• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.415-424
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• 2009

This study was performed to reveal the effects of a science experience class, in which children of low-income family(LIF) were involved. The children's science inquiry skills, science-related attitude, self-esteem and self-competence were investigated before and after the science experience class. Not only 61 children in LIF but also 75 ordinary ones participated in the class and the tests to collect the data, and interviews in which 9 children of each group participated were conducted as well. The results are as follows. First, through the science experience class, the children in LIF's average point of science inquiry skills increased meaningfully, but ordinary children's did not. Second, the science attitude's points of both increased meaningfully. Third, the children in LIF's average self-esteem point increased meaningfully, but the ordinary group's did not. Fourth, the children in LIF' self-competence increased meaningfully, but the other's did not. The children from both groups were influenced positively by the science experience class. Especially, compared with ordinary children, the children in LIF who have fewer chances of science experience than other children were more positively influenced m every aspect of this study.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.

• Journal of Family Relations
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• v.21 no.3
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• pp.95-122
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• 2016

Objectives: The purpose of this study was to find out the moderating effect of gender between parenting attitude and anger expression of adolescent. Particularly, to ensure that the anger of emotion is common nature, this study was conducted on the middle class adolescent of stable economic status. Method: The subjects of this study were 357 students, first grade from 3 high schools in Seoul. Data was analyzed by descriptive statistics, t-test, correlation, and hierarchial regression, using the SPSS 18.0 program. Results: The main results were as follows: First, in parenting attitude the perception of monitoring and affection was less important for boys than girls, but more important in over expectation and neglect. Second, in anger expression the level of anger-control appeared higher than anger-in and anger-out, no significant gender difference in subfactors. Third, the effect of gender moderated the relationships between parenting attitude and anger expression of adolescent. Conclusions: The results indicated the need to recognize gender difference in controlling anger of adolescent and to improve dysfunctional parenting attitude in middle class. Furthermore, the implications were discussed in enhancing parent-adolescent communication, developing emotional education programs, and preventing juvenile delinquency.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.186-193
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• 2011

The aim of this study is to find out the effect of reading aloud science books on change of attitude toward the science, interest of instruction. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a reading aloud instructions. Two chapter were selected, 'Volcano and Rocks' and 'Family of the Sun', for this study. Students were treated for 12 hours. All the results were analyzed quantitatively and following conclusions were made. The students' scientific attitude in the experimental class were higher than those of students in the control class. However, according to statistical analysis, this result is meaningless. In the sub-parts, critical ability, cooperation and creativity were improved meaningfully. Instruction with reading aloud science books didn't show a meaningful difference in interest of instruction. However, in the sub-part, they showed meaningful improvement in attention and relevance.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.227-239
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• 2015

The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city were targeted. One class with 24 students was assigned as experimental group and the other class with 23 students were assigned as control group. The chapter of 'solar system and star' in the curriculum revised in 2009 was taught over 10 classes from mid-April to end of June in 2015. For verification, 10 times science classes applying ARCS strategies were performed on experimental group while 10 times of general science class were performed on control group. The results drawn from this analysis were as below. Firstly, positive relationship was found between motivation of science class and science class applying ARCS strategy among experimental group and this means that science classes applying ARCS strategy stimulate intellectual curiosity of students and improves their attitude by actively promoting research activities. Secondly, there was a positive relationship between scientific attitude and science classes applying ARCS strategy among experimental group. This presents that science classes applying ARCS strategy were effective in improving students' scientific attitude by promoting research activities. Above results show that science classes applying ARCS strategy were highly effective for elementary students.

• Journal of the Korean Society of Safety
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• v.38 no.5
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• pp.15-26
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• 2023

The relationship between the knowledge, attitude, and practice of the person in charge of designating a Class III facility was analyzed to improve its practice. As a field of knowledge, system knowledge and technical knowledge were considered, and attitudes were divided into cognitive, affective, and behavioral attitudes. A knowledge, attitude, and practice (KAP) survey was conducted, and the relationship among them was analyzed through correlation and regression analyses. The factors affecting the level of practice in designating the Class III facility were technical knowledge in the field of knowledge and cognitive and behavioral attitudes in the field of attitudes. Cognitive and behavioral attitudes were the two factors that most influenced the practice of designating a Class III facility. It is thought that the higher the level of cognitive and behavioral attitudes, the greater the ability to practice designating the Class III facility. The general characteristics of respondents influencing cognitive and behavioral attitudes were analyzed by safety inspection.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.211-221
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• 2023

The purpose of this study is to improve the validity of the evaluation by adding the factor of academic achievement to the subject of evaluation, and to improve the reliability of the evaluation by verifying the legitimacy of control of in-class attitude and developing the correction index of satisfaction of teaching. The results of the study are as follows. Firstly, it was confirmed that the students' in-class attitude had a significant effect on satisfaction of teaching. The more positive the in-class attitude, the higher the satisfaction of teaching, and vice versa. Secondly, it was confirmed that the students' in-class attitude had a significant effect on academic achievement. The more positive the in-class attitude, the higher the academic achievement, and vice versa. Thirdly, it was confirmed that satisfaction of teaching did not have a significant effect on academic achievement. High satisfaction of teaching does not mean that the quality of the teaching is high, and vice versa. Fourthly, the correction index of satisfaction of teaching was developed to correct the results of satisfaction of teaching that may be distorted due to the students' negative in-class attitude. In conclusion, academic achievement should be added as the subject of evaluation in addition to the satisfaction of teaching to improve the validity of evaluation and the correction index of satisfaction of teaching should be applied to improve the reliability of evaluation.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.111-128
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• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.

• Journal of Digital Convergence
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• v.16 no.4
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• pp.289-297
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• 2018

The purpose of this study was to examine the correlations of learning attitude, class participation, and learning satisfaction, and to identify the influencing factors on learning satisfaction of nursing students in fundamental nursing curriculum. Data were collected from 173 nursing students from September 1 to 8, 2017. Data were analyzed using Pearson's correlation coefficients and stepwise multiple regression. Learning attitude, class participation, and learning satisfaction according to the general characteristics commonly showed significant differences in satisfaction with major, satisfaction with school, friendship, last semester grade, and interest in fundamental nursing. Learning satisfaction showed significant positive correlations with learning attitude and class participation. Satisfaction with major, interest in fundamental nursing, and class participation, which accounted for 36% of the variance, were significant predictors influencing learning satisfaction in nursing students. It is necessary to increase majors' satisfaction, fundamental nursing interest, and class participation in order to improve learning satisfaction of nursing students.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.