• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.133-144
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• 2021

The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Journal of Sport and Applied Science
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• v.7 no.3
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• pp.1-11
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• 2023

Purpose: The purpose of this research was to examine the effect of the sensoryscape (sport fans' stadium experiences via the five senses) on connectedness and elation that sport fans have about their teams. Research design, data, and methodology: To achieve this purpose, structural equation modeling was conducted with a total of 417 KBO baseball fans. Results: The results of the research are as follows. First, stadium experiences via sport fans' sight, sound, and touch had positive effects on connectedness that consists of passion, nostalgia, supportive, and connected. Second, stadium experiences via sport fans' sight, sound, and taste had positive effects on elation that consists of happy, excited, pleased, proud, optimistic, and entertained. Conclusions: This research provides the first empirical evidence of the effects of sport fans' sensory experiences on emotions associated with sport teams. In order to maximize connectedness and elation that sport fans have about their teams, sport marketers need to develop specific sensory strategies that affect stadium experiences. Further implications were discussed.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.317-330
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• 2019

The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.

• Journal of Distribution Science
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• v.17 no.2
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• pp.91-100
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• 2019

Purpose - The importance of customer experiences has been increasing in retail industry as wells as theme park industry. The purpose of this research is to investigate relationships among brand experience, customer perceived value and brand support behavior in theme park industry. Furthermore, we tried to examine the moderating effects of interaction with customers in the relationships between brand experience and customer perceived value. Besides, we provided some implications for not only the theme park industry but also other service industries such as retail industry. Research design, data, and methodology - The research model has nine hypotheses, and we examined them empirically in this study. Five hypotheses were about relationships among theme park brand experiences, customer perceived value, and brand support behavior. The other four hypotheses were about the moderating effects of customer interactions in the causal relationship between brand experiences and customer perceived value. A total of 167 samples who had visited the theme park were surveyed and the hypotheses were tested with the statistical package programs such as SPSS 21.0 and AMOS 21.0. Results - The results of this study are as follows. First, it was proved that theme park visitors' sensory experience, emotional experience, and cognitive experience have significant positive effects on perceived value, although the hypothesis about the causal relationship between behavioral experience and perceived value is not supported. Second, the customer perceived value has a positive effect on brand support behavior. Third, customer interaction has a positive moderating effect between brand experiences and perceived value, except for behavioral experience. Conclusions - Based on the results of this study, there can be following significances and implications from both theoretical and practical perspectives. First, we confirmed the importance of experiential marketing in other service industries such as retail industry as well as the theme park industry. The marketing managers in these industries need to design various experience programs considering the various characteristics of experiences such as sensory, emotional, and cognitive experiences. Second, it will be necessary for the theme park managers to encourage active participation of customers, and raise the level of interaction between employees and customers.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.215-226
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• 2022

This study analyzed the trends and causes of the decline in Korean students' positive experiences about science (PES). To do this, 4th to 10th grade students were sampled by grade at general elementary, middle, and high schools in Seoul, and then a questionnaire was administered to ask the students about their PES and the causes for their decline. The results of one-way ANOVA for Test for Indicators of Positive Experiences about Science (TIPES) revealed that there were no statistically significant differences according to grade and school level in the overall mean of TIPES scores. However, the results were slightly different for each sub-component. That is, in 'science academic emotion,' the mean of elementary school students was statistically significantly higher than that of middle school students. In addition, the mean of 4th graders was significantly higher than the mean of middle school 1st graders, middle school 3rd graders, and high school 1st graders, respectively. The mean of high school students was statistically significantly higher than that of middle school students in 'science-related career aspiration.' In the 'science-related self-concept', 'science learning motivation,' and 'science-related attitude,' the differences in scores according to grade and school level were not statistically significant. The main causes of the decline in each sub-components of PES were somewhat different depending on the school level. Based on these results, the ways to improve students' PES were sought according to grade and school level.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.507-521
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• 2017

The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.335-346
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• 2017

In this study, we developed and examined the validity and reliability of the Test for Indicators of Positive Experiences about Science (TIPES) that measures students' positive experiences about science. We have developed TIPES through literature reviews, development of the preliminary version of TIPES, a pilot test and revisions of the preliminary version, and the test of the final version. Through literature reviews and Delpi methods, we developed the preliminary version of TIPES, which consists of five categories such as science academic emotion, science-related self-concept, science learning motivation, science-related career aspiration, and science-related attitude. Using the preliminary version, we conducted a pilot test with 198 students consisting of 4th, 6th, 8th, and 10th graders, and modified the first version based on the results from the pilot test and expert meetings. We then conducted a main test with the revised version of TIPES with 1,841 students consisting of 4th, 6th, 8th, and 10th graders. According to a confirmatory factor analysis, a reliability test and descriptive statistics analyses, TIPES found to have a good validity as well as reliability. In addition, there are statistically significant differences in the norm distribution and scores of TIPES by student's grade, gender, school location, and level of participation in science-related activities. Discussed in the conclusion are the implications of this research for science education research and science teaching and learning practices in the school.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.279-293
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• 2019

This study investigated the effects of national science leading school programs on students' positive experiences about science (PES) and teachers' perceptions of curriculum implementation factors affecting students' PES. For this study, Test for Indicators of Positive Experiences about Science (TIPES) was administered to a total of 11,488 students from 117 national science leading schools and 1,315 students from 50 normal counterpart schools. In addition, a total of 105 teachers were given a survey asking their curriculum implementation levels and perceptions on importance and performance levels of each identified factor that was known to influence students' PES. Students' total PES scores and scores in five sub-components of PES were widely varied across science leading school program types. In general, participating teachers reported common curriculum implementation factors that most positively affected students' PES including 'science-related activities out of school,' 'student-centered research projects,' 'ICT-related materials' and 'performance assessment.' Based on these results, implications for science education were discussed.