• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.132-141
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• 2022

The purpose of this study is to investigate the effect of science classes using elementary school distance science classes on science academic achievement and creative personality. The research group and non-research group were selected for 6th grade elementary school students. After 10 weeks of experimental treatment, science classes were conducted with the contents of the elementary school science section, 'Changes of the seasons'. In the three domains of 'knowledge', 'inquiry', and 'attitude', which are sub-domains of science academic achievement, as a result of the pre-post test, there was a positive effect in 'inquiry' and 'attitude', which are sub-domains of science academic achievement. However, it was found that there was no positive effect in 'knowledge', a sub-domain of academic achievement. However, it was found that there was a positive effect in the overall test result of academic achievement. Therefore, it is interpreted that science classes using elementary school distance science classes had an effect on academic achievement. There was a significant effect in the sub-domains of the creative personality test, 'persistence/obsession', 'self-confidence', 'humor', 'imagination', 'openness', 'adventure', and 'independence'. However, it was found that there was no effect in the sub-domain 'curiosity'. The overall test results of the creative personality test showed a significant effect. Therefore, it is interpreted that science classes using elementary school distance science classes are effective in cultivating creative personality. Students' perceptions of science classes using elementary school distance science classes also showed positive responses.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.287-295
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• 2002

In this study, the effects of a self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assess-ment tool developed for this study was applied to. The experimental group was further divided into two groups for imple-ment of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. The results of this study were as follows. There were significant differences between the experimental group and control group in under-standing of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment groups. From the above results, it was acknowledged thet self-assessment applied to the middle school science class showed considerably positive influences on the improvements of the understanding of scientific concepts and science-related attitudes.

• Journal of Science Education
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• v.46 no.3
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• pp.312-325
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• 2022

This study aims to provide a science history content system necessary in the course design process of liberal arts subjects, along with the application of flip learning in liberal arts science classes for humanities and social sciences students. For the research, we analyzed the current state of the liberal arts and history of science classes at universities. Then we developed the 'Understanding the History of Science' subject by applying the flip learning method through the analysis of various previous studies. As the goal of science history lectures that can reach the essential purposes of science liberal arts education, including knowledge acquisition and strengthening various competencies, scientific attitude cultivation was set, and the content system of week 15 was designed to consider this. The four topics corresponding to the "History of Science" part of the "Understanding Science History" content system consisted of flipped learning classes and teaching and learning activities, including online video materials and group discussion activities. As a result of opening courses for students in the humanities and social sciences and operating classes for 56 college students, it was confirmed that students' interest and awareness of science increased. This study provides educational evidence for science history and liberal arts education.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of Science Education
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• v.38 no.3
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• pp.471-489
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• 2014

This study was to investigate the changes of attitudes related to science of students in high school science club through modified the creative-experience activity model program. To begin with, using the creative-experience activity model program the programs adapted to the school practices have been developed through consultation of the teachers. The developed program was performed on students in the high school science club. Then we studied the changes of attitudes related to science of students through their outcomes of the activities and face-to-face talk. The change of attitudes related to science of students is positive, especially problem-solving, curiosity, a sense of responsibility, interests toward science, interests toward science related careers, and leisure interest in science. Interest for science as hobby were influenced by used tools like telescopes and experimental tools. Interest for science class were not effective to change to positive by creative experience activity. It seems to be due to creative experience activity were not connected with science class. The program to participate in the activities was more effective than to observe with visit for the change of the attitude related to science. Also, the programs with activities contained scientific knowledge were more effective.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also 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 surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that 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 the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the 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.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• 한국지구과학회:학술대회논문집
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• 2002.02a
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• pp.24-24
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• 2002

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.24-24
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• 2004