• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.389-400
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• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• 한국과학교육학회지
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• 제19권2호
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• pp.194-203
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• 1999

The purpose of this study was to longitudinally analyze Korean students' trend on science-related affective characteristics and provide descriptive data for improving the quality of Korean science education. In this longitudinal study. 3603 students and 4737 students were sampled in elementary and secondary schools. respectively in January 1997 and March 1998. The result showed that students' affective characteristics were decreased with statistical significance(p<0.05) during elementary and junior high school periods. but students' affective characteristics were increased during high school period. Affective characteristics of male were significantly higher than those of females' (p<0.05). Difference on affective characteristics between female and male students was being decreased by increasing grades. Students' affective characteristics in metropolitan areas were significantly higher than those in regional areas and difference between them was increased in 1999 comparing to 1997. The students' affective characteristics in 1999 were lower than those in 1997 totally.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.454-464
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• 2006

The purpose of this study was to develop MBL(Microcomputer Based Laboratory) programs for sixth-grade elementary students in science laboratory instructions and to ascertain the effects of this program on academic achievement and science-related affective characteristics. In laboratory instructions, using the MBL was found to be effective in improving academic achievement for elementary students, especially in the domain of knowledge. In addition, it helped students to improve science-related affective characteristics. The experimental group showed higher levels, especially in the domains of cognition and interest. When our findings were analyzed in detail, the sub-domains that showed positive effects included 'cognition of science' in the domain of cognition, and interest toward science', 'interest toward science learning', 'interest toward science related activities', and 'anxiety for science' in the domain of interest. Male students exhibited improvement in the domain of cognition while female students showed improvement in the domain of interest. In conclusion, utilizing MBL programs as an experimental measurement in the real field of elementary science education can be said to be both positive and desirable.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.168-182
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• 2020

This study investigated how elementary students' science-related affective characteristics and their perception of measurement changed following participation in citizen science activities through a GLOBE program. Before and after the activities, test of positive experiences about science (PES) and perception of measurement were conducted with twelve fourth grade students. In addition, the teacher who participated in the GLOBE program with students observed and recorded the students' involvement, conversation and behavior to qualitatively analyze the value of the program and the students' perceptions of measurement. After the end of the program, an open questionnaire was conducted to fill any gaps in these observations. The results showed that citizen science activities had a positive impact on elementary students' science-related affective characteristics. In all areas of PES test, the post-test scores were higher than the pre-test results, and a statistically significant difference was seen in the 'science learning motivation' area. Furthermore, students' perception of the value and meaning of measurements was seen to deepen through ongoing global environmental data measurement activities. And their understanding of various units of measurement and numerous situations in which they might need to make measurements was also elaborated.

• 한국수학교육학회지시리즈A:수학교육
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• 제61권4호
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• pp.631-651
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• 2022

우리나라 학생들의 수학 정의적 성취도가 낮고 학년이 올라갈수록 학생들이 수학을 포기하는 비율이 증가한다는 점이 지속적으로 문제 제기되어 왔다. 이에 국가 기관이나 교육청, 학교 차원에서 다양한 수학 정의적 영역 관련 정책이 추진되어 왔으나, 더욱 본질적인 측면에서의 개선을 위해 기존의 여러 정책을 살펴보고 개선 방향을 탐색할 필요가 있다. 본 연구는 성장 마인드셋이 정의적 성취의 신장에 도움을 준다는 선행연구에 기초하여, 학생의 수학에 관한 성장 마인드셋을 향상시켜서 궁극적으로 수학 정의적 성취를 신장시킬 수 있는 정책을 탐색하는 데 초점을 두었다. 이에, 먼저 문헌 연구를 통해 우리나라 학생들의 수학 정의적 성취 실태 및 변화 추이를 살펴보고, 국내외에서 이루어진 수학 정의적 영역 관련 정책 및 사례를 조사하였다. 그 결과를 토대로 키워드를 설정하여 수학 마인드셋 향상과 정의적 성취 신장을 위한 정책의 방향을 제안하였다.

• 경영과학
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• 제28권2호
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• pp.75-92
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• 2011

This study investigates how cognitive and affective conflict affect performance and social outcomes in the new product situation. We examine the corporate, project, and personal characteristics that determine the level of inter-functional conflict between marketing and R&D. From a survey of Korean high-tech companies, we found : (1) time pressure was positively related to cognitive and affective conflict, (2) joint reward systems, interdepartmental connectedness, and years of education were negatively associated to cognitive conflict, (3) while cognitive conflict was positively related to new product creativity and NPD performance, affective conflict was negatively associated to marketing-R&D integration and perceived effectiveness of the relationship, as well as new product creativity and NPD performance.

• 대한지구과학교육학회지
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• 제2권1호
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• pp.1-12
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• 2009

The purpose of this study is to find out the effect on academic achievement and science-related affective domain of elementary students though science journal writing about the units of Science textbook of the first semester of the sixth grade. The results indicate that science-journal writing has influenced the students positively in the academic achievement of a lower group's academic achievements, in science related attitudes, 'voluntariness' and 'cooperation', in science learning motives, 'self-satisfaction for science', 'superficial strategies for science', and 'expectation for science', in fear level for science subjects, its lower fear class, 'experiment performance'. A middle group was revealed to have more positive improvement in 'cooperation' and 'perseverance', both of which were lower categories of science related attitudes, and as subgrade of science learning motives, 'self-efficiency for science' and 'expectation for science' stood out. For fear level for science subjects, the lower group gained distinctive results from 'science evaluation'.

• 한국과학교육학회지
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• 제18권3호
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• pp.357-369
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• 1998

학생들의 과학적 소양을 기르는데에는 과학과 관련된 정의적 특성이 중요한 역할을 한다. 과학적 태도, 자연과 과학에 대한 가치, 호기심과 관심 등의 과학과 관련된 정의적 특성이 대부분의 과학교육 목표에 포함되고 있다. 이 연구에서는 과학과 관련된 정의적 특성의 평가체제와 문항을 개발하였다. 인식, 흥미와 과학적 태도의 세 개의 주범주와 16 개의 소범주로 평가체재가 구성되었다. 평가체제의 타당도는 10 명의 과학교육학자들에 의하여 검증되었다. 48 개의 평가 문항을 문항반응분석과 문항-검사 상관계수를 고려하여 총 64 문항 중에서 선정하였다. 크론바하 알파계수는 인식과 흥미에서 0.83 이고, 과학적 태도에서는 0.86 이었다. 검사의 결과는 다음과 같다. 첫째, 과학과 관련된 정의적 특성에서 남학생이 여학생보다 더 높은 점수를 나타내었다. 둘째, 초등학생이 중등학생보다 더 높은 과학과 관련된 특성 점수를 나타내었다. 마지막으로 도시지역의 학생이 시골지역의 학생보다 더 높은 과학과 관련된 특성 점수를 보여 주었다.

• 한국과학교육학회지
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• 제24권6호
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• pp.1094-1105
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• 2004

이 연구는 중학교 8학년 과학 '지구의 역사와 지각 변동' 단원에서 ICT 활용 수업 과정안을 개발 적용하여 ICT 활용 수업이 학생의 과학 탐구 능력과 과학에 관련된 정의적 특성에 미치는 효과를 알아보는 데 그 목적이 있다. 이 연구를 위해 충청남도에 소재한 D 중학교 2학년 2개 학급을 선정하고 교수-학습 방법을 달리하여 약 6주간 수업하였다. 1개 학급은 실험집단으로 ICT 수업 과정 안을 개발하여 lCT를 활용한 수업을 실시하였으며, 1개 학급은 통제집단으로 교과서 위주의 전통적 방법으로 수업하였다. 학습을 하기 1주일 전에 두 집단을 대상으로 과학 탐구 능력과 과학에 관련된 정의적 특성에 대한 사전 검사를 실시하였으며, 수업이 끝난 뒤에 사후 검사를 실시하였다. 그 결과, lCT를 활용한 실험집단과 전통적 학습을 실시한 통제집단의 과학 탐구 능력 검사에서는 실험 집단에서 유의미한 차이가 나타났다. 또한, 과학에 관련된 정의적 특성에 대한 검사에서 실험집단에서 통계적으로 유의미한 차이가 나타나지는 않았지만, 3개의 과학에 관련된 특성 범위 중에서 흥미 범위에서는 통계적으로 유의미한 차이가 나타났다. 이는 lCT 활용 수업이 학생들의 과학에 관련된 정의적 특성에도 긍정적인 효과가 있음을 시사하는 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.59-69
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• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.