A Study on the Perception of South Korean High School Students about the Influence of Learner and Teacher on School Science Learning

Autor/inn/en	Han, Hwa-Jung; Shim, Kew-Cheol
Titel	A Study on the Perception of South Korean High School Students about the Influence of Learner and Teacher on School Science Learning
Quelle	In: Journal of Technology and Science Education, 13 (2023) 1, S.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Han, Hwa-Jung) ORCID (Shim, Kew-Cheol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Teacher Influence; Science Instruction; Secondary School Science; Student Motivation; Student Participation; Science Achievement; Humanities; Natural Sciences; Student Interests; Student Characteristics; Self Esteem; Student Satisfaction; South Korea + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geisteswissenschaften; Humanwissenschaften; Naturwissenschaften; Studieninteresse; Self-esteem; Selbstaufmerksamkeit; Korea; Republik
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 on 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. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01