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학술발표회초록보기

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제124회 대한화학회 학술발표회, 총회 및 기기전시회 안내 The characteristics on the chemistry students in the science high school: comparative analysis between the mathematics/science achievement and individual differences.

등록일
2019년 8월 29일 15시 43분 00초
접수번호
1829
발표코드
EDU.P-470 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
발표시간
10월 18일 (금요일) 11:00~12:30
발표형식
포스터
발표분야
Chemistry Education
저자 및
공동저자
Dong-Seon Shin, Hojune Choi1, Bong Gon Kim1,*
Gyeongsang National University, Korea
1Department of Chemical Education, Gyeongsang National University, Korea
Science high schools were established at the national level to foster competent engineers/scientists to enhance international competitiveness in science and technology. Recently, the goal of science education has emphasized the development of creative thinking, problem solving ability and convergent thinking ability. It is emphasized without exception in science high school, a special purpose high school. Therefore, the study of science high school students' perception of mathematics/science is a very meaningful task. Therefore, the purpose of this study is to investigate the characteristics of subjects through the method of factor analysis of academic achievement in mathematics and science, and to identify the status of chemistry subjects in students' perceptions. In addition, we tried to analyze the individual differences of chemistry R&E students. This study was conducted with 337 students from three science high schools in Ulsan and Gyeongnam. The individual differences of students used the Sternberg thinking form and the Kolb learning form questionnaire. In the results of this study, the first two factors of mathematics and science achievement of science high school students were classified into two factors: mathematical logic (math and physics) and natural understanding(life science and earth science). Chemistry has been identified as a middle ground between mathematical logic and natural understanding. Second, students with clear mathematical logic factors recognized chemistry as a natural understanding domain, while students with natural clear domain factors recognized chemistry as a mathematical logic domain. Third, the students' academic achievement was well correlated with the Kolb learning style based on the thinking style and information processing theory.

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