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KISS
The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students` variables on the cognitive preference were also examined. Samples of 216 boys and 16...
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RISS 인기검색어
https://www.riss.kr/link?id=A3255207
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
1993
-
작성언어
-
-
KDC
300
-
등재정보
KCI등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
163-171(9쪽)
- 제공처
- 소장기관
-
0
상세조회 -
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부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students` variables on the cognitive preference were also examined. Samples of 216 boys and 166 girls for this study were selected from the secondary school students, he data were analyzed by ANOVA, Pearson correlation, factor analysis, etc. The results of this study are as follows: (1) The students prefer the Principles of science than any other kind of cognitive preference. (2) Sex has influence on the tendency of students` cognitive preeference among the studnets` variables. (3) It is not significantly different the tendency of student`s cognitive preference according to IQ among the students` variables. (4) Most of the students avoid Critical Questions and Applications of cognitive preference in spite of the difference of sex, grade, and department of the students.
The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students` variables on the cognitive preference were also examined. Samples of 216 boys and 166 girls for this study were selected from the secondary school students, he data were analyzed by ANOVA, Pearson correlation, factor analysis, etc. The results of this study are as follows: (1) The students prefer the Principles of science than any other kind of cognitive preference. (2) Sex has influence on the tendency of students` cognitive preeference among the studnets` variables. (3) It is not significantly different the tendency of student`s cognitive preference according to IQ among the students` variables. (4) Most of the students avoid Critical Questions and Applications of cognitive preference in spite of the difference of sex, grade, and department of the students.
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