• Title/Summary/Keyword: science achievement

Search Result 1,799, Processing Time 0.03 seconds

Influences of Motivational Climate, Achievement Goals, and Learning Strategies on Science Achievement (동기적 학습 환경, 성취 목적, 학습 전략이 과학 성취도에 미치는 영향)

  • Noh, Tae-Hee;Kim, Kyung-Sun;Park, Hyun-Ju;Jeon, Kyung-Moon
    • Journal of The Korean Association For Science Education
    • /
    • v.26 no.2
    • /
    • pp.232-238
    • /
    • 2006
  • This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.

An Analysis of the Effectiveness of Tutorial CAI Programs According to the Learner's Characteristics in Science Teaching (과학 컴퓨터 보조 학습 프로그램의 효과분석에 관한 연구)

  • Yang, Il-Ho;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
    • /
    • v.11 no.1
    • /
    • pp.37-50
    • /
    • 1991
  • The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

  • PDF

The Efface of Visual Note Making for Creativity and Science Achievement in Elementary Science Class (시각적 노트 작성 활용이 초등학생의 창의력과 과학과 학업성취도에 미치는 효과)

  • 우정희;최선영;강호감
    • Journal of Korean Elementary Science Education
    • /
    • v.23 no.3
    • /
    • pp.173-181
    • /
    • 2004
  • The purpose of this study was to explore the effects of visual note making method on creativity and science achievement of elementary school students. This study was conducted for the 17 periods of the first semester of the 4th grade students. Seventy nine students were assigned to experimental group and control group. The experimental group was taught through visual note making methods, and the control group was taught by the traditional manner. On the basis of the test of verbal-spatial from NASSP, the subjects were classified to visual-, visual verbal-, verbal preference groups. After this methods had been applied, students of both groups took tests of creativity and science achievement. The results of this study were as follows: 1. In order to investigate the effects of visual note making on creativity and science achievement of the students, students' creativity and science achievement were analyzed by t-test. The experimental group showed significantly higher scores on both of creativity and science achievement than control group. 2. Visual preference group showed significantly higher score on creativity than visualㆍverbal-, and verbal preference group (p<.01), but not significant on science achievement. In conclusion, the instruction applying the visual note making methods was more effective in nurturing student's creativity and science achievement than the traditional instruction.

  • PDF

Statistical Study on the Academic Achievement in Science of a Loneliness

  • Ko, Young Chun
    • Journal of the Chosun Natural Science
    • /
    • v.8 no.1
    • /
    • pp.56-59
    • /
    • 2015
  • To explore effects on each friendship, family, romance, and community in sub-variables of loneliness on academic achievement in science for Y-middle school students, multiple regression analysis is carried out by stepwise method. As the results, I found the following facts. Academic achievement in science for the students was expressed by the following equation. Academic Achievement=48.765+4.012${\times}$[Family](t=2.082, p=.039)-3.957${\times}$[Romance](t=-3.147, p=.002)+5.281${\times}$[Community](t=2.965, p=.003). And each variable value of the explanatory power affecting academic achievement in science for the students is presented in order of community (12.0%), family (6.6%), and romance (6.3%). But the friendship variable is not significant in affecting academic achievement in science.

Structural Analysis among Science Achievement, Science Process Skills and Affective Perception toward Science of High School Students. (고등학생들의 과학에 대한 정의적 언식과 과학 탐구능력 및 과학 학습성취도의 구조분석)

  • Lee, Jae-Chon;Kim, Beorn-Ki
    • Journal of The Korean Association For Science Education
    • /
    • v.16 no.3
    • /
    • pp.249-259
    • /
    • 1996
  • The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

  • PDF

Development and Construct Validation of the Achievement Emotions Questionnaire-Korean Middle school Science(AEQ-KMS) (한국 중학생의 과학영역 성취정서 질문지(AEQ-KMS) 개발과 타당화)

  • Jeon, Jiyung
    • Journal of The Korean Association For Science Education
    • /
    • v.34 no.8
    • /
    • pp.745-754
    • /
    • 2014
  • Students experience a variety of achievement-related emotions during the process of learning the science curriculum. The purpose of this study is to develop an achievement emotions questionnaire for Korean middle school science curriculum to measure the achievement emotions that middle school students experience during study of this curriculum, and verified its validity. The Achievement Emotions Questionnaire-Korean Middle School Science is based on the English version of the Achievement Emotions Questionnaire, developed with reference to Korean middle school science curriculum and the characteristics of science study, from the perspective of the control-value theory of achievement. It has 232 questions, configured to measure nine achievement emotions across three types of academic settings. The questionnaire results can be treated with a high degree of confidence according to the result of our validation, which also verified that the achievement emotions of these students are configured with four internal criteria (learning strategy, achievement motivation and course grade), as suggested by the control-value theory; this in turn verifies that the nine achievement emotions are sufficiently distinctive across study situations. Last, it was verified that the questionnaire has sufficient external validity based on a comprehensive examination of the relation between science achievement emotions and the four criterion variables for each student. This suggests that through the development and implementation of this quantitative questionnaire, basic ground was provided to understand the achievement emotions experienced by middle school students learning the science curriculum.

An Analysis of Korean Elementary School Students' Science Achievement in TIMSS 2011 (TIMSS 2011에 나타난 우리나라 초등학생들의 과학 성취 특성 분석)

  • Kim, Jiyoung;Kim, Soojin
    • Journal of Korean Elementary Science Education
    • /
    • v.32 no.4
    • /
    • pp.423-436
    • /
    • 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.

Analysis of Achievement Characteristics by Achievement Standard of the Middle School Curriculum Based on the National Assessment of Educational Achievement (학업성취도 평가 결과에 기반한 중학교 교육과정 성취기준별 성취 특성 분석)

  • Lee, Jaebong;Ku, Jaok;Choi, Wonho;Shim, Kew-Cheol;Shin, Myeong-Kyeong
    • Journal of The Korean Association For Science Education
    • /
    • v.40 no.5
    • /
    • pp.473-483
    • /
    • 2020
  • The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

The Effect of Concept Mapping Activity on Science Achievement and Attitude (개념도를 활용한 과학 학습이 학업성취도와 과학태도에 미치는 영향)

  • 김용권;신상순;이석희
    • Journal of Korean Elementary Science Education
    • /
    • v.23 no.3
    • /
    • pp.208-218
    • /
    • 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.

  • PDF

Science Achievement of 11th grade Students (고등학교 2학년 학생들의 과학교육 성취도)

  • Lee, Mee-Kyeong
    • Journal of The Korean Association For Science Education
    • /
    • v.22 no.3
    • /
    • pp.525-539
    • /
    • 2002
  • The purpose of the study was to assess science achievement of 11th grade students. Science achievement was assessed in knowledge and inquiry domains. The knowledge domain included three sub-areas including memory, understanding and application. The inquiry domain was divided into four sub-areas involving identifying problems, designing inquiry, data analysis and drawing conclusions. The results indicated that overall science achievement of the 11th grade students who participated in the study was at the proficient level. Regarding the knowledge domain, the achievement in the understanding and application areas was at the proficient level, and the achievement in the memory area was at the basic level. In the inquiry domain, the achievement in all the sub-areas except the identifying problems area which was at the basic level was at the proficient level. There were no gender differences in overall science achievement. However, gender differences were found in all the sub-areas except the application area and varied across the sub-areas. Also, there were significant differences in science achievement among regions.