• 한국과학교육학회지
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• 제16권2호
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• pp.217-225
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• 1996

Science-related attitudes, perceptions of science classroom environments, and their relationships were investigated for a sample of 535 primary and secondary school students. Two scales of the Test of Science-Related Attitudes and five scales of the Classroom Environment Scale(CES) were administered. Students' perceptions of preferred science classroom environments were also investigated using the same scales of the CES and compared with those of actual classroom environments. The results indicated the primary school students had the most positive attitudes on Enjoyment of Science Lesson and Career Interest in Science. They also had the highest scores on perceptions of actual classroom environments, while the high school students had the lowest scores. Regarding the relationships between science-related attitudes and perceptions of classroom environments, multiple correlations for the five scales of the CES were found to be significant(p<01). The scores of four scales-Involvement, Teacher Support, Order and Organization, Rule Clarity-are significantly correlated with the scores of Enjoyment of Science Lesson. Students' perceptions of preferred classroom environments on the four scales of the CES are significantly higher than those in actual environments. However, students' perceptions of actual environments on Task Orientation are similar to those of preferred environments, and are not significantly correlated with Enjoyment of Science Lesson. Educational implications are discussed.

• Physical Therapy Rehabilitation Science
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• 제13권2호
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• pp.171-178
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• 2024

Objective: The objective of this study was to investigate undergraduate student's attitudes toward person with disabilities. Design: Questionnaire-based study Methods: This study conducted a survey of 350 undergraduate students attending two universities in cities B and C from March to April 2024. Out of a total of 350 questionnaires, 334 questionnaires were analyzed after excluding 16 questionnaires due to incomplete content. The questionnaire was revised and enhanced by the researchers and was supplemented through revision and verification by another occupational therapist as professor. Results: As a result of the study, significant differences in undergraduate students' positive attitudes toward the disabled were found to be gender and taking disability-related curriculum, while significant differences in negative attitudes were found to be gender, presence of a disabled person in the family, and religion. Gender, taking disability-related curriculum, and religion showed significant differences in neutral attitude, and in all areas, gender, taking disability-related subjects, having a family member with a disability, and religion showed significant differences. Conclusions: Factors that influence undergraduate students' attitudes toward person with disabilities include gender, whether or not they take disability-related curriculum, whether a family member is disabled, and religion. As our society's policies and perceptions of person with disabilities are rapidly changing, in order to improve our society's attitude and awareness of disabilities, we need to provide students with a correct understanding of disabilities and develop positive attitudes through positive experiences about disabilities. Educational programs should be provided.

• 한국과학교육학회지
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• 제16권3호
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• pp.286-294
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• 1996

In this study, the image of scientists and the self-image in terms of stereotypical masculine and feminine characteristics were investigated for 562 primary and secondary school students. The perceived differences between the image of scientists and the self-image were quantified and compared across grade levels and gender. Their relationships with science-related attitudes were also studied. The results indicated that students hold more masculine characteristics in the image of scientists and more feminine characteristics in the self-image. The perceived differences between the image of scientists and the self-image were greater for female students than male students. Female students also had more negative attitudes than male students on Career Interest in Science and Enjoyment of Science Lesson of the Test of Science-Related Attitudes. It was found that the differences between the perceived images were negatively correlated with science-related attitudes. Although the relationships were found to be statistically significant, the magnitudes were relatively small. Educational implications are discussed.

• 한국과학교육학회지
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• 제23권5호
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• pp.531-543
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• 2003

본 연구는 과학영재들이 지능 및 과학 탐구능력과 같은 인지적인 측면뿐만 아니라 정의적인 측면에서도 차이가 나타나는 지를 보기 위해서 과학 관련 태도를 일반집단과 비교하였고, 과학 관련 태도와 지능 및 과학탐구능력간의 관계를 검증하였다. 이에 따라 I 대학의 과학 영재 교육 프로그램에 참가하고 있는 266명의 중학생들을(남학생 : 169명, 여학생 :97명) 대상으로 Raven 도형 지능 검사, 과학탐구능력 검사, 과학 관련 태도 검사를 실시하였다. 연구 결과 과학영재들은 지능과 탐구능력에서 뿐만 아니라 모든 과학 관련 태도 영역에서 일반 학생들보다 긍정적인 특성을 드러내는 것으로 나타났다. 과학 관련 태도는 일반 집단에서는 지능 및 과학탐구능력과 긍정적인 상관이 있었으나, 과학영재집단에서는 거의 상관이 없음이 드러났다.

• 한국농촌생활과학회지
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• 제6권1호
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• pp.65-72
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• 1995

This article explores : 1) There were significant differences in the behavioral aggressiveness and the recognition about economical and psychological benefits related to complaining behavior. 2) The significant differences were found in the trust, distrust and behavioral aggressiveness related to types of consumer attitudes. 3) The satisfaction with the purchasing behavior was significantly explained by the distrusted relationship, the recognition of economic and psychological benefits, private complaining behavior types and aggressive types of consumer attitudes.

• 대한지구과학교육학회지
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• 제7권3호
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• pp.293-302
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• 2014

The purpose of this study is to investigate the effects of research project program of science process skills and science-related attitudes for high school students. This study were accompanied by 72 junior students of G High School who were reorganized as students whose research subject was closely related to chemistry. These students went through 28 periods of 14 sessions of research project program, were tested before and after the study on their science process skills and science-related attitudes. A simple questionnaire afterwards to get their thoughts on this program, was surveyed. The results are as follows. First, the research project program was effective in the science process skills (p<0.01). There was a statistically meaningful difference in the subcategory of deduction, setting up hypotheses, finding variables, building experiments, graphing and interpreting data. Although there was an increase in the average scores of prediction, operant definition, and generalization factors, it was not statistically meaningful (p>0.05). Second, the research project program showed an increase in the post-test of the science-related attitudes but was not statistically meaningful (p>0.05). In terms of subcategoty, the social importance of science, criterion of scientists, application of scientific attitude, and enjoyment of science classes were statistically meaningful (p<0.05). Third, according to the survey of research project program, there was an increase in creating a research problem and solving it by oneself as well as in participating with other teammates to solve a problem. But the most difficult thing was when the experiment failed during the research was processing. The curiosity and interest, towards objects around all lives and science classes after the program done, were increased.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.60-70
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• 2013

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.277-291
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• 2009

This study is intended to develop plant inquiry instruction using Rapid-cycling Brassica rapa (RcBr) whose life cycle is relatively short, and to apply it to the elementary science instruction of the 4th grader and examine their plant concept, science inquiry skills and science-related attitudes. The materials were consisted of laboratory manuals for the students as well as teachers' guide. By observing the life cycle of RcBr, students can experience the conceptual learning of the plant's life cycle. In addition, this study investigated the cause of change in science inquiry skills and science-related attitudes by interviewing 12 students. It has shown that plant inquiry instruction using RcBr has meaningful effects on students' understanding of the plant concept, improving students' science inquiry skills, and changing students' science-related attitudes. Students who showed improvement in science inquiry skills were able to answer questions regarding science knowledge correctly. And students whose science related attitudes were improved had a positive attitude on cultivating RcBr. Students told that RcBr was an interesting and good material to inquire plant. Because of its small size and its relatively short life cycle of RcBR, it should be a desirable plant material for the inquiry instruction which can give rise to useful and meaningful results for the elementary school students.

• 한국과학교육학회지
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• 제10권2호
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• pp.39-47
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• 1990

The purpose of this survey is to investigate the status on attitudes toward science among the elementary school students in Korea. The attitudes toward science were measured with TOSRA(Test of Science-Related Attitudes) Which was developed by Fraser, B.J.. This survey were male 963 elementary school students of $4^{th}-6^{th}$ in Seoul and Kyeong gi Province as an object. The major findings of the study are as follows: 1. The overall attitudes toward science of measured elementary school students shows a positive tendency. 2. Male students exhibited significantly(p<0.001)more positive attitudes toward science than females. 3. There were no differences(p<0.05) between the students in Seoul and Kyeong gi Province in attitudes toward science. 4. Attitudes toward science of elementary school students in this population steadily declined from grade four to grade six. The sharpest decline was seen at grade six.

• 대한화학회지
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• 제46권3호
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• pp.287-295
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• 2002

이 연구에서는 자기평가가 중학교 학생들의 과학 개념 이해와 과학 관련 태도에 미치는 영향을 알아보았다. 연구대상은 자기평가를 실시한 3개 학급을 실험집단으로, 자기평가를 실시하지 않은 2개 학급을 통제집단으로 구분하였다. 실험집단은 자기평가를 실시한 후 피드백을 제공한 집단과 자기평가만 실시하고 피드백은 제공하지 않은 집단으로 구분하였다. 수업은 9주(20차시)에 걸쳐 실시하였고, 과학 개념 이해 검사는 사후, 과학 관련 태도 검사는 사전, 사후에 이루어졌다. 연구결과, 과학 개념 이해에서는 자기평가를 적용한 실험집단이 자기평가를 적용하지 않은 통제집단에 비해 더 향상된 것으로 나타났다. 또한 과학 관련 태도 향상에도 자기평가를 이용한 수업이 효과가 있는 것으로 나타났다. 실험집단 내에서 피드백을 제공한 집단은 피드백을 제공하지 않은 집단에 비해 과학 관련 태도 향상에는 통계적으로 유의미한 차이를 보였으나, 과학 개념 이해에서는 유의미한 차이를 보이지 않았다. 자기평가에 대해 학생들은 자기평가가 후속 학습에 영향을 주며, 학습 태도 향상에 도움을 준다고 인식하고 있었다.