• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.307-322
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• 2020

This study analyzed the effects of 'app-based learning of observing and recording living things' on elementary school students' science-related attitudes. Samples of the study were composed of 24 sixth-grade students attending the science club of N elementary school in Seoul, Korea. The learning was conducted for 12 times over 7 months. 'TOSRA(Test of science-related attitude)' was used to quantitatively analyze the science-related attitudes of elementary school students. To find out more detailed characteristics, records of interview were also gathered and analyzed. The main results of this study are as follows. First, for the paired t-test of science-related attitudes, a statistically significant difference between the pre and post was found. As results of the interview, it was revealed that 'experiences of outdoor activities' greatly influenced the increase of science-related attitudes of the students. Second, in ANCOVA, according to 'gender' there was no statistically significant difference in score of science-related attitudes. But, there was statistically significant difference in science-related attitudes according to 'preferred science subjects' and 'whether individual interest has occurred about observing and recording living'. Based on the results of this study, implications for research of elementary biology education are discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.13-21
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• 2021

This study analyzed the effects of 'online biology learning using E-learning system' on elementary school students' science-related attitudes. Samples of the study were composed of 95 sixth-grade students of N elementary school in Seoul, Korea. The learning was conducted for 11 times over a month. The main results of this study are as follows. First, for the paired t-test, a statistically significant difference between the pre and post scores of science-related attitudes was found. After conducting the online biology learning science related attitudes scores of students generally declined. "The boredom caused by simply watching online biology contents" is the decisive cause of the decline in science-related attitude scores analyzed through interviews. Second, in ANCOVA, according to 'levels of meta-cognition'. there was no statistically significant difference in scores of science-related attitudes. but, there was statistically significant difference in science-related attitudes according to 'adoption of scientific attitudes'. Students of high meta-cognition type showed a greater decline in scores than students of low meta-cognition type. Based on the results of this study, implications for research of online biology education and elementary science education are discussed.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.410-416
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• 1996

The purpose of this study is to determine which variable is the best predictor of students' science-related attitudes. Three influential variables were tested : students' science achievement. students' science process skills, and teachers' attitudes toward science. This study has been made on the basis of questionnaire from 205 1st graders in 5 different middle schools in Seoul. The instruments used for measuring attitudes were TOSRA and the questionnaire developed by Sung-Jae Pak(1980). The instrument used for measuring science process skills was a standardized test developed by Youne-Woo Lee(1989). The results was analyzed by multiple-regression in the statistical packages SPSS/PC+. The major findings of this study are as follows. 1. The mean score of students' science-related attitudes was 66.8, and there was no significant difference according to gender of students and teachers(p> .05). 2. The mean score of students' science process skills was 61.1, and there was no significant difference according to gender of students and teachers(p> .05). 3. Students' science process skills was the best predictor of students' science-related attitudes among three variables(R=0.3102, p< .05). 4. The subjects were divided into 2 groups by students' science achievement. In the high score group, students' science achievement was the best predictor of students' science-related attitudes (R=0.3406, p<.05). And in the low score group, none of the variables was related to students' science-related attitudes (p> .05). 5. In students who has a male science teacher, students' science process skill was the best predictor of students' science-related attitudes (R=0.3220, p<.05). And in students who has a female science teacher, students' science achievement was the best predictor of students' science-related attitudes (R=0.3480, p<.05).

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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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.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.321-328
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• 2007

The purpose of this study was to examine: (a) whether there was a difference on science-related attitudes between children's accepted and those not for admission to a science education institute for the gifted; (b) whether the children's success or not effects their science-related attitudes. To do those, 138 fourth graders participated in the study. The data showed as follows: First, successful applicant group (N=15) had a little more positive attitudes than unsuccessful applicants group (N=119) on science-related attitudes test. However, no significant differences between the two groups were found; Second, the effects of pass or failure for entrance examination on science-related attitudes were not revealed in unsuccessful applicant group (N=42) as well as in successful applicant group (N=15), in comparison with each group's pretest scores (on day for entrance examination) and posttest scores (after a lapse of 3 months).

• Journal of The Korean Association For Science Education
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• v.16 no.3
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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.

• 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.

• Journal of The Korean Association For Science Education
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• v.10 no.2
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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.

• Journal of Environmental Science International
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• v.13 no.10
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• pp.955-963
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• 2004

This study was conducted to find and explain characteristics of diverse social groups' attitudes toward nuclear power plant. 7 hypotheses were constructed and statistically tested. In order to test 7 hypotheses, both Nuclear Energy Attitude Scale and Environmental Attitude Scale were distributed and field surveyed on 839 respondents representing a diverse range of subject groups. The results showed that 6 hypotheses were statistically accepted while 1 hypothesis statistically rejected. Contrary to the first hypothesis, this test found that people in close proximity to the nuclear power plant had more positive attitudes toward nuclear power than those living in distance from the nuclear power plant. Males had more positive nuclear energy attitudes than females. Academic backgrounds were not related to nuclear energy attitudes. Environmental attitudes showed negative relationship with nuclear energy attitudes. While anti-nuclear citizen action groups had the most negative attitudes, nuclear power plant workers had the most positive attitudes among responding groups. Finally, university students majoring in nuclear engineering had more positive attitudes than those of religious studies.