• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.43-56
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• 2011

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.404-416
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• 1995

The purpose of this study was to investigate the relationship of the cognitive levels and the science process skills based on the cognitive styles. The subjects of the study were 5-6th grade 790 students sampled by random cluster sampling method in three schools from large cities, small cities, and rural areas respectively. The results are as follows. 1) The field independent students showed significantly higher(p< 0.001) cognitive level than the field dependent ones. 2) The field independent group showed higher formation rate of subskills of the logical thinking skills than the field dependent groups. 3) It was found out that the field independent group attained significantly higher scores of science process skills than the field dependent group in 5th and 6th grade students. 4) The more cognitive levels became higher, the more science process skills were significantly higher(p< 0.001). 5) There were significant(p<0.001) differences among the science process skills for grade levels and three regions. And that there were not significant differences in the science process skills between males and females, 6) The science process skills of the field independent and the formal operational group could be acquired better scores in the science process skills than those who belong to another combinations.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.178-186
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• 2009

The science writing is recognized for useful learning method to boost up scientific thinking for all class course as well as traditional lecture and experiment. Many researches say that science writing is helpful to extend students' science knowledge and scientific attitude. By the way, the researchers thought that science writing can also improve the science process skill if students participate in delicately organized learning program. In this study, we had contrived the teaching & learning strategy of science writing to improve science process skills. The learning program covers all field of Klopfer's process skills with various forms of writing; explaining writing, logical writing, critical writing, and creative writing. The learning program has been developed for 5th grade students in the regular classes in order to enhance science process skills as well as knowledge and scientific attitude. Not to miss any process skill or various kinds of writing, we used 3 dimensional frame. The axes of the frames are science process skills, forms of writing, and science curriculum contents. The students are given the final writing theme at the beginning of each chapter. They drill science process skills step by step during the classes, and have a chance to talk each other before the final writing. They practice writing skills from one sentence to full article by degrees. The effect of the program was examined by students' work and TSPS (Test of Science Process Skill). The result showed that 5th grade students had a meaningful progress in science process skills as well as knowledge and scientific attitude. we could confirm it with examining students' work in the class.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.490-500
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• 2012

This study was to examine elementary male and female students' spatial abilities, science process skills, and graph construction and interpretation abilities in order to understand the effect that their spatial abilities and science process skills would have on their graph abilities. To conduct this study, total 12 classes of 435 pupils, 6 classes each from grades 5 and 6 in elementary schools were selected for subjects. The number of male student was 207 and that of female one was 228 of them. And previous test papers of spatial abilities, of science process abilities, and of graph abilities were retouched and updated for reuse in new tests. The results of this study are briefed as follows: Firstly, when spatial abilities for male and female group were compared, female group showed a little higher rate of correct answering than male, but not providing statistically significant gap. Secondly, the science process skill tests revealed basic process skills of both groups were more excellent than their integrated process skills, while female group was found to have more correct answers than male, all of which were proving statistical distinction. Thirdly, of graphing skills for two groups, the graph interpretation skills turned out to be better than the graph construction skills, with female group scoring higher than male and with meaningful difference. Fourthly, both between spatial abilities and graph abilities, and between science process skills and graph abilities, static correlations existed with statistical meaning. In other words, those with higher spatial abilities or science process skills were to do better in constructing and interpreting graphs.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.251-264
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• 1994

There are a considerable number of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments encompass the wide range of scientific process skills. Most instruments developed and used in Korea were focused on a school level or a few components of scientific process skills. In this study, the researchers examined the whole body of scientific process and identified 10 component skills. Three items for each component process skills were developed and revised by two pilot tests. The final instruments showed moderate difficulty, discrimination index, reliability, and validity. The instrument was also tested the usability by finding differences of students' ability on science process skills by grade levels, sexes, and city size. The results showed that the instrument was proved to be useful to discriminates the differences.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.249-259
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• 1996

The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.647-655
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• 2014

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.624-633
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• 2005

Line graphs are frequently used to communicate data and basic concepts in classroom activities, Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence, The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization', With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06). Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.119-128
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• 2004

This project was carried out under the assumption that applying a science history program to a teaching-learning process would lead to students' increased interest in science and increase the development of their scientific process skills. The project aimed at designing an effective science history program which would help to improve students' scientific process skills, to enhance their interest in learning science, and to maintain their inquiry learning abilities. The survey for the activity objectives was produced by the authors. The test items used for testing students' scientific attitude and scientific process skills were created by Korea National University of Education. The survey about scientific perception indicated that there was a meaningful difference of p=0.005 before and after implementing this program. The survey about scientific interest shows that students became interested in science, science-learning and science-related activities after participating in the science history program. Students' scientific process sills increased by 9% after the program was implemented in the subjects' classes. This indicates that the science history program was effective in improving students' science scientific process skills. Since this project, which targeted 8th grade science education activities, has proven to be effective, developing other programs suitable for younger and older students seems promising, too.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.413-423
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• 2012

The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.