• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.54.2-54.2
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• 2021

지구과학 분야에서 가장 어렵게 느껴지는 내용인 천문분야는 다른 과학 분야와 달리 탐구 대상이 천체들이 먼거리에 있고, 쉽게 관측하기 어려우며, 실험실에서 동일실험과 반복 실험이 불가능하여, 추상적이고 직접 관측하기 어려운 개념에 관한 연구들이 많다. 따라서 이 연구에서는 레이저 커팅기를 사용해 지구과학교과 중 별자리를 구성하는 별들의 상대적 거리를 수학적으로 계산하는 과정과 고등학교 물리교과 중 LED 광원의 원리를 알고 LED 모듈을 제작하여 최종적으로 아름답고 과학적으로 가치가 있는 입체 별자리 교구를 제작하는 형태의 STEAM 교육 프로그램을 개발하고 시범학교 적용을 하였다. 이에 지능정보화 사회에 발맞춰 천문학 지식을 창의 교육의 형태로 교육하는 새로운 교육법을 실현한 연구결과들을 발표하고자 한다. 또한 개발한 프로그램의 효과성을 검증하기 위해 STEAM 관련 태도 검사와 논리적 사고력 검사 및 만족도 검사를 실시하였다. 연구결과 개발된 프로그램이 STEAM 태도 검사와 논리적 사고력에 효과가 있는 것으로 나타났으며, 천문수업에 대한 학생들의 인식은 긍정적이었다. 따라서 후속 연구에서는 다양한 학년 및 위계에 맞는 프로그램의 개발과 다양한 지역 등의 현장 적용을 통한 연구가 진행되어야 할 것으로 판단된다.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.299-308
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• 2002

While the 7th national education curriculum is gradually proceeding, science education tries various teaching-learning method for integration in science education. The first purpose of this study is to investigate Earth Systems Education(ESE), which is approaching method to integrate science education, especially in its focus on planet Earth. Also, the second purpose is to know what the reactions of students are obtained after 'The Global Climate Game' in ESE active learning program is applied to the field. The results of this study are as follows; ESE is to propose the integrated approaching method of searching for natures and ESE teaching-learning method is to try to overcome fixed conventional teaching-learning method focus on the text book, and practical application of ESE teaching-learning method is that we can develope the student-emphasized instructional program through the discussional cooperation-teaming models, role-play instructional models. In this study, 'The Global Climate Game' found that was suitable of understanding about relating of atmosphere, hydrosphere, lithosphere and biosphere composing Earth System. Reaction of most students for ESE was showed a positive change of aspect affective region and ESE active learning program is more efficient to improve schoolwork achivement and students positive attitude toward science subject than conventional teaching-learning method. Thus if ESE active learning program is applied for a long time, the general positive attitude of students concerning science will be increased, and then the students is expected to extend the ability of application of science in their life.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.745-770
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• 2013

In the knowledge-based society today, most knowledge is the integrated one which is difficult to be classified into subjects rather than the knowledge of a single subject. Thus, integrated thinking, which integrated knowledge is preferentially acquired first and then can be also associated with imagination and artistic sensitivity, is simultaneously required in order that we have a problem-solving capability in our daily life. STEAM education(science, technology, engineering, arts and mathematics) is one of the educational methods to improve this problem-solving capability as well as integrated thinking. This research developed materials for STEAM education which can be applied to the 6th grade curriculum of elementary school mathematics, then input it, and analyzed how it impacts with students' attitudes toward mathematics. Unit 3 'Prism' and Pyramid' were restructured and replaced by classes such as 'Spaghetti Project' or 'Paper Craft'. Unit 4 'Several Solid Figure' was taught as a class of 'EDUCUBE'. Unit 6 'Proportional Graph' was taught as a class of 'Creating my own bracelet'. After having this class, we found that mathematics class applied STEAM also has a positive effect on the mathematical attitude of students. Many students said that math is fun and gets more interesting after having math class applied STEAM and we come to know that they have positive awareness of mathematics.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.251-259
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• 2006

The purpose of this study is to help 10th grade students learn their science course more efficiently through an Earth System Education (ESE). ESE may contribute in the right view of nature and human by mitigating interdisciplinary in science and accomplishing harmonious tuition-studying. In this study, subject in 'Volcano explosion and Global climate change' is chosen by the ESE program and corrects are made so that it becomes suitable in 'Science' subject of the 7th curriculum and supplements this and inspects the application possibility. As a result of the analysis, the experimental group showed a positive change in almost all area; whereas, the control group was so only in cognition of science (p=0.003), interest toward science (p<0.001), attitude about science (p<0.001), etc. Experiment group in which ESE programs were applied shown higher accomplishment drawing in study accomplishment degree than the control group, which progress traditional class (p=0.038). Students from the experimental group were active, serious in attitude, self-directed in their studies during class. We can expect that the application of ESE programs has a good effect on scientific interest, curiosity enhancement of students, scientific talent and right view of nature height in science subjects on the basis of these result.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

• Journal of Science Education
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• v.40 no.2
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• pp.131-143
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• 2016

This research was conducted to investigate the effects under which learner-generated pictorial representation introduced in summary stage of lesson serve as an instructional strategy improving academic achievement and scientific attitude. The subjects of this study were 152 students (experimental group: 38 boys and 39 girls, control group: 36 boys and 39 girls). Using the learner-generated pictorial representation were applied to experimental group, whereas summarizing the lesson in writing to control group. The results of this study were as follows: First, there was no significant difference between the two groups in the post achievement results. But, a statistically significant difference on a delayed post-test of academic achievement was found between experimental and control groups. Second, there was no significant difference between boys and girls in the post achievement test. But a significantly positive effects on the academic achievement was found in boys of experimental group. Third, experimental group scored higher than the control group in all sub-domains of the scientific attitude; curiosity, openness, criticism, cooperativity, willingness, perseverance. Findings suggest the descriptive drawing is a viable way for elementary students to understand scientific concepts and to improve scientific attitude.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.463-477
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• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.2
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• pp.217-226
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• 2021

Since Covid-19, many educational institutions no longer view online learning as an additional material, but use it as their main learning tool. In this study, we tried to summarize the definition of smart learning and examined how smart learning math classes affect academic achievement, mathematical interest, and attitudes. We manipulate groups that conducted smart learning and groups that conducted face-to-face learning, and compare academic performance, mathematical interest, and attitudes after six weeks of learning. As a result, we found that the smart learning group had a large values in all three factors compared to the face-to-face learning group. We also found moderating effect. Students with lower grades largely improved their academic achievement scores as the difference in attitude changes through smart learning compared to those with higher grades.