognitive domain, too.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• Journal of Korean Society of Forest Science
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• v.98 no.2
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• pp.163-169
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• 2009

This study examines the relationships between visitors' environmental attitudes as measured by the new environmental paradigm (NEP) and their recreational motivations based on data collected from a national park in South Korea. The data analysis indicated that visitors' environmental attitudes and motivation were multi-dimensional structures. The NEP composed of three factors named 'Humans over Nature', 'Balance of Nature', and Limit to Growth'. Visitors' motivation also composed of four factors representing 'Achievement and Stimulation', 'Escape and Enjoying Nature', 'Social and Leadership', and 'Family'. However, there were significant correlations among the factors, suggesting they were independent each other. There were also significant differences in visitors' motivation due to their level of environmental attitudes.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.44-55
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• 2011

This study examined the effects of RSM (Regional Science education resource Map), developed and provided by Busan metropolitan city Office of Education, at high schools in Busan. Two group of students, who were in the same level of achievement as well as other environmental conditions, participated in this study. Twenty nine of students as an experimental group experienced outdoor activities utilizing RSM, while thirty of students as a control group did not participate in any outdoor activities. The results indicated that compared to the control group of students, the experimental group of students represented a significant improvement in students' environmental attitudes, local ecological interest and eco-friendly behavior. The teachers who guided outdoor activities utilizing RSM suggested that RSM needs to be further subdivided by seasons as well as local districts. They also suggested that RSM needs to be linked with a school curriculum.

• The Korean Journal of Community Living Science
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• v.21 no.1
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• pp.81-90
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• 2010

This study aimed to identify the contributors of extra-curricular activities of preschool children focusing on home environmental factors(financial capital, human capital, and social capital) and maternal belief about factors on academic achievement(child's effort, child's ability, teacher's instruction, and maternal teaching). One hundred and seventy three mothers whose preschool children were attending child-care centers in Seoul and Kyunggi-Do participated in the survey. Kinlaw et al.(2001)'s Importance of Effort/Ability Scale was used to assess the mother's belief about the factors on academic achievement. Stipek et al.(1992)'s Activities Sub-scales was revised to measure a social capital, that is the mother's formal and informal activities providing to their preschool child. Educational level was utilized as human capital and monthly income was considered as financial capital. Also, using open ended questions, the subjects were asked to respond to the numbers of extra-curricula activities their child was presently attending, and when he or she began to attend the extra-curricular activity. The main results are as follows. In general, the mothers provided informal activities to their preschool child more than formal activities. Also, they believed the teacher's instruction is the most important and the child's ability the least important in their child's academic achievement. The number of extra-curricular activities was predicted by mothers' formal activities and their belief on their child's ability. The age of starting extra-curricular activities were explained by mothers' formal activities and their educational level.

• Journal of Environmental Health Sciences
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• v.38 no.5
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• pp.438-447
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• 2012

Objective: The objective of this study was to suggest a method through which load duration curve was used to assess the achievement of water quality targets in accordance with the criteria for pollutant load depending on flow rate variation. Methods: The stage-discharge curve and flow duration curve of Jungnang Stream were deduced. Using water quality targets and measurement of the stream, the flow duration curve was also drawn. Based on these, the feasibility of achievement of water quality targets in respect to flow rate was assessed. Results: In terms of the load duration curve of the stream, it was observed that excess of criteria for concentrations of $BOD_5$, $COD_{Mn}$ and SS frequently occurred. On the other hand, when the flow rate was low, the concentrations of T-N and T-P exceeded the criteria. Conclusions: Through the load duration curve, the overall water quality of Jungnang Stream was understood. When the flow rate is high, management of point source of $BOD_5$, $COD_{Mn}$ and SS is needed to achieve water quality targets for Jungnang Stream. On the other hand, when the flow rate is low, the management of non-point source T-N and T-P is necessary to attain the water quality goal.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.310-315
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• 1995

The development of science and technology not only improved the quality of life of human being, but also brought about environmental problems. Consequently, consensus has been established that early environmental education for youngsters is critical for the preservation of clean environment. A conventional way of teaching has not been very effective for changing their attitude and behavior regarding environmental problems. STS program, which has been one of the major trend in science education, intends to teach science through everyday experience rather than knowledge. This study purports to examine the effectiveness of STS program on environmental problems compared to conventional teaching method. Six week program was developed and applied to subchapter 'Environmental Pollutions & Our Lives' of 3rd grade middle school science text book. The results of this study can be summarized as follows. 1. STS program was significantly effective in changing students' attitude(p<.001). It was effective not only changing their thinking but also changing their behavior. 2. There was no difference between the STS program and conventional teaching method in improving students' knowledge(p>.05). 3. The correlation between the level of knowledge achievement and the attitude on environment was very low(r=.0564,p>.05).