• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.159-170
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• 2002

This study examined the effect on the education of scientific attitude in the process of primary school education by application of STS teaching-learning method with an unit of 6th grade in primary school "environmental pollution and nature conservation". The attitude relating science education, on the other side, is classified into 4 parts; attitude for science, social meaning of science, attitude for science subject and scientific attitude. The study of sexual difference on the above points was examined too. The results was taken as follows. 1. STS Teaching-learning method gives positive effect on the education of scientific attitude more than traditional teaching method, especially on the point of the attitude of science lesson and scientific attitude. 2. STS education has an great influence on the social meaning of the scientific attitude relating science education , investment in science, relation with society, solving social problem, contribution to development of society and technology 3. STS teaching-teaming is thought to be the learning that is more effective for boy than girl. In conclusion The STS Teaching-loaming method is preferable in order to increase the scientific attitude of the Elementary school students. students.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• 한국과학교육학회지
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• 제18권3호
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• pp.415-425
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• 1998

이 연구의 목적은 고등학생의 과학에 관련된 태도와 과학 성취도간의 관계와 차이를 알아 보기 위한 것이다. 과학에 관련된 태도와 과학 성취도간의 관계와 차이가 성별, 지역별, 학년별로 조사되었다. 404명의 학생들이 군집 표집에 의해 조사되었다. 본 연구의 조사를 위하여 2개의 도구가 사용되었는데, 하나는 이경훈(1996, 1997)이 개발한 과학에 대한 태도의 ABC 척도와 수정과 학적태도척도(MSAS) 이다. 1. 고등학생의 과학에 대한 태도는 5단계 평정 척도로 3.24로 중립적인 경향에서 약간 긍정적인 방향으로 나타났다. 2. 고등학생의 과학적 태도는 5단계 평정 척도로 3.37로 중립적인 경향에서 긍정적인 방향으로 위치하고 있으며, 개방성>비판성>판단유보>객관성>정직성의 순으로 나타났다. 3. 과학에 대한 태도는 대도시보다 중소 규모의 도시에서 높게 나타나고 있으며, 학년이 증가할수록 감소하고 있다. 그리고 여학생보다 남학생들의 과학에 대한 태도가 높은 것으로 나타났다. 과학적 태도 역시 대도시보다 중소 규모의 도시에서 높게 나타나고 있으며, 학년이 증가할수록 감소하고 있다. 그러나 여학생과 남학생틀의 과학적 태도는 차이가 나타나지 않았다. 4. 과학에 대한 태도와 과학적 태도는 0.5716 의 높은 상관을 보이는 반면에 과학에 대한 태도와 과학 성취도는 0.2940으로 나타났으며, 과학적 태도와 과학 성취도의 상관은 그보다 낮은 0.2340 올 나타냈다. 5. 조사 집단의 도시 유형별, 학년별, 성별에 따른 과학에 대한 태도와 과학적 태도의 차이를 알아 보기위해 변량분석(ANOVA)을 한 결과 집단간의 과학에 대한 태도와 과학적 태도의 차이가 있는 것으로 나타났다. 6. 집단별로 과학적 태도를 통제한 후 과학에 대한 태도의 차이를 알아 본 결과 집단간의 과학에 대한 태도의 차이가 있는 것으로 나타났으나, 과학에 대한 태도를 통제하고 과학적 태도의 차이를 알아 본 결과 집단간 차이가 없는 것으로 나타났다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.51-59
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• 2012

The purpose of this study was to examine the effects of Future Problem Solving Program on creativity and scientific attitude. For this study the 4 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with FPSP, and the comparative group had the class with teacher centered lectures for 9 classes in 10 weeks. The FPSP was focused on finding problems, finding key problems, creating solutions, selecting the standard of judgement, making alternative solutions, and learning creative steps of solutions consisting of development of action planning. To prove the effects of this study, creativity was split up according to fluency, originality, abstractness, accuracy, and openness. Also, scientific attitude consisted of honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. The results of this study are as follows. First, the science class with FPSP with finding problems, finding key problems, and creating solutions had the effect of developing the scientific creativity; fluency, originality, abstractness of the title, accuracy, and openness. Second, the FPSP had the effect of developing the scientific attitude. Students made ideas and solved the problems through divergent thinking and convergent thinking. During the class it had the effect of developing the scientific attitude; honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. As a result, the elementary science class with FPSP had the effects of developing scientific creativity and scientific attitude. It means the science class with FPSP has potential possibilities and value to develop scientific creativity and scientific attitude.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.74-82
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• 2011

The purpose of this study is to examine the effect of the science gifted children's creativity and scientific attitude development by e-PBL based scientific writing program. This program is composed of 4 instructions (13 hours), and its learning contents are made up to guide reading the related science books and understanding the contents through mind map to find out a solution by themselves, also, making an independent problem into group issue and setting up the plan for solution through small group cooperative learning, finally, performing activities like writing, presentation, evaluation and discussion according to the plan for solution. To examine the effect of creativity and scientific attitude by the program, 40 students of elementary science gifted children group in the Busan national university of education were selected for an experimental group. The review result is that, Firstly, the program affected positively creativity improvement of elementary science gifted children, Secondly, the program affects positively scientific attitude improvement of them as well. In conclusion, the program affects positively their creativity and scientific attitude.

• 한국과학교육학회지
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• 제15권3호
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• pp.332-348
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• 1995

The use of attitude as a psychological concepts dates back to 1918(Thomas and Znaniecki). Assessment of attitudes has been conducted by a number of researchers since then in a wide range of contexts: religion, government, industry, community interrelations, and education; and sociology and psychology. In science, the number of research summaries and meta-analyses points to the significance of the concept of attitude toward science. However, in spite of the wide spread use of attitude assessment in science, many of the existing instruments have severe limitations. Those limitations serve as the rationale for the construction of a new instrument to assess attitudes toward science The term "attitude" and "science" are somewhat ambiguous, taking on different meanings for different people in different contexts. Very often an assessment includes several dimensions of attitude and, therefore, provides no clear idea of what was really measured. As a result there is no consistency with respect to the construct among attitude instruments. To clarify this issue, Gauld(1982), Munby(1983a, 1983b), Blosser(1984) and Haladyna and Shaughnessy(1982) offer some guiding descriptions. Attitude as it relates to science is divided into two areas-scientific attitude and attitude toward science. Scientific attitude refers to a particular approach a person assumes for solving problems, for assessing ideas and information, and for making decisions. It includes such scientific methods and predispositions as objectivity, suspended judgement, critical evaluation, and skepticism. Munby(1983a, 1983b) characterized scientific attitude as thinking as scientists do, that is, acting on evidence in a disciplined way. Attitude toward science. on the other hand, may address scientific attitudes, scientists, scientific careers, methods of teaching science, scientific interests, parts of curriculum, or the subject of science in the classroom (Blosser,1984). It may refer to belief about processes, theoretical products, technological products, or the science-technology relationship (Munby, 1983).

• 대한지구과학교육학회지
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• 제5권3호
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• pp.225-234
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• 2012

The Purpose of this study is searching the effect of the flow level increasing by using flow learning on scientific achievement and attitude toward science in 4rd grade elementary school student's scientific learning factors, and the better way to approach scientific institude than now in used. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a flow learning instructions. Two chapter were selected, 'Plant's World' and 'Fossil and Rock', for this study. Students were treated for 18 hours. The results were as follows: First, flow learning related program about plant's world, fossil and rock is increasing 4rd grade elementary school students' flow level in science class. Second, students are not increasing their scientific achievement according to increasing their flow level. Third, students are not increasing their attitude toward science according to increasing their flow level. But in attitude toward scientific inquiry, adoption of attitude toward science and preference of job related science subordinated, students are increasing subordinate factors of attitude toward science.

• 영재교육연구
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• 제5권2호
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• pp.1-15
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• 1995

The latest researchs show that students have their own preconceptions about scientific phenomena or theory before they learn about it in school. The preconceptions exert a great influence on the teaching and learning science. The purpose of this study is to find out the effect of intelligence and attitude to science on elementary school students were sampled from 4th and 6th grade. Data were obtained by IQ test and the questionnaires on scientific conception and attitude toward science. The result was analyzed by t-test, Correlation and ANOVA in the statistical packages SPSS/PC+. The major findings of this study are as follows : 1. The mean score of scientific conception of elementary school students was 12.89. The mean score of attitude to science was 247.29. The mean score of intelligence was 109.93. 2. The correlation coefficient between scientific conception and intelligence (r=.5098)was relatively high(p<.001). The correlation coefficient between attitude to science and scientific conception(r=.2364) was low(p<.001). 3. Significant difference on science conception was found among grade levels(p<.001). Significant difference on science conception was not found between sex (p>.05). 4. The subjects were divided into 4 groups by intelligence and attitude toward science. These 4 groups show the significant difference (p<.01) in the scientific conception. The groups of high of high intelligence showed high scientific conception.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.209-218
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• 2010

In this study, we investigate the effects of instruction using science magic program on the scientific attitude and scientific inquiry ability in elementary students. For this study, it was chosen two classes of the forth grades J elementary school in Seoul. Instruction using science magic program was applied to the experimental group for 8 weeks during the school hours. The results of this study were as follows : 1. Science tasks applied science magic had influence on elementary learners' scientific attitude in positive way. 2. Science tasks applied science magic had valuable significance to observation, classification, data intepretation ability. However it had no valuable significance to scientific integrated inquiry.