• Journal of Science Education
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• v.41 no.2
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• pp.179-194
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• 2017

The purpose of this study is to construct two equivalent science relevance recognition test tool after confirming the reliability and validity of the CARS(Changes in Attitude of Relevance to Science) questionnaire to determine the applicability of the items to Korean students and to compare gender and school differences. For this study, 59 items of the CARS scientific relevance test were translated and assigned to 787 middle and high school students (analyed the answer of 300 middle school students and 431 high school students). In order to determine the fit of the CARS question to Korean students and to overcome the limitation of the number of questions, we used the item-linking method of the Rasch model. By analyzing the results of the research, we constructed two equivalent scientific relevance recognition questionnaires of CARS-A and CARS-B with 25 items. The Pearson correlation coefficient of the Rasch scores of the two equivalent test was 0.78. The two types of scientific relevance recognition test tools generated through this study can be used to confirm students' attitude of scientific relevance to daily life, or to confirm the change after a certain class or grade. Through this study, we will discuss the implications of students' perceptions of science associations in science education, and the development and application of tools.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.209-224
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• 1997

In this study, the images of science education illustrated in the books written by six major modern philosophers of science (K. R. Popper, N. R. Hanson, T. S. Kuhn, I. Lakatos, P. Feyerabend and J. Ziman) were investigated. In this article, the parts, from the books investigated, which have direct relevance to science education are quoted and the discussions by the researchers on them are added. Particularly, the learning by trial and error (of Popper), the role of context in scientific thinking (of Hanson), science education through the history of science (of Lakatos), science education appreciating individualities and voluntary curiosity (of Feyerabend) and the social aspect of science as a source of its rationality (of Ziman) appear to be the main points which have direct relevances and meaningful implications to science education but which have not been considered or discussed in detail in science education.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.169-174
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• 2022

The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.256-272
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• 2017

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.330-339
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• 2011

This study was to investigate effects of instruction using the history of science on elementary school students' science learning motivation. Subjects were 48 students of two groups in the 5th Grade in Bucheon City. A Experimental group of 24 was instructed 20 lessons in Unit 1~7 using the history of science for a 11-week period. In this study, the instructional contents were selected by stories about scientists, discoveries or anecdotes about natural phenomena and related learning topics in national science curriculum. And they are presented by writings with pictures, cartoons, PPT materials and a script. Students play various learning activities such as exchanging opinions after reading instructional content, making a book or a newspaper, playing in a drama and representing by picture. A control group of 24 was instructed by traditional teaching methods in same period. To compare difference of instruction effects of the two groups, the score of pre-test and post-test were both estimated by t-test. The results of the study were as follows. Students of experimental group showed statistically a more significant increase in the science learning motivation than control group students (p<.05). Each of attention (A), relevance (R), satisfaction (S) sub-elements of learning motivation were higher in the experimental group and it was showed the instruction using the history of science was effective in improving of science learning motivation.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.77-93
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• 1998

The purpose of this study is two-fold. One is to provide the teachers of Home Economics with the basic reference data of the relevance between Home Economics and other subjects taught in the middle schools for the purpose of bringing out more efficient classroom teaching. The other is to help the teachers, the textbook writers, and the curriculum reformers improve the curricula of the middle school on the basis of this research. The conclusions drawn from this study are as follows: 1) The units of Human Development and Family Relationship should be taught with reference to Korean Language, Ethics, and Music. 2) The unit of Adolescence Development is dealt with in Physical Education and in Ethics as well, which seems to indicate that there was no interdisciplinary consideration and cooperation before/when the curricula were made. 3) The unit of Nutrition which appears in the first grade in Home Economics has a close relationship with the unit of Morphology and Physiology of Animals which appears in the second grade in Natural Science. It is thought that the interdisciplinary themes ought to be organized cooperatively among subjects for efficiency of study. 4) Since the unit of Clothing is not dealt with in the other subjects, ti can be developed in Home Economics on its own. 5) As the unit of Housing is closely related to Technology, it should be taught on the basis of Technology. 6) The textbooks of all subjects should be written based on the interdisciplinary research and cooperation. They should be organized in order not to overlap or repeat the same topic in the same level if it is not necessary.

• International Journal of Computer Science & Network Security
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• v.24 no.1
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• pp.187-195
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• 2024

This is an extended paper explaining the role of E-learning and quality development in the current situation. Amid Covid:19, E-Learning has achieved a new miles stone in imparting education and all levels of institutions have transformed their learning platform from face to face to virtual learning. In this scenario E-Learning is facing two major challenges, first to ensure the ability of computer systems or software to exchange and make use of information on virtual platform (interoperability) and secondly, developing quality learning through e-Learning. To impart learning and teaching (L&T) through E-learning, Middle East University (MEU) has adopted Learning Management Services (LMS) through Blackboard. The university has three types of L&T methods; full online, Blended and Supportive. This research studies the concept, scope and dimensions of interoperability (InT) of E-Learning in MEU then the connection and interdependence between with quality development. In this paper we have described the support and the importance of finest standards and specifications for the objectives of InT of E-Learning and quality development in MEU. The research is based principally on secondary data observed from MEU E-Learning deanship. Also sample of 20 E-Learning experts at MEU were given closed ended as well as semi closed questionnaires for evaluating the assurance of InT of E-Learning and quality development. These experts are mainly certified online facilitators and admin staff. Results provide the verification of application and presence of InT of E-Learning and assured the quality development process in MEU.