Chemistry, one of the natural science courses, deals with substances with new properties from their properties and changes. In chemistry learning, instructors have always emphasized more the importance of direct experience through experimental activities to understand the various changes in the molecular world than any other science subjects. In other words, effective chemistry learning requires both experimental activities and reflective thinking. Experimental activities refer to activities in which students observe and describe chemical changes under various experimental conditions. Thinking activities refer to activities that explain the causal relationship of experimental facts(phenomena) using sub-microscopic(particle) level concepts such as atoms and molecules. Also, chemists use various symbolic representations such as chemical elements, molecular formulas, and equations to explain chemical changes. Therefore, to learn chemistry effectively, students must develop the ability to transfer between two representations in the learning process. However, the difficulty of transition between the two representations is the cause that makes chemistry a difficult subject not only for high school students but also for college students. This is not an exception for science high school students.
The purpose of this study was to suggest effective chemistry teaching and learning strategies for science high school students. To achieve the goals of this research, the following specific research topics were established. First, it is to identify students'' awareness of chemistry subject through factor analysis of mathematics-science achievement level of Science High School students. Second, it is to analyze the difference in the achievement of chemistry according to learner''s learning styles. Finally, it is to propose effective chemistry teaching and learning strategy by analyzing different R&E activities according to individual differences.
The subjects of this study were three science high school students in Gyeongnam and Ulsan provinces, and the main research subjects were G science high school students in Gyeongnam where the author worked. The individual differences and academic achievements of students who newly enrolled in the 2009-2019 school year were collected. Statistical analysis of relationships between individual differences and academic achievements was conducted by the SPSS 25 statistical package. The research on the awareness of R&E was conducted using a self-developed questionnaire and interview protocol based on qualitative research methods.
The results are as follows;
1. It was found that science high school students recognize chemistry as the central subject of science.
The main participants of the study were freshmen of G science high school (296 students) who entered after three curriculum reforms and new admission process have taken place. Students from other science high schools in Gyeongnam and Ulsan were also included.
As a result of factor analysis in mathematics and science achievements, two factors, namely ''Logical-mathematical'' and ''Naturalistic'', were obtained. It was confirmed that science high school students recognized Logical-mathematical skills are required for learning mathematics and physics while Naturalistic skills are required for life science and earth science. Chemistry was recognized as a subject requiring both the logical-mathematical and naturalistic skills. Despite there exists some differences in the variation of environmental conditions in Science High Schools, it is confirmed that the chemistry subject still lies in between the two factors.
2. The creative thinking style (Type I) showed the most distribution of participants'' thinking styles. Kolb''s learning style has the highest distribution ratio of theorists who perceive information through abstract conceptualization.
In a study of the correlation between thinking style and chemistry academic achievement, Type II students showed statistically insignificant but high achievement. In a study of the correlation between Kolb''s learning style and achievement, theorists showed the highest average in chemistry but were not statistically significant.
3. It was confirmed that the R&E learning effect has a great influence on the research subject and the composition of individual differences among team members.
Participants'' perceptions of the effects of R&E in chemistry learning groups were investigated in 7 items, and the result of factor analysis was grouped into 3 factors (problem-solving ability, scientific attitude, and meta-cognition). Problem-solving ability was identified as the main factor among the three factors.
In the participants'' perception of the R&E effect, the research topics were more positively recognized on topics that were familiar and easy to analyze, and in the creative thinking type, the team composed of learners with different learning styles positively recognized the R&E effect.
4. In order to effectively develop creative thinking and scientific problem-solving abilities in chemistry teaching-learning of science high school students, strategies were proposed by dividing them into conceptual learning, inquiry learning, and meta-cognitive learning activities. Conceptual learning refers to the learning activities of understanding the molecular world (transition between two representations) and conceptual structuring (concept maps), and inquiry learning refer to R&E activities that develop creative/reflective thinking and problem-solving abilities. These conceptual learning and R&E learning activities come to change students'' perception of the chemistry subject, which means an increase in meta-cognition (internal motivation, self-efficacy).