• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.421-432
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• 2021

This study compared science academic passion between elementary general and science-gifted students. A science academic passion test was conducted for fifth-sixth graders at an elementary school, and two gifted science education institutes in Seoul, with 95 and 92 students selected for the test. The result analysis revealed that the science-gifted students' science intellectual passion was significantly higher than general students, regardless of grade and gender. Also, the scores of general students were high in the order of "harmonious passion," "importance," "like," "time/energy investment," and "obsessive passion." The differences in scores between all sub-domains were statistically substantial. Moreover, there were no considerable differences in scores of the science-gifted students among the "important," "like," and "harmonious passion." However, the scores in these three domains were higher than that of "time/energy investment" and "obsessive passion." In addition, the "time/energy investment" score was higher than that of "obsessive passion." The differences in science academic passion by grade and gender were not statistically significant regardless of whether or not a student was science gifted. These results suggest that science academic passion characterizes science-gifted students rather than personal characteristics such as grade or gender.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.1-16
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• 2023

This study investigated the level of academic passion for pre-service elementary teachers' science pedagogical content knowledge (PCK) and the factors that influence the passion. To this end, 182 first to fourth grade students in advanced non-science majors who were taking science-related courses in the second semester were selected, and two tests were then administered to evaluate their academic passions for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participants. It was found that the factors such as "importance" and "harmonious passion" for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. On the other hand, the factors such as "like" and "investment of time and energy" were slightly higher than normal, and the factor such as "obsessive passion" was slightly lower than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to the high school track than the grade. The pre-service elementary teachers selected more often the factors such as "individual interests", "high school track", "contents of science-related courses at the university of education", "characteristics of professor in charge of science-related courses at the university of education", and "experience in teaching practicum" as the factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. However, there was a slight difference in the selection ratio depending on the high school track.

• Journal of Distribution Science
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• v.12 no.11
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• pp.45-53
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• 2014

Purpose - Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology - Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results - Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions - This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.

• International Journal of Contents
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• v.15 no.3
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• pp.7-12
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• 2019

The purpose of this study was to analyze characteristics and patterns of 'better class' by using the longitudinal text mining big data analysis technique from subjective lecture evaluation comments. First, this study classified upper 30% classes to deduce certain characteristics and patterns from every five-year subjective text data for 10 years. A total of 47,177courses (100%) from spring semester 2005 to fall semester 2014 were analyzed from a university at a metropolitan city in the mid area of South Korea. This study extracted meaningful words such as good, course, professor, appreciation, lecture, interesting, useful, know, easy, improvement, progress, teaching material, passion, and concern from the order of frequency 2005-2009. The other set of words were class, appreciation, professor, good, course, interesting, understanding, useful, help, student, effort, thinking, not difficult, explanation, lecture, hard, pleasant, easy, study, examination, like, various, fun, and knowledge 2010-2014. This study suggests that the characteristics and patterns of 'better class' at college, should be analyzed according to different academic code such as liberal arts, fine arts, social science, engineering, math and science, and etc.

• Journal of Appropriate Technology
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• v.5 no.2
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• pp.114-117
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• 2019

Ethiopia becomes a leading country in Africa as she possesses two 1 m telescopes which are unique in East Africa. Building the telescopes evoked people's interest on Astronomy and Space, and the passion is continued to space development and founding a large telescope. Ethiopia Space Science and Technology Institute was established, Adama Science and Technology University and other universities get in education and research & development (ERD). In this paper, status of Astronomy and Space science in Ethiopia is reviewed and collaboration prospect is studied.

• Korea Science and Art Forum
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• v.16
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• pp.157-169
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• 2014

Lake Biwa Canal was a dream project that reminds us the passion and innovation of Kyoto Citizens more than water supply. It is a modernization project combining engineering knowledge and scientific technology, which started transportation by ship through big-scale civil construction as well as supplying electricity as the first waterpower plant in Japan, and it overcame the physiographic limit through adopting unique method of waterway transportation. Lake Biwa Canal, which has tangible and intangible culture heritage value as the traditional space of Kyoto, the Old Capital of 1200 years, conceives a cultural meaning that is connected through various mutual relation as well as scientific technologic factor. Lake Biwa Canal is not only the function for supplying water to gardens and temples of Kyoto region, but it is also a cultural fruit that is formed by complex causal relationship of various contents such as geographical and environmental background, the phases of the times, local development policy, political circumstances and religions. This study is aimed at interpreting the value of Lake Biwa Canal multilaterally by the convergence of cultural and technological aspects through the view of the world which the age tried to pursue, focusing on the construction of Lake Biwa Canal which was accomplished in the process of promoting the modernization of Kyoto.

• Journal of dental hygiene science
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• v.12 no.1
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• pp.7-13
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• 2012

Critical thinking is a essential competency for dental hygiene education and practice. The purpose of this study was to examine critical thinking disposition between groups classified by GPA score in two dental hygiene educational program. A total 252 dental hygiene students responded. The study extracted six dimensions(intellectual eagerness/curiosity, prudence, healthy skepticism, intellectual integrity, objectivity, self-confidence) derived from 27 items with the exception of systematicity using factor analysis. The mean score for critical thinking disposition was 3.47 on a 5 point scale. The result showed a statistically significant correlation critical thinking disposition and age. Multivariate analysis of covariance(MANCOVA) was used to compare six subscales between the three groups. MANCOVA results revealed that intellectual eagerness/curiosity for three groups were significantly different(Wilks's lamda=0.914, F(6, 24)=1.869), p=0.01, partial eta square=0.044). Multiple comparison for intellectual eagerness/curiosity by Scheffe's method showed differences between high score group and mid score group(p=0.027), high score group and low score group(p=0.002). In this study, academic achievement and critical thinking tends to show significant correlations is known. Critical thinking skills by examining the actual grade compares the difference in propensity scores according to a case study in intellectual curiosity, passion, and could tell the difference to appear.