• Journal of the Korean earth science society
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• v.21 no.4
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• pp.359-368
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• 2000

The purpose of this study is to develope and apply NIE programs related to sub-chapter 'The Change of Weather and Circulation of Water' in 2nd grade science text book of middle school, and thereby to investigate the effects of NIE approach on science-related attitude and teaming achievement of students, and interaction between treatment methods and students' learning ability. Subjects consisted of 2nd grade students of four classes in a girls middle school located at the southern part of Seoul. Four classes were divided into experimental and control groups by two classes randomly. The experimental groups have been instructed on the related-general concepts for six times and then received seven NIE programs developed by researcher for seven times. The control groups have received the instruction through the conventional teaching method. The NIE learning has been progressed following the steps using in the Iowa Chautaugua Program, e.g. invite, explore, propose explanation and solutions, and take action. NIE programs, e.g. project studying, topic studying and a crossword puzzle have been developed and applied using 'science first' approach of the STS instruction. Twenty questions related to social implications of science and leisure interest in science within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The results of this study can be summarized as follows. (1) NIE approach was more effective in progressing learning achievement of middle school students than conventional teaching method (p<.01). (2) Experimental groups show statistically significant improvement on science-related attitude than control groups (p<.01). There were no significant interactions between treatment methods and students' learning ability on learning achievement and leisure interest in science. The NIE approach were more effective than the conventional one on social implications of science, especially to low ability students.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.270.1-270
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• 1996

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.335-346
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• 2017

In this study, we developed and examined the validity and reliability of the Test for Indicators of Positive Experiences about Science (TIPES) that measures students' positive experiences about science. We have developed TIPES through literature reviews, development of the preliminary version of TIPES, a pilot test and revisions of the preliminary version, and the test of the final version. Through literature reviews and Delpi methods, we developed the preliminary version of TIPES, which consists of five categories such as science academic emotion, science-related self-concept, science learning motivation, science-related career aspiration, and science-related attitude. Using the preliminary version, we conducted a pilot test with 198 students consisting of 4th, 6th, 8th, and 10th graders, and modified the first version based on the results from the pilot test and expert meetings. We then conducted a main test with the revised version of TIPES with 1,841 students consisting of 4th, 6th, 8th, and 10th graders. According to a confirmatory factor analysis, a reliability test and descriptive statistics analyses, TIPES found to have a good validity as well as reliability. In addition, there are statistically significant differences in the norm distribution and scores of TIPES by student's grade, gender, school location, and level of participation in science-related activities. Discussed in the conclusion are the implications of this research for science education research and science teaching and learning practices in the school.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.243-264
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• 2014

The present study examined the effects of science activities motivated through children's songs on young children's science-related attitudes, and understanding of science processing. skills. The subjects of the present study were 40 children aged five, among them 20 children being assigned into an experimental group, and 20 children into a control group. An Hyun-Jeong's(2011). 'The Test of Science-Related Attitudes' and science process skills measurement questions from 'The Science Learning Assessment' by Samarapungavan, Mantzicopoulos, Patrick, and French (2009) were used after adapting them as research tools. The experimental group performed science activities motivated through children's songs 21 times, 3 times a week for 7 weeks; learning children's songs and asking science questions at the first stage, performing science activities at the second stage, and adapting children's songs based on the findings of science activities. The control group performed the learning of children's songs, science activities, and rhythmic activities in the same period. The pre- and post-test data were analyzed as at-test using SPSS program. The study results indicated that science activities motivated through children's songs were effective in improving young children's science-related attitudes and their understanding of science process skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.537-543
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• 2020

In order to cultivate the talents needed in the 4th industrial revolution era, it is necessary to select gifted students and train them systematically. The affective characteristics of the gifted are self-concept, personality, sociality, motivation, morality, attitude and interest, and these are important factors that affect science achievement. In particular, computer scientific attitude is an important variable affecting computer science achievement. This study developed a computer scientific attitude test based on TOSRA developed by Fraser to measure the affective characteristics of information-gifted students. The computer scientific attitude test is composed of 7 areas: social implications of computer science, attitude to computer scientific inquiry, adoption of computer scientific attitudes, adoption of computer scientific attitudes, leisure interest in computer science, career interest in computer science, and normality of computer scientists. The relationship between computer scientific attitude and academic achievement of gifted students was analyzed using the developed test. To determine find out whether computer scientific attitude significantly predicts academic achievement, the results of a regression analysis showed that t = 2.543 and p = 0.025, indicating that the average of computer science attitude significantly predicted academic achievement.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.70-81
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• 2010

The present study aimed to understand high school students' environmental literacy for water and their attitudes toward environment. This study was conducted during the spring of the 2010 academic year with the participation of 123 students from a public international high school located in Seoul. The Environmental Science Literacy for Water test and the Revised New Ecological Paradigm scale were administered, and the data were analyzed by descriptive statistics and content analysis. The high school students in this study put strong emphasis on encouraging others to conserve water resources. This belief, however, was not aligned with self-recognition of their own roles in water supply shortages and other problematic water-use behavior. They also had difficulties in understanding the invisible part of matter transformations in water systems. Nevertheless, they showed favorable attitudes toward environmental conservation. In conclusion, the researchers suggest recognizing our own water problems and narrowing the gap between environmental and scientific knowledge of water and actual attitudes about the environment through curricular incorporation of interdisciplinary environmental science literacy into school science.

• Journal of Science Education
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• v.37 no.3
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• pp.417-433
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• 2013

The purpose of this study was to analyze 'how STEAM activities affect students' science process skills and science-related attitudes'. For more accurate, we have set 31 sixth-grade students from Gyeong-gi Province as an experiment group, and another 31 as a comparative group. We developed a STEAM program based on the educational concepts: Creative Design and Emotional Touch. Through pre-post experiment design, we have introduced TSPS, and Test of Affective Aspects. For TSPS, the comparative group scored higher average grade before the process. After the process, however, the experiment group exceeded the other. The result was considerable enough to verify that the science process skills were bolstered through the STEAM program(p<.05), Similar result was derived regarding the science related attitude. Students in the comparative group originally showed higher degree of interest to science. When the STEAM program was carried out, the standing reversed. The increase in the number of science related attitude indicates the program valid(p<.001). Furthermore, when we asked the students who participated in the experiment how they recognized the STEAM activity, we received positive answers: they consider the program efficient and well suited to the class environment. Conclusively, the STEAM program was proven to be effective for improving science process skills and attitude, and was perceived affirmative.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.103-114
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• 2021

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

• Journal of Science Education
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• v.47 no.1
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• pp.11-23
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• 2023

In this study, we examined the effect of socioscientific issue (SSI) based science lessons on underachieving 9th-grade students. A total of seven lessons centered on two SSIs related to the national science curriculum were developed and implemented during the first semester of 2021. Data were collected from 185 9th-grade students in one middle school in a mid-sized city of South Korea. Among them, 37 were identified as achieving far below the standards (underachieving students hereafter). Quantitative data were collected from pre- and post-tests on basic science content and attitudes and competency measures. To supplement quantitative data, lesson observation notes were recorded, and student interviews with a selected number of students were conducted. The analysis of quantitative data was conducted through the Wilcoxon Signed Rank Test and paired t-tests. Qualitative data were analyzed to find reasons for changing attitudes. The findings showed that the SSI-based lessons were more effective on underachieving students than the others in enhancing basic academic achievement, while there was no significant effect on all in attitudes and competency. Lesson observation data showed that underachieving students were more engaged in SSI-based lessons than before. Student interviews demonstrated several reasons why they were engaged, suggesting the aspects of SSI-based lessons that facilitated underachieving students' learning. Further research topics are suggested.