International Journal of Advanced Culture Technology

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

A Study on Learners' Perceptions and Learning styles of Task Research (R&E) conducted by Science High School Students

  • Dong-Seon Shin (Dept of Chemistry Education, Gyeongsang National Univ.) ;
  • Jong Keun Park (Dept of Chemistry Education, Gyeongsang National Univ.)
  • Received : 2023.10.10
  • Accepted : 2023.11.05
  • Published : 2023.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

We studied learners' perceptions and learning styles of project research activities in the chemical field conducted by 54 science high school students. In a survey of students' perceptions of task research, positive responses were found in "internal motivation," "cooperation," "task solving," and "tenacity and immersion," and statistically significant differences were found in "self-directedness," "cooperation," and "tenacity and immersion" by year. The 'lower' group responded most positively in the 'cooperation' category, and the 'higher' group responded most positively in the 'task solving' category. As a result of investigating the learning styles of the students who conducted the task research, it was found in the order of assimilator, converger, accommodator, and diverger. The assimilators showed the characteristic of systematically and scientifically approaching the problem. Convergers were found to have excellent problem-solving and decision-making ability, are practical, and have experimental-based thinking characteristics. In this study, the characteristics of science high school students showed well in the results of the learning style performed.

Keywords

References

  1. H. S. Choe, H. G. Kang, H. A. Seo, I. Y. Park, H. W. Lee, J. H. Lee, K. H. Park, and J. H. Park, "Development of research & education program for the enhancement of creativity." Korea Science and Engineering Foundation, 2002-5092, 2003.
  2. J. Kim, H. Kim, E. Park, B. Lee, and H. Choe, R&E Project Results Report for Science and Gifted Schools. Institute for Science and Gifted Education.
  3. J. Park, "Discussions for preparation and types of mentorship for scientifically gifted students." Journal of Science Education for the Gifted, Vol. 1, No. 3, pp. 1-19, 2009.
  4. Gyeongnam Science High School. 2011 School Education Plan. Gyeongnam Science High School. 2011.
  5. Gyeongnam Science High School. 2013 School Education Plan. Gyeongnam Science High School. 2013.
  6. Gyeongnam Science High School. 2019 School Education Plan. Gyeongnam Science High School. 2019.
  7. M. Han, "Field of Student Research Activities (R&E) Education - Differences and Educational Perspectives between Expert Research and Student Research Activities," CHEMWORLD, Vol. 59, No. 11, pp. 46-49, 2019.
  8. G. Kim, "1 Student 1 Subject Chemistry-Centered Convergence Independent Research." CHEMWORLD, Vol. 59, No. 11, 25-28. 2019.
  9. K. Kim and J. -Y. Shim, "Scientifically Gifted Students' perception of the Impact of R&E Program based on KAIST Freshmen Survey." Journal of the Korean Association for Research in Science Education, Vol. 28, No. 4, pp. 282-290, 2008.
  10. S. -J. Kang, H. -J. Kim, G. J. Lee, Y. S. Kown, M. H. Kim, Y. S. Kim, Y. H. Kim, H. S. Shin, H. -Y. Lim, and J. H. Ha, "A Study of Scientifically Gifted High School Students' Perceptions on the Research and Education Program." Journal of the Korean Association for Research in Science Education, Vol. 29, No. 6, pp. 626-638, 2009.
  11. H. Choe and J. Tae, "The Meaning and Value of R&E (Research and Education) Experiences of Science Specialized High Schools: Gathering Voices of Graduates by Individual Interview." The Journal of the Korean Society for Gifted and Talented, Vol. 14 No. 3, pp. 51-79, 2015. DOI 10.17839/jksgt.2015.14.3.51
  12. H. -C. Jung, C. -Y. Ryu, and Y. -J. Chae, "Research and Education (R&E) Programs in the Science High Schools and Gifted High Schools: Based on the Interview Results with the R&E Coordinators." Journal of Gifted/Talented Education, Vol. 22, No. 2, pp. 243-264, 2012. DOI 10.9722/JGTE.2012.22.2.243
  13. H. -C. Jung, Y. -J. Chae, and C. -Y. Ryu, "Study on the Research and Education (R&E) Programs in the Science High Schools and Gifted High Schools: Focusing on the Current Status." Journal of Gifted/Talented Education, Vol. 22, No. 3, pp. 597-617, 2012. DOI 10.9722/JGTE.2012.22.3.597
  14. C. Y. Lee and H. -G. Hong, "A case study of chemistry inquiry R&E program based on maker activity." The Journal of Learner-Centered Curriculum and Instruction, Vo. 18, No. 18, pp. 131-154, 2018. DOI 10.22251/jlcci.2018.18.18.131
  15. M. Lee and H. -B. Kim, "Key Stages of a Research and Students' Epistemic Agency in a Student-Driven R&E." Journal of the Korean Association for Research in Science Education, Vol. 39, No. 4, pp. 511-523, 2019. DOI 10.14697/jkase.2019.39.4.511
  16. D. A. Kolb, Experiential learning: Experience as the Source of Learning and Development. Englewood Cliff.; New Jersey: Prentice Hall. 1984.
  17. D. A. Kolb, Learning Style Inventory. LSI-IIa. Boston: MA, Hay Group. 1993.
  18. J. Park and B. Kim, "Comparative Analysis of Chemistry Academic Achievement of 10th Grade Students according to Cognitive Learning Styles." Journal of the Korean Chemical Society, Vol. 52, No. 6, pp. 684-695, 2008. https://doi.org/10.5012/jkcs.2008.52.6.684
  19. S. K. Lee, The Development and Application of Research and Education Project Based Learning Model for Scientifically-Gifted High School Students. Master's thesis, Ewha Womans University, Seoul, 2006.
  20. D. -S. Shin and B. G. Kim, "How do Science High School Students Cognize Mathematics and Science?" Journal of Science Education for the Gifted, Vol, 11, No. 3, pp. 199-212. 2019, https://doi.org/10.29306/jseg.2019.11.3.199
  21. A. K. Houseal, F. Abd-El-Khalick, and L. Destefano, "Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices." Journal of Research in Science Teaching, Vol. 51, No. 1, pp. 84-115, 2014. DOI 10.1002/tea.21126
  22. J. Ryu, "The effects of learner expertise and task difficulty on cognitive load factors and performance." The Journal of Educational Information and Media, Vol. 15, No. 4, pp. 1-19, 2009.
  23. J. H. Park, The relationship between Individual Difference and Science Academic Achievement of High school students. Doctoral dissertation. Graduate School of Gyeongsang National University. 2010.