• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.242-253
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• 2012

This research aims to identify the effect of message design on university students' attitude toward the BIPV (Building Integrated Photovoltaic) and find out its educational availability and implications in environment education. For this purpose, we conducted a survey on questionnaires answered by 244 students of S university at lunch time in the school restaurant with the imaginary scenario that it is required to increase the food price due to photovoltaic-equipment. The students were divided into 9 groups and according to whether the eco-friendly message components are offered and the different rate of a rise in the foods' price. In order to look over various aspects of attitudes, the questionnaires are subdivided into 2 parts according to the classification of attitudes; the preference as an cognitive-affective attitude and the intention of visit as an behavioral attitudes. The results of this study are summarized as follows; (1) The eco-friendly message design has a significant effect on students' attitude. (2) If given explanation including information regarding eco-friendly facility and marking eco-friendly' adject, it has an positive influence on students' preference and intention of visit. (3) It is more effective to offer the information about the reason why the cost increase than just explain the eco-friendly characteristics of object as the message design strategy to attract student's positive attitude. (4) Although it is required to burden a certain scale of cost, students show higher preference and intention of visit if given the eco-friendly message design.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.419-436
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• 2007

It is significant that students understand why they have to learn mathematics, because such understanding has a powerful impact not only on affective but also on cognitive aspects in mathematics education. However, studies on in what ways students perceive the purpose of mathematics education are not sufficient. Given this background, this study examined 6th grade students' conception on the intention of learning mathematics by survey and Interview in order to raise subtle but important issues to improve mathematics education. Elementary students showed that they didn't perceive the multiple purposes of mathematics education. Their conceptions were focused on practicality, academic values and the preparation for the future of mathematics. Lower achievers had a tendency to relatively more negative responses to the purposes of mathematics education. This study underlines the importance of the purpose of studying mathematics on the part of students.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.57-67
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• 2015

The aim of this study was to categorize and analyze the patterns of the observation type in the experiential learning through the science museum for elementary gifted students in science. Ten science-gifted students were included and analyzed in this study and during experiential learning in the science museum, the participants freely expressed their observation of their own languages and all observations and dialogue were recorded. The results are listed below. The cognitive aspect, especially question and response activity without their personal opinion, was the most frequently used item. Among the affective aspects, item for 'recommendation' was often used. In accordance to observation type, most participants overall observed single object independently of time. Also, participants mostly observed objects visually using qualitative method without manipulation. Therefore verbal interaction through question might have a positive effect on frequency and diversity of observation. Project learning, such as particular exhibition hall, exploratory time of concentration by students, or study paper will be capable of creating a effective observation learning in order to induce a variety of observation of science gifted students in the experiential learning through the science museum.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.189-195
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• 2020

In the study, the effect of flipped classroom approach applied to chemistry I class in a foreign language high school was explored. Flipped classroom was applied to 176 grade 10 students (43 boys and 133 girls) from a foreign language high school located in a metropolitan city for one semester and its instructional effects were studied in terms of cognitive and affective aspects. Before the class, students were provided with guiding worksheets and asked to summarize contents. Within the class, various student-centered activities were adopted. After the flipped classroom for one semester, mid-term and final-term exam scores were analyzed, and students' attitude toward chemistry class and flipped classroom were surveyed. Analysis on the exam scores showed the possibility for positive impact on students' achievement and perceptions on chemistry class including flipped classroom approach. Moreover, some students mentioned flipped classroom was helpful for self-directed learning and meta-cognition. Based on these results, educational implications were discussed.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.879-890
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• 2021

AI education is being emphasized nationwide as a literacy education. At this point, it is necessary to identify critical issues and suggest the direction of future research by examining domestic AI education research trends. To this end, the study applied the scoping review method. A total of 29 AI educational studies from 2017 to 2020 in South Korea were analyzed. As a result, it was confirmed that the number of studies increased rapidly in 2020, and a large proportion of studies targeted elementary school students. In addition, the study found that AI principles were treated as contents at a high rate, both cognitive and affective aspects were frequently reported as a learning outcome, and various practice environments were used relatively evenly. Based on the results, the direction of future research was discussed and suggested.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.500-509
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• 2021

The purpose of this study is to find out the effect and possibility of instructional design conducted by integrating writing education and community service activities based on service learning. Service learning is a teaching method that encourages students to improve learning and self-development through experience by applying the knowledge they have learned in college to the real life of the community. After the course was operated, the effectiveness of the teaching method investigated and analyzed for the participating university students, beneficiaries of service, and staffs of service organization. As a result of the study, meaningful results in cognitive, affective, and social aspects were presented for university students, and positive effects and high satisfaction were confirmed for beneficiaries of service and staffs. As a teaching methord that considers the growth and development of students from various angles. the quantitative and qualitative performance analysis and research of service learning should be conducted continuously.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.252-268
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• 2024

This study developed a field trip program called "Planning a science exhibition" and explored elementary science-gifted students' perceptions of the program and learning experiences influencing them. To this end, 56 elementary science-gifted students in grades 4-6 from in an university-affiliated science-gifted education institute in metropolitan area were selected to participate in the field trip program. After the program, the students answered a survey regarding their perceptions of the program. Additionally, 19 students were selected for group interviews to further explore their survey responses. Results showed that many elementary science-gifted students perceived the program positively in various cognitive and affective aspects. Some students also pointed out certain limitations of the program. Five interconnected learning experiences were identified as influencing the students' perceptions: "experiences fostering creativity", "non-residential camp-type project-based learning experiences", "self-directed learning experiences", "experiences utilizing digital devices", and "collaborative experiences". Educational implications regarding these results were discussed.

• Journal of Korean Library and Information Science Society
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• v.46 no.4
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• pp.271-297
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• 2015

The purpose of this study is to develop a model of attitude toward reading. For that the concept and factors of reading attitude were examined and the preceding reading attitude models were critically studied to propose the new reading attitude model. The reading attitude model is consisted of three component named reading environment domain, reader domain and reading domain. The results of the development of a model of attitude toward reading are as follows. First, This study proposed a theoretical framework that can check and measure the reading attitude in various aspects by dividing reading attitudes into cognition, affect and intention factors. Second, It reinforced the logicality on the construct of reading attitude by dividing behavioral factor of reading attitude into the intention and the behavior. Third, This Model reflected the importance of book with text by specifying physical books and reading a book in the model. Fourth, this model theoretically proposes the potential for change of reading attitude and behavior by suggesting cognitive and affective schema from reading experience. Fifth, the developed reading attitude model helps to understand the form and process of reading attitude by presenting impact of reading environment and stimulation derived from reading environment on reader and reader's reading behavior and affective relation on feedback.