• 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 the Korea Contents Association
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• v.10 no.5
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• pp.379-386
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• 2010

The purpose of this study was to exam the effect of the leisure lecture on the class participants' leisure attitude. To achieve the purpose, a experiment method was performed. The167 subjects for this experiment were extracted from two leisure lectures of a university located in north Chungcheong province. With those subjects, a leisure lecture was operated for two hours in a week for fifteen weeks. To collect data, Ragheb & Beard[22]'s LAS(Leisure Attitude Scale) was used. The scale was used twice for the subjects. The first was tested at the beginning of first lecture and the second was at the last lecture. The collected data was analyzed with paired t-test by SPSS 12.0 program for Windows. The results proved that the leisure lecture affected on the subjects' all four sub-factors(cognitive, affective, intent, behavioral) of leisure attitude. Furthermore, the effect of the lecture was different by sex and grade.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.157-177
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• 2008

This paper provides a description of the process in development of textbook unit on measuring length for second grade in elementary school according to action research methodology. The teaching unit development has been done based on the new national mathematics curriculum released in 2006. Mathematical communication and positive attitude toward mathematics are highly emphasized in the new curriculum. These new foci have been analysed through literature review and interviews with two incumbent teachers to be respected in the unit in an appropriate way. Three stages of development with different ways of organizing contents and different problem contexts were reported in the paper.

• Journal of the Korean earth science society
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• v.38 no.6
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• pp.438-447
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• 2017

The purpose of this study was to investigate the effect of specialized thematic science club activities on the students' scientific attitudes. The subjects of this study were ninety students from two high schools in Korea. The study group consisted of forty experimental groups and forty six science clubs with no special topics. The mean, standard deviation, t-value, and significance were compared with the corresponding sample t-test. First, specialized thematic science club activities showed positive effects on students' scientific attitude. Although the average scores of the scientific attitudes of the experiment group and the control group were improved before the operation of the club, the increase of the experimental group which operated the specialized topic was larger than that of the control group and there was a statistically significant difference. In the analysis of sub-elements of scientific attitude, the increase of the experimental group was larger than that of the control group. There were no statistically significant results in the control group, but the experimental group showed significant differences in openness, creativity, and cooperativeness among the subordinate factors of scientific attitude. Second, to investigate the effects of the specialized thematic science club activities on the scientific attitude in school, family, and social situations solving the problems of daily life as well as solving the science problems, there was no significant difference within the group, but there was a statistically significant difference between the experimental group with the specialized topic and the home and school situation. This result indicated that the scientific attitudes required to solve problems in the home and school have improved positively.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.21-42
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• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.81-97
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• 2007

This study investigated the Present status of laboratories for experiment and practice, and analyzed teachers' recognitions on experiment and practice for Home Economics area of a Technology and Home Economics curriculum according to majors of teachers. Questionnaires were mailed to middle school teachers who taught home economics part and they answered on the web. 220 replies were used for the final analysis. The findings were as follows: First, the facilities and teaching equipments of laboratories for home economics area were inferior, especially, for clothing and textiles part and housing part. Second, teachers recognized necessity to conduct experiment and practice highly. Food life part scored the highest, while housing part scored the lowest. Teachers who majored in home economics recognized more necessities of experiment and practice than teachers who didn't majored in home economics. Third, they recognized level of experiment and practice to be suitable to students, but 'maintenance and repair of housing' section was relatively less suitable than other sections. Fourth, 'making clothes and recycling' section was recognized to have the least suitability in quantities and hours of experiment and practice lesson, because of too much contents and lack of lesson hours. Fifth, teachers recognized that students were more interested in 'the basis of food preparation and practice' section, but they are less interested in 'maintenance and repair of housing' section. Sixth, teachers recognized that contents of experiment and practice were very useful to the real life. 'The basis of food preparation and practice' section was the most useful, while 'maintenance and repair of housing' section was the least useful. Seventh, experiment and practice lessons for food life part were put in practice very well, followed by the order of clothing and textiles part and housing part. Teachers who majored in home economics usually took more experiment and practice lessons than teachers who didn't major in home economics.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.525-534
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• 2019

The purpose of this study is to investigate the influences of Science Core schools on students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science core schools. In-depth interviews with teachers were conducted to explore the factors that led to the effectiveness of science core schools in improving the student's PES in light of operational characteristics of science core schools as leading schools, characteristic factors of science core schools on students PES, and improvement plans and requirements of science core schools as leading schools, as well as implications for general high schools. In the case of science core schools, the teacher's enthusiasm for science teaching encouraged students' participation in science classes, promoted students' interest in science other than science-core classes, improved students' inquiry and research skills, increased students' competencies such as communications and collaboration by improving science instructions, and affected career search and exploration based on interests in science experiences. Based on the results, ways to spread the characteristics of science core schools to general schools' curriculum implementation are suggested including providing opportunities to experience the value of science study, to experience science and engineering careers through senior students, to participate in team projects and self-regulated science inquires, and so on.