• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.433-446
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• 2007

The purpose of this study was to examine the effect of Small-Scale Chemistry(SSC) lab program on the academic self-efficacy and the science-related affective domain of 11th grade science-majored students. For this study, a SSC lab program was developed on the basis of analyzing the textbook of high school chemistry I in the 7th curriculum, and the experimental group was received SSC experiment lessons(SSC group), and the comparison group was received traditional experiment lessons. After students were grouped high and low level according to the students' prior science achievement score, the differences between the two groups were investigated using 2-way ANCOVA. From the result of this study, we found that the SSC lab program was more effective than the traditional Large-Scale lab program based on the textbook in academic self-efficacy. And the scores of interest toward science-related careers and creativity for the SSC group, which are subcategories of science-related affective domain were significantly higher than those for the comparison group. In students' perceptions on the SSC lab program, majority of students thought that the SSC lab program was convenient, effective and interesting.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.219-226
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• 2017

In this study, the reliability and validity of the retrospective pre-post test were analyzed in order to solve the problem of traditional pre-post test including response shift bias. Samples of the study were 162 elementary school students who are studying at the S university gifted education center in Seoul. Before completion of the field trip, we conducted pre test of science-related attitudes. After completion of the field trip, respondents were asked to compare their responses of pre and post science-related attitudes to quantitatively analyze the commonalities and differences of the two tests. To find out more characteristics, qualitative data such as daily records and interview were also gathered and analyzed. The major results of the study are as follows. First, for the paired t-test, there was no statistically significant difference between separate pre-test scores and retrospective pre-test. There was a very high correlation between the separate pre-test scores and the retrospective pre-test. Second, there were significant differences in all seven sub-factors of science-related attitudes between the retrospective pre-test and the post-test. Third, the separate pre-test scores showed a slightly higher tendency than the retrospective pre-test scores. This suggests that the response shift bias appears when it is performed the separate pre-test in affective domain. As a result of the interview, it was found that the evaluation standards of separate pre-test did not match with those of post-test. Forth, internal consistency reliability of the retrospective pre-test was higher than that of the separate pre-test. However, there were significant differences in six factors of science-related attitudes excluding the 'social implications of science' between the separate pre-test and the post-test. Based on these results, the retrospective pre-post test design provides simplicity and convenience to both respondents and investigators, as it is done with one test. The retrospective pre-post test design can be regarded as a valid design for the self-report measurement of affective domain on a single experimental group.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.279-286
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• 2005

This thesis aims to know about the effect science club activities have on the students' science-related attitude. The subjects are 551 high-school students who consists of the students who participate in science club activities and students who don't participate in science club activities. The questionnaires include the questions about cognition of science, interests toward science, and scientific attitudes which belong to the affective domain of Science. The answers are analyzed using by SPSS 11.5 program. This survey shows that whether or not students participate in science club activities affects the cognition of science, the interests toward science, and the scientific attitudes. In other words, science club activities affirmatively enhance the cognition of science, cultivate the thinking power about science, enlarge problem-solving ability by knowing how to survey natural phenomenon, increase the insight into science and help to cope with technological changes. Therefore, since science club activities affect the cognition of science, the interest toward science, and the scientific attitudes in the affective domain of Science, much consideration and concern should be given to science club activities so that students can cherish science club activities and deal with club activities with more attention.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.44-54
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• 2005

This study is intended to examine an effectiveness of STS module concerning food waste, 'Even if food waste is the money, would you throw it away', in the areas of affective domains related to science and attitudes towards environmental problems. For this study, one group of 142 seventh graders attending 'L' middle school in Iksan city, Jeonrabukdo received 8 class hours with this module. Their affective domains related to science and attitudes towards environmental problems were measured by pre- and post-test design in a single group. In addition, their views on STS instruction was also analyzed. Results are as follows. Students in the transition period who had been taught with this module showed that they had a statistically significant effectiveness in interests related to science, scientific attitudes and execution towards environmental problems(p<.05). Students taught with this module had a positive views on the STS instructional methods or contents. It was also shown that their recognition or behavior towards environmental problems have been changed positively.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.263-277
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• 2019

This study analyzed the current use of science-related test tools in affective area in Korean academic journals for the last 30 years since 1989 and the cases of modification of the original tools related to the tools. This provides practical information on the development and improvement of test tools in the future and offers the basis for developing valid test tools. The study was conducted in two stages. We analyzed the status of 88 domestic science education researches dealing with testing tools related affective characteristics and 57 domestic and foreign resource tools referenced by them. After that, we compared the characteristics of the five cases in which the original tool was revised and the concrete item correction examples. The results were analyzed as follows: topics that have emerged continuously or that have recently begun to appear in domestic research, the research situations according to their purpose and measurement methods used by the tool, and use state of original tools. The background and key points of revision were analyzed for the five tools, TOSRA, SAI, PISA items, STEBI-A/B, SMQ, whose revision process were disclosed. In addition, the changes of the items were analyzed by comparing the four test items with the questions before and after the revision. As a result of item analysis, item improvement was proceeding in the direction of enhancing readability, clarifying meaning, and changing items according to change of sub constructs. The implications of this study are as follows: notes on interpreting the results obtained from the tool with multiple mixed constructs, the possibility of the testing tool that broadens the horizon of the research, error recognition in the subjective self-report, and notes when applying test tools from other disciplines to science.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Journal of Korean Biological Nursing Science
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• v.20 no.2
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• pp.92-102
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• 2018

Purpose: The purpose of this study was to analyze the current status of studies related to the learning methods of biological nursing subjects in Korea. Methods: Five databases (KoreaMed, KMbase, NDSL, KISS, KiSTi) and grey literature were searched prior to February 2018. A total 12 studies met the inclusion criteria including 11 articles and 1 proceeding. Results: We included five experimental studies, five non-experimental studies, and two mixed method studies. First, most of the studies that applied a learning method focused on the subject of human anatomy and physiology; team-based learning was the method that was utilized the most. Second, the necessity of well-designed research was confirmed because the quality of included studies was low. Third, the research variables identified were mainly concentrated on the affective domain, and included satisfaction, motivation, self-efficacy, self-directed learning, confidence, attitude. We confirmed the need to develop a learning program that can also improve the cognitive and psychomotor domain variables in future research. Conclusion: The results of this study suggest that further research should be conducted with consideration the domain of research variables evenly. In addition, future studies should apply various learning methods and included randomized controlled trials.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.297-324
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• 2015

In this study, we summarized and analyzed domestic research papers including science-related attitude in science education over the past 30 years, mainly teaching & learning methods. We reviewed 240 papers of experimental design in Journal of the Korean Association for Research in Science Education and Journal of Korean Elementary Science Education until the last volume of 2014 with results of statistical significance. The results are that students preferred group compensation rather than individual compensation. Also, students' active participation in class activities were effective in promoting students' science-related attitude. On the other hand, students' attitudes related to science did not show significant effectiveness in science class focusing on conceptual understanding. The results of this study regarding the positive or negative influence of teaching & learning methods in science will be expected to be useful when science teacher makes a selection the proper teaching methods.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.258-266
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• 2004

An increasing number of educators emphasize the affective domain in learning. Affective and cognitive objectives interact and can not be separated from each other. Good emotions and feelings assist students achieving optimally in the cognitive domain. Emotional intelligence harmonizes well with an affective science curriculum. The purpose of this study was to explore the effectiveness of EQ(Emotional quotient) improvement program on students' EQ, science achievement, the science related attitudes, and science anxiety. A pretest-posttest control group design was employed. Subjects were 168 male and female first grade students in a middle school. A control group was instructed with a traditional teaching method, and an experimental group was instructed using EQ improvement program. Two groups were treated for 42 hours during 14 weeks. Two way ANCOVA and correlation analysis was performed using the SPSS. The results indicated that students who received EQ program got higher EQ and their science anxiety was lowered than students who were in a control group(p<.05). EQ program was not significantly effective on science attitude than the traditional instruction but, in the domain 'the enjoyment of science class' it was effective(p<.05). EQ program was significantly effective on students' achievement than the traditional instruction(p<.05).

• School Mathematics
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• v.19 no.2
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• pp.267-287
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• 2017

Fostering students' positive affect related to mathematics such as attitudes toward mathematics and dispositions toward learning mathematical concepts is one of the major goals of school mathematics programs. In this study, we collected data from students at the 4-1 grade levels to develop an instrument that measures students' affect regarding mathematics learning. To develop the instrument, we first conducted focus group interviews, which we recorded, transcribed, and analyzed. We sorted the results according to seven components of the non-cognitive domain of mathematics learning, which drew from taxonomical constructs of previous research. We then conducted a pilot study in which we administered the instrument as a pretest and a posttest. We chose the final items based on confirmatory factor analysis and a reliability test of the pre and posttest scores. The final instrument contains 24 items, which are classified according to the seven components: interest, attitudes, value, external motivation, internal motivation, learning conation, and efficacy. We anticipate this instrument will be useful for studies that need to measure students' non-cognitive characteristics in relation to learning mathematics.