• 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 Science Education
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• v.42 no.2
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• pp.106-119
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• 2018

The purposes of this study were to develop a learner activity-centered science class program, apply it to the fourth-grade elementary students, and analyze its effects on their attitude towards science, academic achievement, and concept sustainability. To this end, the content of the fourth-grade elementary subject related to 'volcanoes and earthquakes' was reorganized through 12 periods, and the class was divided into two groups. Then, general science class was applied to the comparative group, and the learner activity-centered science class program including writing, making, and expressing was applied to the experimental group. In order to compare the two groups regarding attitude towards science, academic achievement, and concept sustainability before and after the application, mind map data was collected and analyzed based on mind map grading criteria. As a result of the post-test, the two groups showed statistically significant differences in all the sub-factors of attitude towards science, that is, recognition, ability, value, and interest sustainability, especially in interest sustainability. As for academic achievement, as a result of the post-achievement test, the experimental group had higher average scores than the comparative group, and it also showed improved scores compared to the pre-achievement test results. In addition, as a result of the post-achievement test, both the two groups showed statistically significant results. In the concept sustainability test after the post-achievement test, the experimental group had higher average scores than the comparative group in the areas of center circle, branches, and expression, which were the evaluation criteria for the mind map analysis, and the two groups showed statistically significant differences in the areas of center circle and expression, except for branches. In conclusion, learner activity-centered science class turned out to be effective on students' attitude towards science, academic achievement, and concept sustainability. If the learner activity-centered science class program is actively introduced and used in actual educational sites, it is expected to contribute to improving related classes.

• Journal of Korean Academy of Nursing
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• v.4 no.3
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• pp.57-62
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• 1974

This study was made to assess the possibility of predicting the nurses efficiency after graduation in college through their entrance examination and general attitude test results and their academic records. It was observed that generally nurses with the highest academic records were the most efficient in their work after graduation while those with high general aptitude test results came next although their college entrance examination results were comparatively low. Therefore it could be deduced from this study that college entrance examination results alone could not be depended upon in predicting the nurse's working efficiency after bet graduation.

• Journal of Korean Academy of Nursing
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• v.35 no.1
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.509-516
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• 2009

As the necessity of cyber education is being raised up recently, Cyber Home Learning System(CHLS) is increasingly adopted at all school levels ranging from elementary to high schools. The purposes of this study are to find out that how elementary social studies of CHLS influence on the academic performance and learning attitude of students and their satisfaction. Based on these suggestions on social studies of CHLS are proposed. To accomplish the purposes, comparisons were made between experimental group utilizing social studies of CHLS and control group of traditional class of 54 students(27 students each in experimental and control group) in 5th grade. The results are as follows. Utilizations in social studies of CHLS showed positive effects on academic performance and learning attitude, and students' satisfaction on social studies of CHLS were rather increased. Based on these findings, several suggestions are made. First, strategy to improve motivation and confidence for students to participate on social studies of CHLS are necessary. Second, thinking and problem-solving activities needs to be integrated to social studies of CHLS. Third, for meaningful social studies, environment that can improve communication and thinking ability through interaction needs to be facilitated. Fourth, supporting plan is advised for teachers carrying on the role of manager and facilitator.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.420-436
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• 2017

This study is to design and apply the Havruta class in the geography class and to investigate the effects of the students' attitude on the geography class and the change of the academic achievement through the Havruta class. As a result, it was found to be effective. The students who experienced the lessons in the class were more interested in the geography class, so they were more active in the class activity and they were useful as the class strategy to turn into the self - leading learner participation class. Through the help of Havruta class, students have been helped to understand the concept of geography, and it can be seen that their interaction with their mates has changed into an active attitude to improve their problem-solving ability and creative thinking ability. But, the students who experienced Havruta class did not get a meaningful difference in the evaluation of academic achievement after the class application. We can expect a positive effect on the application of short-term teaching, but it is necessary to give appropriate grace period to the evaluation of the cognitive domain and to develop a proper evaluation method rather than the existing selective evaluation I knew.

• Journal of Science Education
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• v.33 no.1
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• pp.44-55
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• 2009

The research is aimed at investigating the development and application of high school biology classes utilizing discourse-typed inquiry learning program fitted with POE, and the corresponding effect on student's academic achievement and attitude toward science. 4 classes of 11th graders in a general high school located in Busan were selected as subjects. Biology I, 'Circulation' unit was lectured for 4 weeks (6 classes), and the experimental group underwent classes utilizing discourse-typed inquiry learning program fitted with POE. The control group was taught identical major learning contents, but based on the learning objectives and research activities provided by Biology I textbook. As a result of application, first, the discourse-typed inquiry learning program fitted with POE exhibited positive consequences of linking previously acquired knowledge and the new learning attained through experiments, as well as not only improving the students' problem solving capacity through diverging questions from the teachers to drive the students' higher-level contemplation, but also enhancing student academic achievement by assisting their logical thinking. Second, POE-fitted discourse-typed inquiry learning program rendered presupposing session of the experiment that resulted in drawing learners' attention in advance, and incited active participation in the learning process through solving the contradiction between what was actually observed and what was expected, which eventually proved to lay out positive impact on students' attitude toward science.

• Korean Journal of Environment and Ecology
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• v.33 no.3
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• pp.341-353
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• 2019

The purpose of this study was to examine the influence of urban forest and school forest experience programs on attitude toward the forest, psychological well-being, and stress of high school students. The subjects of this study were 26 students from a high school located in B-dong in Hwaseong, Gyeonggi Province. They were divided into the experimental groups participating in urban forest experience and the control groups participating in school forests experience. Each group participated in the five weekly two-hour long forest experience program. We conducted a pre- and post-experience questionnaire surveys using the scale of environmental attitude toward the forest, the scale of psychological well-being, and the scale of academic stress to observe mental and psychological changes of the high school students. Data were analyzed by SPSS 23.0 program and a Wilcoxon sign rank test. There was a significant increase in the attitude toward forests of high school students participating in the forest experience programs. The groups participating in the school forest experience showed an increase in the psychological well-being although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant increase, indicating that the forest experience affected the psychological well-being of the high school students. The groups participating in the school forest experience showed a decrease in the academic stress although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant decrease, indicating that the forest experience affected the academic stress of the high school students.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.923-933
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• 2014

The purpose of this study was to investigate the moderating effect of cultural disposition in the relationship between parenting and academic achievement. Five-hundred thirty five middle school students(male 247; female, 288) participated in this study, These students completed parenting scale and Individualism-Collectivism Scale. Academic achievement was calculated using academic scores from language, english, mathematics and science. Collected data were analyzed using multiple regression. The major findings of this study can be summarized as follows. First, parenting was significantly associated with academic achievement albeit weak. Second, influence of affective and autonomy parenting on academic achievement for both father and mother were not significant. Third, moderating effects of individualism were significant in only fathers' autonomy parenting. Fourth, moderating effects of collectivism were significant in fathers' affective parenting and autonomy parenting. These results were discussed in relation to pervious studies. Finally limitations were commented and future study were suggested.

• Journal of Korean society of Dental Hygiene
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• v.4 no.1
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• pp.15-29
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• 2004

The purpose of this study was to understand the relationship among knowledge, attitude, and behavior of dental personnel about the defense against dental radiation according to general features, and help them recognize the importance of defense against dental radiation. A questionnaire survey of 187 dental personnel who were working in 121 medical institutions such as university hospitals, general hospitals, hospitals, clinics, and public health centers in Seoul area was conducted from December 2002 to January 2003. Study findings are as follows: 1. The average knowledge score for the defense of radiation was 9.51(full score=14): By the demographic features, the know level for the defense of radiation was appeared to be different with the occupational category, age, academic background, workplace, year of working, and whether having the education of radiation or not. By questionnaire items, the knowledge for the defense of radiation was high in general, but for the item. 'the average amount of being bombed with radiation according occupations cannot be over 20mSv in a year for prescribed 5 years'. it was 18.7%: and for the item. 'the longer the length between focus and film. the less the amount of skin exposure', it was 40.6%. showing less knowledge for these two items. 2. The average attitude score for the defense of radiation was 64.24 (full score=75): By the demographic features, the attitude score was higher with respondents who were 31-35 years old. 11-15 years of working. and having radiation education. The attitude score by questionnaire items was generally high for all the items. 3. The average behavior score for the defense of radiation was 45.43: (a) By the demographic features, the behavior score for the defense of radiation was appeared to be higher with respondents who were dentists for occupational category, the aged for age, holding higher diploma for academic background, working in the university hospitals for workplace, and having longer occupational career for the year of working. (b) The behavior score for the defense of radiation by questionnaire items was lower than that of the attitude score for all the items. For the item, 'the amount of X-ray radiation is adjusted according to such conditions as patients' age, radiating areas, and kind of films', the score was 4.03; and for the item, 'Must receive the education of safety management of radiation periodically', the score was 1.73 and it was the lowest one. 4. As for the correlation among the knowledge, attitude, and behavior for the defense of radiation, the higher the level of knowledge and attitude, the higher the level of behavior.