• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.848-859
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• 2008

The purposes of this study were to investigate the relationship between science achievement and student-related variables in the 2006 National Assessment of Educational Achievement (NAEA), the subjects of which included 3% of students within the entire population of the grades 6, 9 and 10. The results showed that the more they talk with parents, study by themselves, and read the books, the higher the students achieved in science. The science achievement was also significantly and positively related to self-regulated learning, adaptation to school life and attitude toward science. It is implied that the approach of stimulating internal motive such as interest, attitude toward science and human relations is more effective in resulting in the students' higher science achievement than focusing on external attitudes such as forcing good study habits.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.57-68
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• 2018

The purpose of this study is to categorize learning style groups and to analyze students' learning interest and self-regulated learning abilities, according to their learning style and giftedness. One hundred and twenty-three (123) science-gifted student and 296 regular students participated in this study, responding to learning style, self-regulated learning, and learning interest questionnaires. Data were analyzed, using 2-stage cluster analysis, $x^2$ test, two way-MANOVA test, and $Scheff{\acute{e}}$ test. The results are as follows: First, by 2-stage cluster analysis, four groups were categorized: 'high-score thinking style,' 'external-liberal,' 'executive-conservative,' and 'low-score thinking style.' In the gifted group, high-score thinking style (51.2%) was the most popular, then executive-conservative (30.2%), external-liberal (17.1%), and low-score thinking style (1.6%); in the regular student group, the executive-conservative group was the biggest, then high-score thinking style (20.6%), external-liberal (11.6%), and then the low-score thinking style (8.7%). Second, in terms of learning interest, the analysis by thinking style showed that the high-score thinking style group had higher learning interest compared to the executive-conservative and the low-thinking style group. The high-thinking style group's thoughtful interest also scored the highest compared with the others. The gifted students' thoughtful interest and investigative interest also were higher than regular students '. Third, in terms of the self-regulated learning, the analysis by thinking style showed that the high-score thinking style group showed higher scores on all sub-variances than other groups, especially having highest control-belief scores. Also, gifted students had higher scores on control-belief and searching information. Based on these results, the ways for effective education and support were discussed.

• Journal of Environmental Science International
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• v.19 no.7
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• pp.879-888
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• 2010

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents' active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students' life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents' participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents' participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents' environmental sensitiveness and environmental practice intention.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.705-720
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• 2018

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).

• Journal of People, Plants, and Environment
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• v.24 no.4
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• pp.365-376
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• 2021

Background and objective: This study aims to develop and apply programs in agriculture and life sciences for promoting divergent thinking in STEAM using classroom wall gardens. The process of the STEAM program such as presentation of the situation, creative design, and success experience is proposed to utilize STEAM education as a distinguished program. Methods: Four types of classroom wall gardens were used in this program, such as the 'plaster pot wall garden', 'attachable LED wall garden'. 'coffee pack wall garden', and 'hanging wall garden' for each classroom. For this purpose, official letters were sent to relevant institutions (elementary schools) specified by the research institute, and classes were conducted on the selected elementary school students. Results: A satisfaction survey and effect analysis were conducted on the students participating in the program. The program was designed to take a total of 11 hours, comprised of teaching plans including the topics, purpose of production, subject outlines, learning goals, and elements of STEAM subjects and stages. Conclusion: According to the survey on student satisfaction and understanding, it was found that students participating in the program have a high level of understanding and participation, as well as increased interest in science. Also, the program helped the students to connect with other subject areas. The level of student satisfaction was especially high in the upper grades. It is believed that the results of this research contribute to the development of STEAM education programs in agriculture and life sciences as well as other subject areas.

• The Korean Journal of Health Service Management
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• v.5 no.3
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• pp.169-177
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• 2011

The purpose of this study were to investigate smoking status and management and knowledge of oral health, to provide basic data of giving up smoking policy for oral health management and oral health educational program. 268 self-reporting questionnaire were collected from March 3, 2010 to March 10, 2010. The results were as follows; (1) As to compare department, the answers of that in health science department were 38.3% and the other department were 44.3%, however it was shown statistically significant correlation(p>0.001). (2) As to compare department, the answers of that in health science department were 50.8% and the other department were 68.6%(p<0.007). (3) As to compare department(p<0.00), the answers of that in health science department were 36.7% and the other department were 55.0%, smoker group and non-health science department group were higher than that of the others(p<0.014).

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.335-342
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• 2021

The purpose of this study was to suggest qualitative improvement through various student-centered curriculum's teaching experiences focusing on physical education. For this, class diaries, memos, lesson plans, student reviews, and videos for the past four years (2017-2020) were collected and analyzed from four high schools in kyonggi-do, and six students were interviewed. The common features between each student-centered curriculum were to have many students with the purpose of entrance examination and with concern about time conflicts between class and their dinner. In contrast, the differences between each student-centered curriculum were the required level of writing lesson plan, the level of interest and role of a class supervisor, and educational expected effect of students under a given condition. In summary, pre-education experience should be required and class activity support and various evaluation methods should be also needed.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.61-67
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• 2017

The purpose of this study is to find out the factors that have an effect on students, especially in the natural science track, would enter the college of Engineering. For this, the data of KEEP was used, and logistic regression was utilized for analyzing this data. The dependent variables are 'Entering the college of engineering' and 'No entering the college of engineering'. The probable independent variables are 'Sex', 'Interest in mathematics', 'mathematics study achievement', 'Interest in Science', 'Science study achievement', 'The area of book that is read', 'The area of club', 'Knowing about working environment and task of the job' and 'Knowing about prospect and wage of the job'. The results are as follows. These are 'Sex', 'Knowing about working environment and task of the job', 'Knowing about prospect and wage of the job' that affect statistically entering the college of engineering. In other words, the male student who know working environment, task, prospect and wage of the job well may enter the college of Engineering.