• Title/Summary/Keyword: science learning motivation

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Measuring Students' Interaction in Distance Learning Through the Electronic Platform and its Impact on their Motivation to Learn During Covid-19 Crisis

  • Almaleki, Deyab A.;Alhajaji, Rahma A.;Alharbi, Malak A.
    • International Journal of Computer Science & Network Security
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    • v.21 no.5
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    • pp.98-112
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    • 2021
  • This study aimed at measuring students' interaction in distance education through the electronic platform among intermediate school students, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their motivation to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (268) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their motivation for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the motivation to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' motivation to learn.

The Effects of Writing Science Diary on Science Learning Motivation, Science Academic Achievement and Ecological Sensitivity of Elementary Students - Focused on the Unit of the Structure and Function of Plants - (과학일기 쓰기가 초등학생의 과학학습 동기, 과학 학업성취도, 생태적 감수성에 미치는 효과 - "식물의 구조와 기능" 단원을 중심으로 -)

  • Lee, Seung-hwa;Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.387-394
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    • 2019
  • The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

The Effects of Science Lesson Applying STEAM Education on Science Learning Motivation and Science Academic Achievement of Elementary School Students (융합인재교육(STEAM)을 적용한 초등과학수업이 과학 학습 동기와 학업 성취도에 미치는 영향)

  • Bae, Jin-Ho;Yun, Bong-Hee;Kim, Jin-Su
    • Journal of Korean Elementary Science Education
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    • v.32 no.4
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    • pp.557-566
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    • 2013
  • The purpose of this study was to investigate the effects of science lesson applying STEAM education on the science learning motivation and science academic achievement of elementary school students. The study subjects were four classes of the 5th grade of M elementary school in B Metropolitan City. Two classes including 64 students were experimental group and the others including 65 students were comparison group. For the purpose of study, the lesson unit 'The human body' were practised, the recomposed unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the science learning motivation of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science academic achievement of elementary school students.

Research on The Students' Interest in Science Subjects (과학교과에 대한 학생들의 흥미도 실태 조사)

  • Kim, Sang-Dal;Lee, Sang-Gyun;Choi, Sung-Bong
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.3
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    • pp.191-197
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    • 2010
  • Students' emotional attitude not only affects their achievement in a meaningful way but also is an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle and high-school students based on a survey and reviews of previous research results. We analyzed students learning attitude in terms of interest in and enjoyment of science, instrumental motivation in science, science learning anxiety, and self-concept in science. Major findings are students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to students' explanation, science classes got bored in a higher grade because of difficult contents, lack of experiments and activities, and teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

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The Effects of Instructional Strategy using Thinking Maps focused on Drawing in Elementary School Science (초등과학에서 그리기 중점의 사고지도를 활용한 수업 전략의 효과)

  • Kim, Jung-Sun;Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.35 no.1
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    • pp.54-64
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    • 2016
  • The purpose of this study is to develop instructional strategy which utilizes thinking maps focused on drawing as a measure to enhance science learning motivation, self-directed learning activity and science academic achievement of learners, and to examine the effects of its application. The target unit for this study is 'life cycle of plants' in the fourth grade of elementary school. Two classes of 4th grades of elementary school were selected and divided into two groups. The learners of experimental group have completed thinking map by drawing a picture to express the results to be observed and measured, and used it to arrange the learning contents. The result of this study is as follows. First, it is proven that using thinking maps focused on drawing actually helped improving the motivation of learners to study science. Second, it is proven that this strategy was effective to change their self-directed learning ability in positive ways. Third, it contributed to the improvement of learners' science academic achievement. We found out that the application of this strategy enabled them to enjoy the mapping using drawing, to be immersed in learning, to better recognize the scientific concepts and the structure of learning contents, and to have a positive awareness of the usefulness of thinking maps focused on drawing.

The Effect of Project-Based Learning on Science Concepts and Science Learning Motivation (프로젝트 기반 수업이 과학개념 및 과학학습 동기에 미치는 효과)

  • Lee, Yong-seob
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.3
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    • pp.203-211
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    • 2018
  • The purpose of this study is to investigate the effects of Project-Based Learning on Science Concepts and Science Learning Motivation. This particular study was proceeded to 4th grader at S elementary school, there was a mutual agreement with a homeroom teacher about assigning a research group and comparison group and it was agreed to students by explaining the reason and purpose of the study. There searcher visited in person to pick 22 students for research group and another 20 students for comparison group. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of Project-Based Learning. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, Science Concepts and Science Learning Motivation were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of Project-Based Learning method in a class was effective in improvement of Science Concepts acquisition. Second, the application of Project-Based Learning method in a class was effective in cultivation of Science Learning Motivation. Third, the application of Project-Based Learning method in a class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Project-Base Learning to various science lessons and learning effects can be suggested as one of the new teaching methods. Second, the use of the Project-Based Learning to test the effects of elementary school students' different grades may be regarded as another teaching method for science class.

A Study on Programming Learning Efficiency and Learning Motivation According to Learning Disposition (학습 성향에 따른 프로그래밍 학습 효과 및 학습 동기 부여에 관한 연구)

  • Ahn, You Jung;Kim, Kyong-Ah
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2016.07a
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    • pp.253-255
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    • 2016
  • 본 연구에서는 컴퓨터 프로그래밍 학습자들의 학습 성향을 조사하고 그들의 평소 학습 성향이 어떤 평가로 이어지는지에 대해 관찰한다. 또한 학습 성향과 이전 평가 결과가 다음 학기 프로그래밍 수업에 어느 정도 동기 부여가 되는지를 분석하여 학습자들의 성향과 능력에 맞는 방법으로 학습 동기를 부여할 수 있는 방법을 모색하고자 한다.

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An Analysis of Structural Equation Model on the Scientific Problem Finding Ability of the Scientifically Gifted Based on Science Related Attitude, Motivation, and Self-regulation Learning Strategy (과학영재의 과학문제발견력 관련변인에 대한 구조방정식모형 분석: 과학관련태도와 동기 및 자기조절 학습전략을 중심으로)

  • Kim, Mpmg-Sook;Han, Ki-Soon
    • Journal of Gifted/Talented Education
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    • v.18 no.1
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    • pp.23-52
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    • 2008
  • The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

The Effects of Using Concept Mapping as an Instructional Tool in Elementary School Science Classes (초등학교 과학 수업에서 개념도 활용의 효과)

  • 강석진;이유영;고한중;전경문;노태희
    • Journal of Korean Elementary Science Education
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    • v.23 no.1
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    • pp.37-43
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    • 2004
  • In this study, we investigated the effects of using concept mapping as an instructional tool on 4th graders' achievement, science learning motivation, and attitude toward science classes. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. Students were taught about "expansion of matter by heat" and "heat transfer". These topics were chosen because they require students to understand more concepts as well as relationships among them. A science learning motivation test and an attitude toward science classes test were administered as pretests. A researcher-made achievement test, the science learning motivation test, and the attitude toward science classes test were administered as posttests. The results indicated that using concept mapping in 4th-grade science classes was not significantly effective in improving students' achievement though a statistically significant positive effect was found in the subcategory of knowledge. No statistically significant effect of using concept mapping was found in the scores of the science learning motivation test and the attitude toward science classes test. Educational implications are discussed.

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Learning strategies and deep learning (학습전략과 심층학습)

  • Shin, Hong-Im
    • Korean Medical Education Review
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    • v.11 no.1
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    • pp.35-43
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    • 2009
  • Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.