• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.186-192
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• 2007

In this study, the effects of concept mapping on the preservice elementary teachers' achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers' learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitudetreatment interaction between students' learning approach and the concept mapping strategy was found.

• Journal of the Korean Chemical Society
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• v.43 no.2
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• pp.213-224
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• 1999

Preconceptions of middle school students related to chemical change the students are surveyed. The students are divided into experimental group that are learned by concept change theory teaching model, and control group that are learned by traditional teaching method based on science textbooks. After the planned classes, the tendencies of concept change of the two groups according to students learning motivations are analyzed. New teaching methods, which based on concept change learning model and students learning motivations, developed by this research. And the effects of the new teaching method are testified. As a result, it is proved that most of the students have a lot of preconceptions, and persist the wrong conceptions after the classes. This tendency is same in the control group and in the experimental group.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.323-340
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• 2016

The purpose of this study is to investigate the effect of observing material on the phase change of moon considering the orbits of earth and moon for elementary school students. For this study, the material which shows the orbit of moon tilted at $5^{\circ}$ with the orbit of earth is developed. 110 6th grade students in an elementary school are sampled. They are divided into the experimental group and the control group. The lessons using the material developed in this study are implemented to the experimental group, and the lessons using the material proposed in ordinary textbook are implemented to the control group. The pre, post, delayed concept tests on the phase change of moon are administered to the students of the experimental group and the control group, and semi-structured interviews are conducted for each concept level. According to students' responses, the concept levels are divided into 'Phase recognition', 'Space viewpoint', 'Earth viewpoint', and 'No recognition'. The experimental group and the control group are homogeneous in the pre-test. The result of this study shows that the experimental group gains significantly more scores than the control group in the post and delayed tests. Also, in the post and delayed tests, more students of the experimental group are in the highest level 'Phase recognition' than the control group. Finally, students of the experimental group who were in the 'Phase recognition' and 'Space viewpoint' explain more scientifically than the students of the control group. Therefore the results of this study show that the observing material on the phase change of moon considering the orbits of earth and moon is effective.