• Journal of the Korean Chemical Society
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• v.47 no.3
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• pp.265-272
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• 2003

This study investigated the types of analogies that 7th graders generated to explain three states of matter, the difference of analogies by achievement level, and the misconceptions that might be induced from the analogies. The results revealed that many students made the enriched and storytelling analogies with concrete materials or events from their everyday experiences. However, they made analogies without considering causal relationship such as the change of particular arrangement based on latent heat or molecular movement. The students of high achievement level considered the arrangement and the movement of molecules and made the enriched and storytelling analogies more than the students of low achievement level. The students made the analogies that might induce misconceptions such that the molecules don't move in solid state or the particles could be changed according to the states.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.207-220
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• 2013

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of The Korean Association For Science Education
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• v.30 no.7
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• pp.908-919
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• 2010

The objectives of this study were to investigate what kind of background concepts is necessary to help that high school students easily understand meiosis and to find out how these background concepts affect students' understanding of meiosis. To achieve these objectives, first this study surveyed meiosis background concepts that high school teachers think. Based on 8 background concepts - nuclear phases, chromosome, mitosis, reproduction, gamete, gene, mother/daughter cell - of previous survey, the questionnaire was made for the 10th(724) and 11th(862) grade students and then was analyzed for the effect of meiosis background concepts on the high school students' understanding of meiosis. Results of the analysis revealed that the influential background concepts are as follow; cell cycle, chromosome in the advanced level, mother/daughter cell, mitosis, chromosome, nuclear phases in the intermediate level, mother/daughter cell, nuclear phases, gene in the low level. And the achievement according to item types was differed not by meiosis achievement, but by each background concepts.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.172-186
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• 1993

This stady was carried out to define Gifted student for science, model for selection, the tools and methods and related theory for the selection of the Gifted students for the science in primary school level. Also the developed tools and materials are applied to student and analysed the results to generalize the methods for the selection of Gifted students for science. The definition of Gifted students for science was carried out by the three-ring conception model by Renzulli(1982) and Lee long-Sung which defined the characteristics as three parts such as above average ability, creativity and tesk comitment. The Gifted students for science upper 2 percent which have three characteristics at the same times, namely overlapping three characteristics. The model for the selection of Gifted students consist of four step; such as screeing, selection,differentiation, judgement. The materials for the selection are input at each stage, analysed the results and standard for the selection are made. In the first stage screening, 202 students are selected from the 5060 of 4th and 5th graders according to their achievment, intellecture ability and observation of students activity. In second selection and third differentiation stage, 65 students are seletted according to their achievement In this study it is approved that the Gifted students in science have to be selection by various test such as achievement, intellectual ability, aptitude in science, inquiry activity, manual skill etc, rather rather then simple test such as achievement and intellecture ability. Also it is important to select upper 2 percent who have general abilites overlapping three characteristics mentioned in definition of Gifted students in science and selections model

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.485-491
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• 1998

In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.157-164
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• 2021

This endeavor is an attempt to explore the effect of flipped classroom strategy (FCS) on (a) academic achievement in the computer and information technology course and (b) students' attitudes towards this strategy. The sample of the study consisted of 64 students, divided into two groups: experimental and control groups. Two instruments were used to collect the data: a test and a questionnaire. The test was used to measure the students' achievement and the questionnaire to measure their attitudes towards the FCS. The results show statistically significant differences at the level of 0.05 in support of the experimental group at all Bloom's levels. Similarly, students' positive attitude towards the FCS was evident. Therefore, expanding this strategy in different courses is highly recommended because it positively impacts students' achievements. Organizing workshops and designing courses that encourage teachers to implement the strategy in the classroom and develop their technical skills are also recommended.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.750-756
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• 2002

The purpose of this study was to examine the effects of a treatment program by types of underachiever developed from "electric voltage and current" section in the 8th grade science textbook. The program for the underachiever who have lack of basic knowledge and needs to learning aimed to improve their achievement and attitude toward science. For this study, 171 8th grade students were sampled and distributed to control and experimental group. Among them, 54 underachievers were identified. The underachievers were defined as science achievement level is below mean and IQ is above 90. The independent variables in this study were teaching method (traditional instruction and developed instruction) and types of underachiever. The dependent variables were students' achievement and attitude toward science. Pretest-posttest control group design was used. The main results of this study were that the treatment program emphasizing learning sheet activities based on LT(Learning Together) model had significant effect for underachievers who have lack of basic knowledge and needs to learning to increase their achievement and attitude toward science.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.341-349
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• 2010

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students' achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students' level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students' achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.