• Journal of the Korean earth science society
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• v.30 no.6
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• pp.759-772
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• 2009

The purpose of this study was to understand characteristics of eighth graders' conclusions presented in their self-directed scientific inquiry reports. We developed a framework, Analysis of Conclusions of Self-Directed Scientific Inquiry, to analyze students' conclusions. We then compared the conclusions with the inquiry questions students generated to find out whether the questions affected students' conclusions. In addition, we analyzed students' responses from the survey about their perceptions of drawing conclusions. According to the results, the conclusions were characterized into two categories, i.e., scientific basic assumption and scientific explanation. Almost half of the students' conclusions fall under the scientific basic assumptions. Most of the scientific explanations were deductive explanations and inductive explanations. Then, the kinds of conclusions were affected by the inquiry questions because the scientific explanations were made more than the scientific basic assumptions in answering the inquiry questions. Some students couldn't recognize differences between conclusions and experiment results.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.519-528
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• 2020

Due to COVID-19, most schools are conducting online learning. In this study, a total of 12 block-type educational programming tool classes were conducted in the form of online learning for 6th grade elementary school students, and then quantitatively and qualitatively analyzed students' perceptions of their learning experience on entry learning. As a result of the analysis, it was found that the learner easily recognized the use of the entry program and the difficulty of learning contents, and the learning satisfaction was high. When students face difficulties, it was found that they received the most help from the hint function provided by the site itself, and they were found to be less aware of the necessity of teachers when learning entry. As a result of the qualitative analysis, it was found that the learner felt a lot of novelty and fun through easy and simple operation. On the other hand, it was found that the learning contents and hints were not understood, which made them difficult and felt that the hint contents were insufficient. It was found that students felt a sense of accomplishment by creating and manipulating programs as they wish.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Journal of Science Education
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• v.39 no.2
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• pp.133-150
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• 2015

The purpose of this study was to investigate the suitability of elective of the 2009 revised high school science curriculum. This study surveyed 911 students in 126 high schools by using proportionate stratified sampling. Each participating students carried out the on-line survey comprising 13 items about personal and academic suitability. The result of analyzing the response of the questionnaire were as follows. First, there were deviation of study-load, depth, difficulty, etc. between science elective I and II. Second, even though 'science' subject was developed as a subject for improving scientific literacy, it was found that it was considered difficult next to Physics I. Besides, it showed 'science' subject could not function properly to improve the ability to communicate. According to the results of analyzing the degree of interest in science elective, it can not be determined 'no interest in subject' is from the reason of difficulty or large amount of contents to memorize. The results of this study will be useful to provide suggestions for the improvement of next high school science curriculum and textbooks.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.219-227
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• 2004

This study aims to investigate science teaching and learning for the gifted in comparison with regular classrooms in elementary schools. A questionnaire was developed to survey gifted and general students＇ perceptions to elementary science teaching and teaming with employing a teaching and learning model for the gifted by Maker and Neilson (1995, 1996). The 28 item questionnaire consisted of four categories of content, teaching and teaming process, student product, and learning environment, and each category included six to nine items. Randomly selected 114 students from gifted classes and 99 students for regular classes responded to the questionnaire through the use of five-point Likert scale. It was found that there are significant differences between gifted and regular classes of science at all four categories of the teaching and learning model for the gifted. Therefore, science teaching and teaming for the gifted seemed to be differentiated from regular classes and emphasized students＇ creativity. However, no differences were appeared in a few items: study of gifted people and research methods (gifted=3.0; regular=.21 F=2.54), students＇ freedom of choice for topics of lessons, tasks, etc., (gifted=3.1; regular=3.0, F=0.31), student product addressed to real audience (gifted=2.8, regular=2.6, F=0.96), and students＇ high mobility to seek for data in library, etc. during class periods (gifted=2.3, regular= 2.3, F=0.01). It was concluded that science education for the gifted in Korea calls for quality improvement in terms of teaching and teaming in various aspects.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.191-203
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• 2004

This study was to investigate differences in depression, parenting, and peer relationship perceived by adolescents from divorced and non-divorced families. Also, aim that identifies variables which have influences on adolescents' depression. The subjects were 356 middle and high school students who live in Seoul and Incheon. All respondents answered by self-report questionnaire. Data were analyzed by t-test and hierarchical regression. The major findings were as follows. First, adolescents from divorced families perceived more depression than those from non-divorced families. Second, adolescents from divorced families perceived parenting attitude less warm than those from non-divorced families. Third, adolescents from divorced families perceived themselves more isolated and less understood in their peer relationships than those from non-divorced families did. Finally, adolescents from divorced families who feel less isolated and perceive parenting attitude more warm and less maturity-demanding perceived less depression.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• Journal of Environmental Science International
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• v.27 no.9
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• pp.789-796
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• 2018

This study aims to measure the emotional effects of pet plants, which have become popular in recent years. A questionnaire regarding perceptions of these indoor plants was administered to 78 university students. Thirty of these students took care of two species of pet plants for 90 days, and the emotional effects of this exercise were determined based on the type of words used in their daily records. The questionnaire results showed that the general recognition of emotional effects was low, though awareness of the term "pet plants" was high. However, after gardening for 90 days, participants began to consider their pet plants friends or family members, noting feelings of affection and sympathy in their daily writeups. These participants also experienced positive changes in their emotional well-being, including feelings of joy, hope, relaxation, confidence, and accomplishment. This study argues that pet plants can have positive effects on emotional stability and suggests that their adoption would be beneficial to humanity at large.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.