• Journal of Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1263-1272
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• 2013

The purpose of this study was to analyze the effects of CoRT thinking skills training on young children's creativity and nature-friendly attitude. The subject of this study were 50 young children who attended kindergartens in Busan. The experimental group participated in CoRT thinking skills training while the comparison group participated in the typical activities according to the monthly plan of the kindergarten curriculum. The instrument used to evaluate the creativity and nature-friendly attitude of the young children were TTCT and nature-friendly attitude test. Data were analyzed by ANCOVA. Result showed that there were significant differences between the experimental group and the comparison group in post-test scores. The results suggested that the CoRT thinking skills training would be more effective to develop young children's creativity and nature-friendly attitude than typical activities according to the monthly plan of the kindergarten curriculum.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.277-286
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• 2015

The purpose of this study is to analyze the effects of creativity instruction activities on academic motivation and career maturity of university students and the relationship between these factors. The subjects of this study were university students who took creativity liberal arts based on NFTM-TRIZ creativity education model for a term. The research scales were the self-efficacy scale and failure tolerance scale of academic motivation tests and the Career Maturity Inventory Attitude Scale. The results of this study were as follows : First, creativity instruction activities had a positive influence on academic motivation and career maturity. Especially the effects on self control efficacy, task preference level, career decisiveness and compromise showed significantly(p<.01). Secondly, academic motivation showed positive relationship with career maturity(p<.05).

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.115-132
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• 2003

The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades, ‘chapter 8: Making with recycled materials’ was proceeded as the content. Then. tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. Following the analysis of the data collected in this study. the following major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children´s attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second. the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children´s fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.291-301
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• 2019

The purpose of this study is to develop HTE-STEAM program using natural disasters for high school students and to verify their attitude and satisfaction with STEAM. We developed the HTE-STEAM program utilizing natural disasters and tested the effectiveness of 243 students from G High School and N High School. For data analysis, a single group pretest and post response t-test were conducted to verify the effects on attitudes and satisfaction with STEAM. The research results are as follows. First, we developed STEAM education programs for high school students by selecting the topic of "natural disasters" in the area of earth science and flying drones as lifesaving drones. The six-hour program was designed to give students the experience to solve problems by applying essential knowledge related to natural disasters and drones, and what they learned in other situations. Second, there was a significant statistical test result in the t-test of the corresponding sample by the difference between the pre and post score of the STEAM attitude test (p <.05). The drone-based HTE-STEAM program had a significant improvement in the overall attitude toward STEAM education, which consists of seven subfactors. Third, in the HTE-STEAM satisfaction test, the average value of the lower job offer was 3.64 ~ 3.76, which showed a positive response overall. It is judged that the students' satisfaction is improved through the students' understanding of the problem situation and the design of creative convergence and production process.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.697-709
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• 2015

This paper aims at shaping remote observatory system environment for schools, developing astronomical observation program using that system and applying it to science-gifted elementary students in order to figure out effects on their scientific investigation ability and attitude. in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students, test was conducted on gifted students class of 5th grade in A Elementary School(15) and those of 5th grade in B Elementary School(20). The summary of this paper's results are as follows. First, in order to compose remote observatory system, an astronomical telescope available for remote control to transfer actual observed images in real-time was manufactured. Second, learning program for using remote observatory system wad developed by selecting contents through analysis of the curriculum. Third, in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students. As a result, both of basic investigation ability and integrated investigation abilit, sub-elements of scientific investigation ability, showed significant differences and scientific investigation ability combining basic and integrated investigation abilities showed significant differences as well. Effects of astronomical observation program applying remote observatory also showed significant differences and its sub-elements, openness, collaboration, patience and creativeness did not show significant differences while curiosity, critics and volunteering showed significant differences.

• 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.

• 대한공업교육학회지
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• v.36 no.2
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• pp.47-64
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• 2011

The purpose of this study was to verify the effects of the technology-based STEAM education on attitude toward technology of middle school students. The following hypothesis was stated for the purpose of the study. There is no significant differences of attitude toward technology of middle school students before and after applied the technology-based STEAM education in sub-elements (1) interest in the technology, (2) technology's gender role, (3) technology's importance and influence, (4) accessibility to technology, (5) technology and school curriculum, (6) technology-related career, and (7) technology and creative activity. One-Group Pretest-Posttest Design was applied to 'After-school' activities of ${\bigcirc}{\bigcirc}$ middle school for this experimental research. The data were collected and interpreted statistically by paired samples t-test using SPSS(ver. 15) at the .05 level of significance. The results of the study were as follow: First, the technology-based STEAM education was effective in raising technological attitude of middle school students. Second, the technology-based STEAM education was effective in enhancing attitude of middle school students on interest in technology, technology's gender role, technology's importance and influence, technology and school curriculum, and creative activity. Third, the technology-based STEAM education was not effective in improving attitude on accessibility to technology and aspiration to technology-related occupation of middle school students.