A study on the perception of South Korean high school students about the influence of learner and teacher on school science learning

Q1 Social Sciences

Journal of Technology and Science Education Pub Date : 2023-01-29 DOI:10.3926/jotse.1699

Hwa-Jung Han, K. Shim

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引用次数: 0

Abstract

This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher in school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.

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韩国高中生对学生与教师对学校科学学习影响的认知研究

本研究以高中生为研究对象，探讨学生对学校科学学习之影响。调查对象是867名韩国高中学生，其中464名是自然科学课程，404名是人文学科课程。学生和教师对学校科学学习影响的组成部分包括学习动机、课堂参与、学习和成就。总体而言，高中生认为学习者对学习动机、课堂参与和学习成绩的影响大于教师。自然科学学习课程的高中生比人文学习课程的学生更认同学习者对学习动机、课堂参与和成绩的影响大于教师。由于自然科学学习课程的高中生在选择自然科学学习课程时考虑到了未来的职业发展，他们对科学的兴趣和动力已经高于人文科学学习课程的学生。因此，学校教师必须努力培养教学的专业性，因为学习效果并不局限于科学班学生的认知技能，而且可能因教师的解释而有所不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Technology and Science Education Social Sciences-Education

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

7 weeks

期刊介绍： JOTSE is an international Journal aiming at publishing interdisciplinary research within the university education framework and it is especially focused on the fields of Technology and Science. JOTSE serves as an international forum of reference for Engineering education. Teaching innovation oriented, the journal will be issued twice per year (every 6 months) and will include original works, research and projects dealing with the new learning methodologies and new learning supporting tools related to the wide range of disciplines the Engineering studies and profession involve. In addition, JOTSE will also issue special numbers on more technological themes from the different areas of general interest in the industrial world, which may be used as practical cases in classroom tuition and practice. Thereby, getting the working world reality closer to the learning at University. Among other areas of interest, our Journal will be focused on: 1. Education 2.General Science (Physics, Chemistry, Maths,…) 3.Telecommunications 4.Electricity and Electronics 5.Industrial Computing (Digital, Analogic, Robotics, Ergonomics) 6.Aerospatial (aircraft design and building, engines, materials) 7. Automotive (automotive materials, automobile emissions).