• Journal of the Korean Chemical Society
• /
• v.63 no.6
• /
• pp.459-472
• /
• 2019

The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers' chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers' perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher's recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers' were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.

• Journal of Korean Elementary Science Education
• /
• v.18 no.2
• /
• pp.65-77
• /
• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Communications of Mathematical Education
• /
• v.32 no.3
• /
• pp.385-406
• /
• 2018

The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with 81 students from two classes through a nonequivalent control group design. The results of the study showed that the teaching method based on mathematical problem posing activities had a more positive effect on students' mathematics achievement and the affective characteristics of mathematics than the teaching method that focuses on problem solving. The teaching method based on problem posing activities proposed in this study could induce students' self-reflective learning motivation, which in turn gave them a more solid understanding of the mathematical concepts they had learned. In addition, it was found that students' problem solving ability, mathematical communication ability, and mathematical thinking ability were positively influenced by problem posing activities. Regarding the affective characteristics of mathematics, the mathematical problem-posing activity suggested in this study turned out to be a very effective strategy for improving students' interest in mathematics.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.2
• /
• pp.119-130
• /
• 2019

The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.57-78
• /
• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.74-83
• /
• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.805-813
• /
• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.4
• /
• pp.9-14
• /
• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• Journal of Christian Education in Korea
• /
• v.69
• /
• pp.139-162
• /
• 2022

This study verified the effect of learning motivation on immersion by non-face-to-face class method. For this purpose, 101 college students majoring in early childhood education were selected as research subjects. The average age of the study subjects was 22.6 years old, and 51 students took non-real-time non-face-to-face classes, and 50 students took real-time non-face-to-face classes. The study measured the level of immersion and the type of learning motivation after the non-face-to-face class was finished. The measured data were analyzed using descriptive statistical analysis and multiple regression analysis. As a result, in the results for all students, the performance approach goal had the most influence on immersion, and the mastery goal orientation had the next effect. Performance avoidance orientation had no effect. For students in non-face-to-face classes, performance approach goal orientation had an effect on immersion, and for students in real-time non-face-to-face classes, mastery goal orientation had an effect. The implications that can be obtained from the results of this study are as follows. First, non-real-time non-face-to-face classes should cover basic knowledge and skills so that there are no mistakes and failures. Second, non-real-time non-face-to-face classes should allow tasks with appropriate difficulty to be performed with a deadline. Third, real-time non-face-to-face classes should lower the fear of mistakes and failures.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.99-110
• /
• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.