• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.387-397
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• 2002

Understanding the surrounding plants (SP) by the high school students was compared with their abilities of intelligence (SI) and attitude (SA) in science education. 276 students attending 11 grade high school in the city of Incheon selected for this work were tested for SP and their abilities of SI and SA. The rates of SP were observed to be not related to the personal properties of student but to the abilities of total or science achievement scores made throughout school life. The abilities of SP were, by linear regression, calculated to be dependent upon the some components or variables of SI or of SA. Particularly, the abilities of SP were closely related to the abilities of picture matrix and vocabulary, but not to those of scientific logics among variables of SI. Also, the abilities of SP were calculated to be positively related those of scientific attitude, but negatively to science anxiety in SA. As based on this work, the SP was strongly suggested to be helpful for students 'intelligences or for students' learning in their life.

• Proceedings of the Korean Environmental Sciences Society Conference
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• 2007.05a
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• pp.548-553
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• 2007

중학교 '환경'교과교육을 실시하고 있는 학생과 실시하고 있지 않은 학생을 환경에 대한 지식, 태도, 실천의 세 가지 측면에서 비교한 결과를 요약하면 다음과 같다. 환경에 관한 지식도와 태도면에는 실시군이 비실시군보다 평균점수가 높았으며 이것은 통계학적으로도 유의한 차이를 보였다(p<0.05). 한편 두 집단의 환경에 관한 실천도의 경우 실시군과 비실시군간에 차이를 보이지 않았다. 환경교과교육 실시군과 비실시군 간의 지식도를 영역별로 찾아본 결과, 재활용 및 분리수거와 환경보전 요인에서 실시군이 평균점수가 높았으며 통계학적으로 유의한 차이를 보였다. 환경에 관한 태도의 경우 환경오염과 재활용 및 분리수거 요인에서 실시군이 비실시군보다 평균점수가 높았으며 통계학적으로 유의한 차이를 보였다. 환경에 관한 실천도의 경우 영역별로 두 군을 비교한 결과, 모든 요인의 평균 차이가 통계적으로 유의하지 않는 결과를 보였다.

• Journal of Science Education
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• v.32 no.1
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• pp.19-32
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• 2008

The purpose of this study was to identify the influence of using the concept cartoons about middle school students' science attitude in the lessons on water cycle unit. For the purpose, they were developed to the learning program with concept cartoon and the instrument for the science attitude which has four categories; attitudes about science, attitudes about science subject, learning motives for science subject, and scientific attitudes. The research method was designed to quasi-experimental design. The concept cartoon was provided to the experimental group during nine lessons. Before and after the lessons in all two groups, the pre-post tests with the instrument were performed. The results from twice t-tests were shown that the domain of learning motives for science subject was only improved. From these, it were indicated that the concept cartoon was not effective all areas in science attitude, therefore the use in science lessons need to be restricted within narrow purpose.

• 대한공업교육학회지
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• v.39 no.1
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• pp.247-261
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• 2014

Education about invention in elementary schools has thus far be conducted mostly through special activities and talented activities rather than through normal curricula. However, with the implementation of the 2007 amended curricula, invention education was reflected as a normal subject unit in the practical subject (technology and home economics) curricula, thereby laying groundwork for invention education being able to be provided through normal subject classes. Thus, at the time when invention education has been reflected as a normal subject unit, it is meaningful to research the effects of elementary school students' experience in invention education on their invention attitudes. This study sought to research the effects of elementary school students' experience or non-experience in invention education on their invention attitudes, targeting those in regional talent private schools who did not take invention talent classes, those who received invention education, and those who did not receive invention education at all. The conclusion of this study is outlined as follows. First, students' experience in invention education proved to be positive in boosting their invention attitude, and continued invention education experience like with students in regional talent invention schools significantly boosted their invention attitudes. Second, considering that students' actual experience in invention education had positive effects on their invention attitudes, the reflection of invention education in the amended curricula was found to be very desirable in improving elementary students' attitudes about invention. Third, according to gender, male students' invention attitude level was found to be higher than that of female students, suggesting that male students more worked on computers, electronic (smart) devices and machines in daily life, leading them to further develop invention attitudes.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.338-349
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• 2016

Satisfaction of learners is not high about courses based NCS(National Competency Standards) of specialized colleges as a result of this study. The satisfaction of learners through the result of the study about the courses based NCS appears above the average as 3.44 compared 5.0 scale of Likert and the difference of satisfaction of learners between courses based NCS and general courses exists in the specialized colleges. The satisfaction of learners of the three majors compared the total 23 majors are high and they occupies 13.0%. This means that the courses based NCS should need the method in order to increase the satisfaction of learners. But in case of D college, learners of courses based NCS at the fourteen majors of the total 23 majors have their more positive attitude for their learning compared with the attitude of general courses.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.81-89
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• 2010

The purpose of this research is to verify the influence of STEM integrate education using educational robots on improvement of the level of attitude towards Mathematics. The following hypothesis was formulated in order to achieve this purpose: There will be a meaningful difference in the level of attitude towards Mathematics between elementary school students educated by STEM integrated education with robots and by the traditional method of teaching Mathematics. To prove this hypothesis, 56 of first grade students were tested under the nonequivalent control group in the pretest-posttest designs. As a result of the study, it is showed that STEM integrated education has a positive effect on promoting the level of elementary school students' attitude towards Mathematics. Therefore, we need the instructional activities which can combine the knowledge gained from a variety of curriculum with activities by using educational robots.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• Korean Institute of Interior Design Journal
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• no.19
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• pp.160-165
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• 1999

이 연구의 목적은 실내디자인 학생들간에 나타나는 CAD에 대한 태도, 적성과 그들의 성격 유형간의 관련성을 알아보고 이들 성향이 CAD 교수법에 미치는 영향을 조사하기 위한 것이다. 연구방법은 설문조사, 성격 유형 검사, CAD 성적, 그리고 교과목 성적을 통한 통계분석으로 이루어졌으며, 실험은 실내디자인 전공 3학년 학생 56명을 대상으로 실시되었다. 실험 실시 환경은 CAD가 디자인 도구로 쓰여지는 실내 디자인 실기 수업으로 구성되었으며, 정확한 실험 결과 분석을 위해 CAD 숙련도 성적과 종합 교과목 성적이 분리. 채점되었다. 연구 결과 학생들의 성격 유형은 의향형, 직관형, 느낌형, 및 판단형(ENEJ)을 선호하는 것으로 나타났다. 이는 실험에 참여할 실내디자인 전공 학생들이 직관에 의해 사물을 인지하고, 문제 해결을 하는데 있어 감성에 의지하며, 체계적이고 조직적인 판단력을 가지고 있음을 의미한다. CAD에 대한 태도와 성격유형의 관계에서는 CAD가 유용하다고 생각한 학생들이 느낌형에 강한 선호도를 보였으며, CAD 적성과 성격 유형의 관계에서는 CAD 숙련도 성적이 높은 학생이 판단형에 강한 선호도를 나타내었다. 또한, CAD 성적이 뛰어난 학생이 종합 교과목 성적도 좋은 것으로 나타났다. 이는 CAD 숙련도의 차이가 학생들의 전반적 디자인 능력에도 영향을 끼칠 수 있음을 시사한다. 결론적으로, 이 연구 결과는 학생들의 성격과 학습인지 성향이 컴퓨터 교육의 효율성에 영향을 미친다는 기존의 타 분야에서의 연구결과가 실내디자인 분야에도 타당성을 지님을 증명해주었으며, 실내디자인 수업에 있어 컴퓨터 관련 교과목의 교수법이 실내디자인 학생들의 성격 유형을 바탕으로 개발이 될 때 그 활용 효과를 극대화 할 수 있음을 제시하고 있다.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.21-41
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• 2021

Despite the necessity and significance of mathematical competencies in the 2015 revised mathematics curriculum, there has been lack of studies analyzing textbooks in which such competencies are intended in detail through various tasks. Given this background, this paper analyzed how mathematical competencies and their sub-elements have been represented in the mathematics textbooks for third and fourth grade. The findings of this study showed that 'communication' was the most prevalent mathematical competence, followed by 'reasoning', 'creativity and integration', 'information processing', 'attitude and practice', and 'problem solving' in order. This study also explored the characteristics of mathematical competencies in the textbooks by analyzing which sub-elements per competence were popular. With illustrative examples, this paper is expected to provide for textbook developers with implications on how to represent mathematical competencies throughout the textbooks.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.