• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.121-131
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• 2009

In this study, we investigated the elementary school students' perceptions toward scientific and/or technological professions in the views of accuracy, complexity, and diversity, and compared them by the students' grades and their science-related career aspiration levels. We also studied the relationships among the students' perceptions toward scientific and/or technological professions and their cognitive (science achievement), affective (enjoyment of science lessons, attitude to scientific inquiry, self-efficacy), and behavioral (participation in science-related activity) characteristics. The subjects were 369 students of 4th and 6th grades at three elementary schools in Seoul. The results revealed that the students were relatively well aware of what works and professions in science and/or technology were, but they did not have good understanding of them in the views of complexity and diversity. The 6th graders had better perceptions toward science and/or technological professions than 4th graders, although they showed the lower scores of attitude to scientific inquiry. Moreover, the higher science-related career aspirations were, the higher scores in all tests of the perceptions and the personal characteristics were. The students' perceptions toward scientific and/or technological professions were found to have relationships with their cognitive, affective, and behavioral characteristics. The multiple regression analysis of the personal characteristics on the perceptions toward scientific and/or technological professions indicated that science-related activity, science achievement, and self-efficacy were significant predictors. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1094-1105
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• 2004

The effects of learning using Information Communication Technology(ICT) on the students' scientific inquiry ability and science-related affective characteristics were analyzed in Earth History and Crust Movement units of science textbook for eighth graders. For this study, two classes of middle school second students in Chung-nam were selected and taught for six week under different teaching methods. One class is the test class taught with ICT applied teaching materials and the other class is the control class instructed by a conventional method. One week before the experiment, both classes were given tests on scientific inquiry ability and science-related affective characteristics, and they were tested again after the experiment. The results of scientific inquiry test showed statistically meaningful differences in the experimental class and the control class. The experimental class showed statistically meaningful difference in scientific inquiry test. Science-related affective characteristics test showed no statistically meaningful difference in the experimental class. Among three scientific science-related affective characteristics, especially the one fields of interests showed statistically meaningful differences which suggest that learning using ICT has a positive effect on the expanding of students' science-related affective characteristics.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.468-483
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• 2021

The purpose of this research was to analyze the impact of Collaborative Problem solving for Character competency (CoProC) applied science classes on the character competence and scientific affective characteristics of vocational high school students. To achieve this, two junior classes of chemical industry majors in a vocational high school, were selected as the experimental group with 43 participants, and character competence test, scientific affective characteristic test, group discussion voice recordings, reflection activity sheets were analyzed. Based on the results of the study, the experimental group showed a statistically significant differences in value for the total character competence test score compared to the control group, and it had statistically significant differences in the nine lower character competence factors. Based on the results of the scientific affective characteristic test result, the experimental group was higher in total score to a statistically significant degree compared to the control group, and showed a statistically significant difference in seven of the lower factors, excluding consistency in interest. Therefore, science classes with CoProC applied were effective in cultivating the character competence and enhancing the scientific affective characteristics of vocational high school students.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.59-69
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• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.537-543
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• 2020

In order to cultivate the talents needed in the 4th industrial revolution era, it is necessary to select gifted students and train them systematically. The affective characteristics of the gifted are self-concept, personality, sociality, motivation, morality, attitude and interest, and these are important factors that affect science achievement. In particular, computer scientific attitude is an important variable affecting computer science achievement. This study developed a computer scientific attitude test based on TOSRA developed by Fraser to measure the affective characteristics of information-gifted students. The computer scientific attitude test is composed of 7 areas: social implications of computer science, attitude to computer scientific inquiry, adoption of computer scientific attitudes, adoption of computer scientific attitudes, leisure interest in computer science, career interest in computer science, and normality of computer scientists. The relationship between computer scientific attitude and academic achievement of gifted students was analyzed using the developed test. To determine find out whether computer scientific attitude significantly predicts academic achievement, the results of a regression analysis showed that t = 2.543 and p = 0.025, indicating that the average of computer science attitude significantly predicted academic achievement.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.396-406
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• 2006

In this study, elementary school students' science learning characteristics together with the levels of inquiry requirement in elementary school science experiment instruction were investigated in terms of the affective domain. We divided seventy-three students of the fifth ade into two groups according to the levels of inquiry requirement. After each instruction had been implemented, the characteristics of the students' learning in terms of the affective domain were compared and analyzed within the context of the levels of inquiry requirement. There were no significant differences between Level 1(LL) and Level 2(HL) groups in terms of the affective characteristics. These results may be caused by the burden imposed by the difficulty in thinking through and setting up the experimental methods. However, the HL group students' levels of interest in science experiments was higher than that of the LL group. In conclusion, the HL instruction contributed little to the improvement of affective characteristics. Some possible reasons might be that students felt difficulties with the somewhat unfamiliar instructions which required them to design and perform experiments. Higher levels of interest in science experiments amongst HL students' implies that well-organized and continuous exercises involving the design and performance of experiments could improve students' scientific affective characteristics.

• 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 Gifted/Talented Education
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• v.14 no.4
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• pp.15-45
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• 2004

The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.