• 대한지구과학교육학회지
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• 제6권3호
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• pp.207-220
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• 2013

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.243-251
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• 2007

The purpose of this study was to investigate the effects of science toy making activities on the scientific interest and the conceptual understanding of elementary school students. In this study, science toy making activities were applied to an experimental group and traditional learning activities were applied to the control group. The science toy making activities comprised thirteen steps and were administered during class. In the scientific interest test, there was a statistically significant difference between the score of the experimental group and that of the control group. In particular, post-test scores were higher than pre-test scores in the experimental group, while they were lower than this in the control group. It appeared that students had positive thoughts about science toy making activities. These science toy making activities had positive effects on the conceptual understanding of the experimental group students. The post-test scores of the experimental group were higher than that of the control group in all domain concepts. From these results, it can be deduced that the science toy making activities were more effective than traditional teaming activities. They were an effective teaching technique which enhanced the scientific interests and the conceptual understanding of the students in question.

• 한국지구과학회지
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• 제23권8호
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• pp.625-631
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• 2002

이 연구는 광물과 암석에 대해 고등학생들이 얼마나 흥미를 가지고 있는지를 조사 ${\cdot}$ 분석하여 광물 및 암석 단원의 학습에 시사점을 얻는데 그 목적이 있다. 이를 위해 서울, 경기, 충북 및 제주 지역의 인문계 고등학교 3학년생 783명(남학생: 429명, 여학생: 354명)을 연구 대상으로 선정하였다. 광물과 암석에 대한 학생들의 관심과 호기심 정도의 조사 결과, 우리 주변에 있는 광물이나 암석에 대한 관심과 관련하여 많은 학생들이 흥미가 다소 부족한 것으로 나타났다. 또한 이 단원에 대해 전체적으로 여학생들이 남학생보다 더 긍정적인 반응을 보여 여학생들이 남학생 보다 더 흥미를 가지고 있는 것으로 나타났다.

• 대한간호학회지
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• 제7권1호
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• pp.80-87
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• 1977

The present study was undertaken to find the factors affecting academic achievement in a nursing school. 172 students were selected for this study and were divided into higher & lower 12 percent. Tools & measures used for this study were the interest test, personality test, test of self-concept, test of adjustment & school achievement. The major findings obtained from this study were as follows : 1. Factors affecting school achievement except intellectuality were thus : 1) Artistic interest, literary interest, scientific interest biological & scientific interest -physical affected the academic achievement . 2) Sociability, reasonability, depression & refractiveness affected the academic achievement. 3) Self criticism, total positive self-score, & personal self - score affected the academic achievement. 4) Adjustment to school, personal economics, health & value Morality affected the academic achievement. 2. Correlation between school achievement & interest, personality, self-concept or adjustment in the higher 81 lower group were thus; 1) There was a significant relationship between academic achievement & the following: artistic interest, scientific interest-biological, scientific interest-physical, out-door interest, refractiveness, sociability, responsibility, depression, self satis faction- score, personal self -score, social self - score, self behavior score, adjustment to school, health & values morality in the higher group. 2) There were no significant factors related with academic achievement in the lower group. 3. Difference or difference in relationship between higher & lower group in the interest, personality, self-concept & adjustment were as follows, : 1) There was a significant difference between higher & lower group in artistic -interest. literary interest, scientific interest-biological , out-door interest, sociability, depression, refractiveness, self criticism, total positive self score, personal self score, adjustment to school, personal economics, health & values morality. 2) There was a significant difference in relationships between higher & lower group in artistic interest, scientific interest, scientific 3) There was a significant difference in relationships between higher 8E lower group in artistic interest, scientific interest -biological, out -door interest , sociability, responsibility, refractiveness, depression, self identity score, self satisfaction score, adjustment to school, health, personality & value morality.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.225-238
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• 2013

The purpose of this study is to find out The Effects of the Learning Motive, Interest and Science Process Skills using the 'Light' Unit on Science-based STEAM. As the subject, 2 classes in the 6th grade of G elementary school located in Busan were selected. Through the pre/post inspection design between experiment and comparison class, the units of science courses in the first semester of 6th grade '1. Light' were applied. The results were as follows: Firstly, it was observed that it would have a meaningful effect to improve the learning motive of students who performed STEAM education. Secondly, it was observed that it would have a meaningful effect to improve the interest of students who performed STEAM education. Especially, the results of 'attention', 'relevance', 'confidence' and 'satisfaction' in the experimental class were higher than those of students in the comparative class. The experimental class gave a positive effect on the 'attention', 'confidence' and 'satisfaction'. According to statistical analysis, this result is meaning. Thirdly, the test on science processing skills showed that there was not statistic meaningful differences between the two groups. But, in the sub-parts, there was statistic meaningful differences between the two groups on the 'integrated inquiry ability'.

• 경영과학
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• 제18권1호
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• pp.119-133
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• 2001

It is important to find the equilibrium level of real interest rate for it affects real and financial sector of economy. However, it is difficult to find the equilibrium level because like the most macroeconomic model the real interest model has parameter instability problem caused by structural change and it is supported by various theories and definitions. Hence, in order to cover these problems structural change detection model of real interest rate is developed to combine the real interest rate equilibrium model and the procedure to detect structural change points. 3 equations are established to find various effects of other interest-related macroeconomic variables and from each equation, structural changes are found. Those structural change points are consistent with common expectation. Oil Crisis (December, 1987), the starting point of Economic Stabilization Policy (January, 1982), the starting point of capital liberalization (January, 1988), the starting and finishing points of Interest deregulation (January, 1992 and December, 1994), Foreign Exchange Crisis (December, 1977) are detected as important points. From the equation of fisher and real effects, real interest rate level is estimated as 4.09% (October, 1988) and dependent on the underlying model, it is estimated as 0%∼13.56% (October, 1988), so it varies so much. It is expected that this result is connected to the large scale simultaneous equations to detect the parameter instability in real time, so induces the flexible economic policies.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• 한국초등과학교육학회지:초등과학교육
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• 제20권2호
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• pp.239-254
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• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.

• 컴퓨터교육학회논문지
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• 제17권1호
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• pp.65-73
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• 2014

본 연구는 시간관리, 유용성, 흥미가 모바일 과학학습 성과를 예측하는지 검증하고자 하였다. 이를 위해 A여자 고등학교 2학년 학생 144명을 대상으로 약 5주 동안 모바일 기기를 활용하여 과학수업을 진행하였다. 수업 후, 시간관리, 유용성, 흥미, 만족도, 성취도, 학습지속의향에 관한 설문 결과를 수집하여, 상관분석 및 다중회귀분석으로 데이터를 분석하였다. 연구결과, 시간관리, 유용성, 흥미가 학습성과 중 만족도, 학습지속의향을 예측하였고, 시간관리, 유용성은 인지된 성취도를 유의미하게 예측하였다. 이는 모바일 과학수업에서 학습성과를 높이기 위해서는 시간관리전략에 대한 교육프로그램 제공과, 모바일학습에 대한 긍정적인 태도를 함양할 수 있도록 하는 교육이 마련되어야 함을 시사한다.

• 한국지구과학회지
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• 제25권7호
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• pp.532-544
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• 2004

본 연구의 목적은 지구의 운동에 대한 흥미와 학습양식이 서로 다른 고등학교 1학년 학생들을 대상으로 지구의 자전과 관련된 개념을 알아보는데 있다. 학생들의 지구의 자전에 대한 흥미와 시각-언어 학습 양식을 알아보기 위해, 흥미가 많고 시각-언어의 학습 양식을 모두 지닌 학생 1명, 흥미가 많고 시각적인 학습 양식을 지닌 학생 1명, 흥미가 적고 시각적 학습 양식을 지닌 학생 1명, 흥미가 적고 언어적 학습 양식을 지닌 학생 1명 등 4명을 연구 대상자로 선정하였다. 학생의 개념을 다방면으로 이끌기 위하여 말 이외에 몸 동작과 그림 등을 그리게 하였으며, 자료 분석은 면담 기록지를 통해 개인별로 분석하였다. 연구 결과 흥미가 많은 학생이 흥미가 적은 학생보다 지구의 자전에 관한 질문에 반응과 내용의 이해도가 높았으며 답변에 대한 이유를 논리적으로 설명하였다. 또한 흥미의 유무와는 달리 개인이 지닌 학습 양식에 따른 개념 형성 차이는 크게 나타나지 않았다. 학생들이 지닌 가장 대표적이 오개념 유형으로 태양의 이동 경로를 나타낼 때 오른쪽을 동쪽으로 생각하여 태양이 오른쪽에서 왼쪽으로 이동하며, 북쪽 하늘에서 별들은 시계 방향으로 이동한다는 것이다.