• Journal of Korean Public Health Nursing
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• v.20 no.2
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• pp.183-194
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• 2006

Purpose: The purpose of this study was to investigate student nurses' knowledge and attitude related to the elderly. Method: The data were collected from 519 student nurses studying in university by means of a structured questionnaire. The data were analyzed using descriptive analysis, t-test, one-way ANOVA, and Pearson correlation analysis by SPSS version 10. Results: The average score of the respondents' knowledge of the elderly was 12.02(${\pm}2.77$) out of 25. The average score of the respondents' attitude toward the elderly was 80.09(${\pm}11.69$) out of 140. There was a statistically significant difference in the respondents knowledge of the elderly depending on their degree of preference for giving nursing care to the elderly (F=7.534, p=.001). There was a statistically significant difference in the respondents attitude toward the elderly depending on their degree of preference for giving nursing care to the elderly (F=23.167, p=.000), possession of living grandparents (F=6.174, p=.002), and degree of interaction with elderly (t=5.661, p=.000). Student nurses' knowledge and attitude related to the elderly were significantly correlated. Conclusion: It is necessary to develop a program for continuous teaching and education that will help increase student nurses' knowledge of the elderly and thereby positively change their attitude toward the elderly.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.501-512
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• 2009

The purpose of this research is to compare the attitudes of female students in Korea toward science with the child-rearing attitude of their parents they perceived and their sex-role identity. The participants in this study were 374 female middle- and high-school students, chosen randomly from Seoul and Gyenggi-do in South Korea. We used three different forms of questionnaires in this research: "Scale of Parents' Child-rearing Behaviors Perceived by Teenagers", "Korea Sex-role Survey", and "Attitude Toward Science Measurement." The significant results were acquired after we had analyzed the comparison of the attitude of female students toward science with their perception on their parents' child-rearing attitude, especially on their fathers. The fathers' "monitoring" and "over-expectation" factors affected the attitudes of female students toward science; on the other hand, any child-rearing attitudes of their mothers did not influence their attitudes toward science. We also analyzed the attitudes of female students about science based on their sex-role identities. In consequence, we found that meaningful differences existed in four types of gender-role identity: androgyny type, masculinity type, femininity type and undifferentiated type. In particular, the androgyny type was characterized by a higher score in attitude toward science compared with the undifferentiated type.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.223-232
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• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.113-121
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• 1998

This study was performed to examine the effects of daily commodities on student's scientific knowledges, inquiring abilities and attitude toward science in elementary school science classes. Daily commodities were collected and sorted properly so as to be readily utilized as experimental instruments in science classes. 164 students of elementary school 5th grade in Taejon City were selected for the study and they were evenly divided into two different groups, one for experiment and the other for comparation respectively. In every science classes throughout the school semester, the experimental group was supplied with daily commodities in addition to conventional instruments while the controlled group for comparation was supplied only with conventional instruments. Student's responses to the questionnaire were treated by statistical analysis and for that purpose the computer programme of SPSS WIN(6.0) was employed. The results of the study are as follows; 1. There is no expressive disparity appeared in the increments of scientific knowledge between experimental and controlled (comparing) groups. 2. The disparity of increments in inquiring ability between experimental and controlled groups is fairly expressive (P<0.05). The experimental group with daily commodities in science classes attained 5% more in increment of inquiring ability than the controlled group. 3. The disparity of the changes in student's attitudes toward science between two groups is remarkable (P<0.001). Student's attitude toward science was much more improved in experimental group than controlled group. The difference in improvement rate between two groups is 8%. The facts mentioned above make it evident that in elementary school science course daily commodities are very effective to enhance student's positiveness as far as both inquiring ability and attitude toward science are concerned. In this respect, a lot of efforts are expected to be made in searching and supplying further the proper daily commodities for elementary science courses. In addition, it is also called for that the examples of replacing conventional instruments with daily commodities will be introduced in future editions of elementary school science book and its guide book if possible.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.225-234
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• 2012

The Purpose of this study is searching the effect of the flow level increasing by using flow learning on scientific achievement and attitude toward science in 4rd grade elementary school student's scientific learning factors, and the better way to approach scientific institude than now in used. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a flow learning instructions. Two chapter were selected, 'Plant's World' and 'Fossil and Rock', for this study. Students were treated for 18 hours. The results were as follows: First, flow learning related program about plant's world, fossil and rock is increasing 4rd grade elementary school students' flow level in science class. Second, students are not increasing their scientific achievement according to increasing their flow level. Third, students are not increasing their attitude toward science according to increasing their flow level. But in attitude toward scientific inquiry, adoption of attitude toward science and preference of job related science subordinated, students are increasing subordinate factors of attitude toward science.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.415-426
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• 2014

This study aimed to investigate the effects of Cornell typed science journal writing on elementary students' science-related attitude by gender and academic achievement. The subjects of study were 109 elementary students (5th grade). The experimental group performed Cornell typed science journal writing and the control group maintained traditional lectures for one semester. Science-related attitudes of this study are classified into scientific attitudes (7 sub-domains) and attitudes toward science (5 sub-domains). The collected data were analyzed by ANCOVA with SPSS. The results of study were as follows: Several sub-domain (voluntariness, cooperation, perception about science and scientist) of science-related attitudes positively changed in experimental group. Cornell typed science journal writing was especially effective on improving scientific attitude in male students, and attitude toward science in female students. Also, science journal writing was effective on improving science-related attitude (both scientific attitude and attitude toward science) in high-achieving group, but not effective in low-achieving group.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.833-842
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• 2004

The purpose of this study was to explore kindergarten students' attitude toward science by their gender and teachers' background. 90 kindergarten teachers and 180 5-year-old students were intentionally sampled in a suburban area. The research instruments used in this study were the interview questions of student attitude to science and the teacher's background questionnaire. The interview questions constructed by two researchers, based on "The Students' Attitude to Science Scale"(Pell & Farvis, 2001). It was composed of 13 questions; 7 questions on preference for science and 6 on perception to science. The teacher's background questionnaire was consisted of I question on educational background, I on career, and 51 on scientific literacy("Test of Basic Scientific Literacy")(Laugksch & Spargo, 1996). The results revealed that the students' attitude to science was positive and was different by their teachers' educational background, not by their gender and their teacher's career and scientific literacy. However, the students showed different preference for science by their teachers' scientific literacy. These results imply that early childhood teachers should have enough chances to be more educated and to improve their scientific literacy.

• The Korean Journal of Health Service Management
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• v.5 no.4
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• pp.113-126
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• 2011

The purposes of this study were to investigate nursing students' Knowledge, attitudes and behavior toward the elderly and to identify the predictors of nursing student's knowledge, attitudes and behavior toward the elderly. The data were collected from 513 nursing students enrolled in ADN(Associate Degree in Nursing) program in Daegu by using structured questionnaire. The research producted following results: 1) The average score of the participants' knowledge of the elderly was $12.3{\pm}2.7$ out of 25. The average attitude score was $86{\pm}11.7$ out of 140. This score was classified as a neural range. The average behavior score was $57.5{\pm}6.9$ out of 68. 2) Among general characteristic of the participants level of knowledge was statistically significant for age, religion, educational level. 3) Participants' knowledge toward the elderly was difference significantly present not living conditions, the degree of preference for offering the nursing care of the elderly. 4) Participants' attitude toward the elderly were statistically the significant difference in the degree of the familiar interaction with the elderly, the interest in the elderly and problems of the aged. 5) Participants' behavior toward the elderly were statistically the significant difference in the degree of a current relationship with the elderly, the familiar interaction with the elderly. 6) The correlation, coefficients of participants' knowledge, attitude and behavior toward the elderly were positively correlated. In conclusion, It is necessary to develop a program for continuous teaching and education that will help increase student nurse's knowledge of the elderly and thereby positively change attitude and behavior toward the elderly.