• Title/Summary/Keyword: science learning motivation

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Effect of Science Learning Motivation and Science Self-Efficacy on the Science Learning Flow of Preservice Elementary Teachers (초등예비교사의 과학 학습동기, 과학적 자기효능감이 과학 학습몰입에 미치는 영향)

  • Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
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    • v.41 no.1
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    • pp.162-172
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    • 2022
  • This study aimed to investigate the effects of science learning motivation and science self-efficacy on the science learning flow of preservice elementary teachers. The study recruited 77 preservice elementary teachers during their sophomore year from the B university of education. Descriptive statistics, correlation coefficient, and multiple regression were used for data analysis. The results were as follows: science learning motivation and science self-efficacy exerted a significant positive correlation with and a statistically significant effect on science learning flow. Satisfaction was the main influential subelement of science learning motivation. For science self-efficacy, the main influential subelements were emotional stability and language encouragement. Moreover, it was deduced that self-efficacy exerted a greater effect on science learning flow than science learning motivation.

The Effects of 'Solar System and Star' Using Storytelling on Science Concept and Science Learning Motivation (스토리텔링을 활용한 '태양계와 별' 단원 수업이 과학개념 및 과학학습 동기에 미치는 효과)

  • Kim, Yoonkyung;Lee, Yongseob
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.1
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    • pp.97-105
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    • 2016
  • The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

The Relationship between Learning Motivation and Task Commitment of Science-Gifted (과학영재학생의 학습동기와 과제집착력과의 관계)

  • Park, Mi-Jin;Lee, Yong-Seob
    • Journal of Gifted/Talented Education
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    • v.21 no.4
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    • pp.961-977
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    • 2011
  • The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.

Analysis of the Structural Relationship among Learning Outcomes in Science Classes applying Universal Design for Learning (보편적 학습 설계를 적용한 과학 수업의 학습 성과에 관한 구조적 관계 분석)

  • Lee, Kyoeng-Ran;Back, Nam-Gwon;Park, Jong-Ho
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.1-14
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    • 2015
  • The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

The Effect of Science Museum Educational Program on Primary School Students' Science Learning Motivation (과학관 교육 프로그램이 초등학생들의 과학 학습 동기에 미치는 영향)

  • Lee, Sun-Kyun;Shin, Hyeon-Jeong;Myeong, Jeon-Ok;Kim, Chan-Jong
    • Journal of Korean Elementary Science Education
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    • v.29 no.1
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    • pp.47-55
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    • 2010
  • This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.

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The impact of clinical simulation learning motivation on nursing student learning achievement: The mediating effect of learning immersion (간호대학생의 임상 시뮬레이션 학습동기가 학습성취도에 미치는 영향: 학습몰입의 매개효과)

  • Ko, Eun Jeong;Kim, Eun Jung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.30 no.2
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    • pp.113-123
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    • 2024
  • Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

The Analysis of Level and Structure of Natural Science High School Students' Science Motivation Compared to General High School Students' (일반고 학생들과의 비교 분석을 통한 자연과학고 학생들의 과학 동기 수준 및 구조 분석)

  • Ha, Minsu;Kim, Miyoung;Park, Kyung-Hwa;Lee, Jun-Ki
    • Journal of The Korean Association For Science Education
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    • v.32 no.5
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    • pp.866-878
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    • 2012
  • The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

The Effect of Elementary Science Class with Name Card Method on Learning Motivation and Academic Achievement of Elementary Students (Name Card 기법을 적용한 초등과학 수업이 초등학생의 과학 학습 동기 및 학업성취도에 미치는 영향)

  • Yang, Seung-Won;Bae, Jinho;So, Keum-Hyun
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.129-139
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    • 2014
  • This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.

Investigation of Eye-Tracking on Learning Task Perceiving Process of Elementary Students with Different Motivation System on Science Learning (학습과제 인지 과정에 대한 과학학습 동기체계에 따른 초등학생의 시선이동 분석)

  • Yang, Il-Ho;Lim, Sung-Man;Kim, Yang-Hee
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.86-94
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    • 2015
  • This study is to investigate how do elementary students' eye movements appear in cognitive process that they perceive science learning materials depending on motivation system of science learning. For this study we had a random sampling of 301, 6th grade students. And we had selected 32 students through the three tests for the final; motivation system test of science learning, a learning styles test, an Edinburgh inventory for handedness test. We were analysis the cognitive process during learning tasks for the selected student using eye-tracking equipment. The results of the research are as follows: First, when students see a science learning material, we found out that SL-BAS group that has tendency searched various areas than SL-BIS group in learning task. Second, results confirmed through the data of integrational count that students looked alternately texts, images and graphs in the learning material, SL-BIS group were more than SL-BAS group on integrated count, but they had a simple and insignificant eye movement. Especially SL-BAS students showed that integrated eye movement between texts, images and graphs in the learning material, and they explored important areas of the graph compared with SL-BIS group that there was no eye movement in graph. These results may be utilized as a useful resource for designing students' learning.

The comparison of flipped-learning-applied classes of nursing college students on learning motivation, learning attitude and problem solving ability (일개 간호대학생의 플립드 러닝을 적용한 수업이 학습동기, 학습태도, 문제해결능력에 미치는 차이)

  • Kim, Pil-Hwan;Kim, Kyoung-Nam
    • Journal of Korean Clinical Health Science
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    • v.8 no.1
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    • pp.1369-1376
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    • 2020
  • Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.