• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.399-413
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• 1998

This study is based upon the survey for the GALT(Group Assessment of Logical Thinking) full version and short version used in the science education researches for investigating the cognitive levels of students in secondary schools. The main discussions include the annual trends of two GALT versions appeared in the research papers, the distributions of the students' cognitive levels obtained by two GALT versions, the purposes of the GALT used in the researches, and the results of two GALT versions applied to the same group of high school students. The summarized results are as follows. The frequency of the GALT short version used in the research papers has been increased recently relative to that of the full version. For the same grade students, the fraction of students in the formal operational cognitive level obtained from the GALT short version was always bigger than those obtained from the full version. The purposes of the GALT employed in the researches are classified into two groups. One group includes the papers in which the subjects were subgrouped into three cognitive levels from GALT results and it was used as an independent variable to analyze the dependent variable. In this case, the analyzed results might be altered depending on the version of GALT used. The other one includes the papers in which the GALT results were used as a covariable or the GALT scores were used directly without subgrouping the subjects by cognitive levels. For this group, the research results would not depend on the GALT version. When both of the GALT versions were tested on the same group of students with two months interval, the fraction of formal operational level obtained from the short version was bigger than that obtained from the full version.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.95-105
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• 2010

The purpose of this study lies in applying generalizability theory depending on the aim of the usage of GALT to analyze the sources of error of single-facet considering item and person only and to analyze the sources of error of multi-facet considering item, person and domain. The study was conducted with 1016 students of local elementary, middle, and high schools. The 21 items of a full version were answered for 40 minute and then the 12 items of short version were sampled to analyze reliability using generalizability theory. Both the full version and the short version of the items were analyzed using Cronbach's alpha for data analysis, and we applied generalizability theory and separate $p{\times}i$ design and $p{\times}(i:h)$ design, G study and D study were performed. Results of analysis are as follows: First, the result of D study after $p{\times}I$ design both on the full version and the short version showed that in the case of the full version, the generalizability coefficient was 0.87 exceeding a normal level of 0.80, and the normal level of generalizability coefficient was achieved in 13 items as well. In case of short version, when 12 items were evaluated, generalizability coefficient was 0.77 not reaching the normal level, and the normal level was achieved in case of more than 15 items. Second, the result of D study after $p{\times}(I:H)$ design on the short version showed that once one domain consists of 2 items in 6 domains, generalizability coefficient was 0.71 which is lower than the normal level of 0.80, the normal level was achieved in more than 5 item cases.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.387-397
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• 2011

In order to analyze the change of student's logical thinking, in this study, we were develop the educational materials. This educational materials were used in algorithm class through educational programming language Scratch. Algorithms of education materials were selected by analysis of foreign ACM and domestic middle school curriculum. The developed educational materials were applied to 4th grade students of elementary school. In order to analyze the change of student's logical thinking, we were used GALT short version. Total logic and Combinational reasoning, in the experimental group students, were growing significantly.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.68-72
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• 1995

This is very important to know teachers' and children's scientific knowledge, scientific inquiry skills and cognitive abilities for better education of children. The subjects of this study are about 60-150 in each group. There are instruments used ; To test scientific knowledge a test is developed by the author. To test scientific inquiry skills, the test developed by Eun Kyung Yong is used. To test cognitive abilities, GALT, short version is used. There are results; Firstly, inservice teachers' scientific knowledge is better than preservice teachers', which is better than children'. Secondly, inservice teachers' scientific inquiry skills nearly equal preservice teachers', which are better than children'. Thirdly, preservice teachers' cognitive abilities nearly equal inservice teachers', which are better than children'. Fourthly, teachers' (special area-science) cognitive abilities are better than teachers' (special area-vidual art, music, physical education). Elementary teachers in Korea have fundamental abilities to teach elementary children.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.161-171
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• 1998

The effects of computer-assisted instruction (CAl) using molecular-level animation upon students' conceptions, attitudes toward science instruction, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls middle school in Seoul, and taught about the motion of molecule for 5 class hours. Before instruction, the short-version Group Assessment of Logical Thinking (GALT) and the Patterns of Adaptive Survey were administered, and the grade for the previous science course was obtained. The GALT score was used as a blocking variable, and the others as covariates. After the instructions, the researcher-made conceptions test, the test of attitudes toward science instruction, and the motivation questionnaire were administered. The perception questionnaire of CAl was also administered to the treatment group. Although more students in the CAl group had sound understanding about the motion of molecule, the scores of the conceptions test for the two groups were not significantly different at .05 level of significance. The students in the CAl group, however, were found to have more positive attitudes toward science instruction and learning motivation. In the perception questionnaire of CAl, most students in the treatment group exhibited positive attitudes toward the CAl. However, some students mentioned that they were disturbed by noisy environments, and that they could not understand some content presented. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.495-502
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• 2013

The purpose of this study was to explore North Korean immigrant elementary students' cognitive and affective characteristics related to science education. A total of 68 North Korean immigrant students enrolled in 3 to 6 grades and 133 South Korean students in 4 and 6 grades in 3 South Korean elementary schools participated in the study. A short version of Group Assessment of Logical Thinking(GALT) was used to investigate the students' levels of logical thinking, and the Enjoyment of Science Lessons Scale(ESLS) of the Test of Science Related Attitudes(TOSRA) was administrated to examine their attitudes towards science lessons. The statistical analysis of data revealed that the level of logical thinking of the North Korean immigrant elementary students was very low and that this was also the case for the South Korean students. Especially, the mean score of logical thinking of the North Korean immigrant 6 graders was much lower when compared with that of the South Korean counterparts. For both the North Korean immigrant students and South Korean students, the enjoyment of science lessons decreased as they progressed through higher grades. This decreasing trend, however, turned out to be more serious in the South Korean elementary students. Based on these results, suggestions were presented to help successful science learning of North Korean immigrant elementary students.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.297-306
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• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.547-554
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• 2005

A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.

• Journal of the Korean Chemical Society
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• v.46 no.5
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• pp.456-465
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• 2002

The purpose of this study was to investigate the educational effects of an animation materials developed with the macroscopic particle moving sight. The 11 animations developed by the researchers showed the movements of molecules, ions, and electrons. The materials were developed for teachers to use when they taught "electrochemical cell' unit. The subjects were 151 students of 9th grade who were divided into the experimental and control group and were taught during 16 hours. In order to figure out the characteristics of each student before the instructions, a short-version GALT(Group Assessment of Logical Thinking) and the pretest of conceptions were carried out. After the instructions, students tested 3 types of exam; the posttest of conceptions, attitude test connected with science, cognition test. After 4 months later, students tested the posttest of conceptions agin for long-term memory effect. It was found that the exper-imental group using the developed animation materials had significantly higher scores of conceptual understanding than control group. The experimental group had also significantly higher scores of the long-term memory test and attitude test than control group. The results mean that animation materials which shows the macroscopic particle movement help stu-dents to understand scientific concepts and to elevate interests.