• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.

• Journal of Science Education
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• v.33 no.1
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• pp.1-11
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• 2009

The purpose of this study was to investigate how the argumentations were affected by the students' characteristics in the small groups. The level of self-concept and science related attitude were examined to the eleventh grade high school students in Daejeon city, and the twelve students were participated for this study. The participants were divided into homogeneous groups and heterogeneous groups. The argumentations under the condition of the interpretations about the experimental results in each small group were recorded by VCR. The recorded data were transcribed, then argumentation levels from transcripts in each small group were analyzed through Mitchell's parameters of argumentation. The results of this study were that the group which had higher level of both self-concept and science related attitudes achieved higher level of argumentation. Therefore, it is necessary for teachers to induce students to ask questions and present activities appropriately in order for those who have low self concept and science related attitudes to participate in argumentation.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.697-707
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• 2004

The 7th curriculum which was administered to high school science courses from 2002 asked for a revel specific curriculum. But those curriculums were not developed. The purpose of this research was to develop a level specific curriculum for high school science courses, apply it to high school science courses, and then investigate the effects of this curriculum through the change in attitude towards science and perception towards level specific curriculum. The results are as follows. 1) The two types of level specific curriculum for high school science course was developed. In the first type, the level specific curriculum instruction was conducted in the same class whereas, instruction was divided in the second one, according to the students' intellectual levels. 2) Result on the perception of the test showed that developed level specific curriculum was ineffective in changing the students' attitude towards science, even though they recognized the importance of the curriculum. This was because the students perceive science as a difficult and uninteresting subject.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.193-200
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• 2005

I conducted a pretest on the students' preference before I incorporated Cooperative learning in five classes of second grade students, at a girl's middle school which is located in Gimje city. After ten weeks of Cooperative school work, the students took a post test with the same questions as the pretest. The result of this method greatly impacted on the change of students' scientific preference. It means that the students showed their positive awareness of and the participation in the science class in comparison with the classes before they were taught this new style of education. However it is difficult to distinguish the differences of their scientific attitude on the recognition about the scientists and the habit which they think scientifically. This resulted from a short period of ten weeks of learning which is not sufficient to carry out the study strategy effectively. Surveys of the students on Cooperative learning indicates that the middle level students prefer this method unlike the higher or lower level. I am convinced that they can learn from the students of higher level and are able to help the lower level with the interaction through Cooperative learning.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.337-345
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• 1998

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

• Journal of Science Education
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• v.34 no.2
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• pp.396-404
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• 2010

This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers' recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.22-31
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• 2002

This research was designed to verify the effects of reading materials about scientists on the attitude toward science and images of scientists. The studies have been conducted for students in the tenth grade science class. In experimental group, students were instructed to read the reading material regarding the role models of five female scientists in class, while a control group were furnished with those of male scientists. Before and after instruction, the pre- and post-test about attitudes toward science and images of scientists were administered. In general, it was found that they successfully cast away the stereotyped images of scientists with the aid of the reading materials. There were significant differences between two groups in gender of a scientist (p = .000). Namely, more students in the experimental group had drawn the pictures of female scientists than those in the control group. In addition, test score in attitude toward science have shown significant differences between pre- and post-test (p < .001). And, the experimental group score is higher than control group (p < .05). Accordingly, this research has verified that the reading materials about scientists, especially of female scientists, can have favorable influence on the attitudes and images of scientists.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.33-42
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• 2007

The purpose of this study is to develop and applicate the computer science teaching-learning program to raise the next newest talented students in IT field. The experiment was conducted to analyze the effects of learners variables such as learning achievement and attitude at K elementary school in Chungcheongbuk-do during 8 weeks and samples were 74 students. The summary of results of this study are as follows : First, significant differences were not observed in part of achievement of learning between comparative group and the experimental group who used computer science program consisted of specific manipulative activities. However, the higher mean score means that teaching-learning based on specific manipulative activities have a positive effect on understanding contents of computer science. Second, it is found that students in experimental group respond more positively about computer science than comparative group.

• 한국노년학
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• v.29 no.3
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• pp.851-865
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• 2009

The purpose of this study is to explore Women University students' supporting awareness, knowledge and attitude toward the elderly. After obtaining the participants' consent form, survey was performed with structured questionnaire about characteristics, supporting awareness, knowledge and attitude toward the elderly. Collected data were analyzed with SPSS 13.0 program, which was used for frequency, percentage, mean, standard deviation, t-test, ANOVA and Pearson correlation coefficients. The result of this study were as follows. 1) Supporting awareness of participants was 115.50±13.19. Participants' knowledge was 10.21±2.90 and attitude was 84.19±12.19. 2) More knowledge and more positive attitude toward elderly were significant related to higher supporting awareness. 3) Supporting awareness of participants was significantly different by religion, monthly pocket money, religious service, supporting parents in the future, living with parents-in-law, though of ideal support system, father-grandmother(paternal) relationship, mother-grandfather(paternal) relationship, mother-grandmother(paternal) relationship and mother-grandfather(maternal). The finding of this study gives useful information for developing an educational management program for women.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.