• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.917-928
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• 2012

The purpose of this study is to survey and compare of the science gifted and the mathematics gifted students at elementary school's 171 students who live in the Seoul city, using Attitude Assessment Tool and Learning Motivation in Science. The analytical results of the collected data are presented as follow; Firstly, there was no difference between science gifted and mathematics gifted in the attitude, value, social meaning, and attitude toward science subject and learners mostly have a positive attitude toward science but, there was difference in the preference of the science gifted and mathematics gifted. Science gifted's preference toward science subject is higher than mathematics gifted students. Secondly, there was no difference in the attention, self-efficacy, and contentment in learning motivation in the science but, there was difference between science gifted and mathematics gifted in the relevance.

• Journal of Science Education
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• v.44 no.1
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• pp.74-83
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• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.59-75
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• 2001

While previous studies have recognized and have researched the resistance of students' scientific conception to change and the difficulty of the change of a conception's status, few have investigated the idea of conceptual ecology as a context of conceptual change learning, including the role that affective and motivational aspects might play when students are exposed to conceptual change learning, The present study was conducted to describe in detail high school students' views about learning and knowing science by summarizing of students' conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Three students from a public high school for boys serve as cases representative of students' views about learning and knowing science. Students' enthusiasm to pursue science was closely connected to their views about learning and knowing science. Students' views about learning and knowing science are influenced by their views regarding science and science class including the nature of knowledge, learning, and their epistemological commitments, They influence students' self-efficacy and motivation on learning science.

• Journal of Science Education
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• v.40 no.2
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• pp.103-115
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• 2016

This study was conducted to examine the effect of elementary science class using game on scientific learning motivation and academic achievement of elementary students. Two third grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using game. General class according to teacher manual was implemented for the comparison group. Elementary science class applying game was conducted for 11 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with game was effective in improving scientific learning motivation. Second, elementary science class with game had significant effect on improvement of academic achievement. The study results showed that elementary science class with game was effective for scientific learning motivation and academic achievement of elementary students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.437-442
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• 2023

The purpose of this study is to verify the effect of gamification-based classes on the learning motivation and learning immersion of junior college students and to explore the meaning. This study was conducted on 80 students from two departments as part of the teaching and learning community activities supported by the D University Teaching and Learning Development Center in Busan. The research problem of this study is, first, does gamification-based classes affect the strengthening of learning motivation of junior college students? Second, does gamification-based classes affect the learning immersion of junior college students?. As a result of conducting a survey before and after the application of gamification-based classes and examining the effectiveness, gamification-based classes showed statistically significant changes in all categories of learners' learning motivation, learning immersion. Through this, it can be seen that gamification-based classes are valuable as teaching and learning methods suitable for improving the learning motivation and learning immersion of junior college students.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.527-545
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• 2008

This paper suggested a 4E&E Learning Cycle Model using learning motivation for students in science education. The model has been developed on the basis of motivational and instructional design. The 4E&E Learning Cycle Model has four phases such as engage, explore, explain and expand, and two subsidiary phases such as evaluate, and feedback provided with at each phase. The model has gone a process of instruction with learning effects evaluation and providing feedback in science classroom, which facilitate to increase the effectiveness of learning activities. Especially, the 4E&E Learning Cycle Model using motivational learning strategies makes the learners be attractive to and immersed in instruction. This model has potentials in educating students in science education.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.174-183
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• 2019

The purpose of this study was to investigate the effects of situation-based class using digital storytelling on elementary school students' science class motivation and scientific attitude for 50 fifth graders in B elementary school in P metropolitan city. In order to conduct this study, 25 students in 5th grade were selected as research group and 25 students in another class as comparative group, and the research group conducted situation-based classes using 8-hour digital storytelling. The comparative group received 8 classes of general science classes by curriculum. The results of this study are as follows. First, the situation-based class using digital-storytelling has a statistically significant effect on elementary school students' science learning motivation. Second, situation-based class using digital-storytelling has a statistically significant effect on the scientific attitudes of elementary school students. It is thought that the situation-based class through digital-storytelling has a positive effect on the exploration of science principles through students' daily experiences.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.95-117
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• 2009

This study investigated the relationships of the self-regulated learning strategies used in both science and English classes and motivation to academic performance of science-gifted high school students. Participants of this study were 144 freshmen of Korea Science Academy It was found out that the use of self-regulation learning strategies and motivation exerts differential influence on the academic performance of science-gifted students, depending on the subjects they study. Results showed that they used more vigorously in science class those self-regulated strategies which consist of cognition, metacognition, and resource management strategies than in English class. In addition, their motivation level in science class was significantly higher than that in English class. Self-regulated strategies did not explain any variance in physics GPA. Task value among the motivation variables accounted for 2 percent of variance in physics GPA. Metacognition and time and study environment variables explained 8 percent and 15 percent of variance in English GPA, respectively. Self-efficacy in motivation accounted for 30 percent of variance in English GPA, These results were discussed in the light of instruction for science-gifted high students.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.225-234
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• 2010

To investigate the role of positive emotion in education, we have reviewed the previous studies on positive emotion, learning and motivation. In the present study, we examined the definition of positive emotion, and influences of positive emotion on cognition, creativity, social relationship, psychological resource such as life satisfaction, and interactive relationship among positive emotion, motivation and learning. To investigate the role of positive emotion on motivation and learning more scientifically, we examined the recent results of neuroscience. In other words, we have reviewed diverse research on positive emotion, learning and motivation based on brain-based learning. We also examined the research of autonomy-supportive environment as the specific example of improving positive emotion. As one of the most effective methods for emotional education, we discussed brain-based learning, the new research field. As the future prospects, we discussed the implications, possibilities and limitations of brain-based learning.