Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of Korean Elementary Science Education
Journal Basic Information
Journal DOI :
The Korean Society of Elementary Science Education
Editor in Chief :
Volume & Issues
Volume 26, Issue 5 - Dec 2007
Volume 26, Issue 4 - Nov 2007
Volume 26, Issue 3 - Aug 2007
Volume 26, Issue 2 - May 2007
Volume 26, Issue 1 - Feb 2007
Volume 25, Issue spc5 - Jan 2007
Selecting the target year
The Effect of Science Toy Making Activities on the Scientific Interest and the Conceptual Understanding of Elementary School Students
Kwon, Nan-Joo ; Bok, Yeong-Seon ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 243~251
The purpose of this study was to investigate the effects of science toy making activities on the scientific interest and the conceptual understanding of elementary school students. In this study, science toy making activities were applied to an experimental group and traditional learning activities were applied to the control group. The science toy making activities comprised thirteen steps and were administered during class. In the scientific interest test, there was a statistically significant difference between the score of the experimental group and that of the control group. In particular, post-test scores were higher than pre-test scores in the experimental group, while they were lower than this in the control group. It appeared that students had positive thoughts about science toy making activities. These science toy making activities had positive effects on the conceptual understanding of the experimental group students. The post-test scores of the experimental group were higher than that of the control group in all domain concepts. From these results, it can be deduced that the science toy making activities were more effective than traditional teaming activities. They were an effective teaching technique which enhanced the scientific interests and the conceptual understanding of the students in question.
A Survey on Teachers' Perceptions of Gasses for the Science Gifted in Elementary School
Choi, Sun-Young ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 252~259
The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.
Understanding Science Experiments with Science Drama
Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 260~266
An Analysis of the Ability of Inquiry Performance for Students Gifted in Science in Elementary School
Hong, Jun-Euy ; Lee, In-Ho ; Jhun, Young-Seok ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 267~275
The purpose of this study is to estimate the ability of inquiry performance for students gifted in science in elementary school. 56 sixth graders were included in this study. Initially, a question 'How does the dust effect on human health?' was posed to students. Then, an assessment framework for analysis of the inquiry report was developed. It is composed of 5 domains: data collection, prediction, the inquiry process, results, conclusion and presentation. The findings reveal that the students achieved high scores in the domain of 'data collection' and followed by prediction, inquiry process, results, conclusion and presentation. The results of our study are as follows : first, in spite of high scores obtained in basic inquiries such as data collection, students needed to improve their skills in prediction, the inquiry process, results, conclusion and presentation. Second, the reason why students were outstanding in data collection is that they have improved their ability to handle data in a know-ledge-based information society. Third, even though students were good at citing and applying some information, they didn't fully understand the meaning of data and exhibited weaknesses in arguing their own opinions.
A Case Study on the Pattern of Teachers' Analogies in Elementary Science Glasses
Ko, Sung-Ja ; Choi, Sun-Young ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 276~285
The purpose of this study was to observe five teachers' science classes and analyze the patterns of their analogies. To analyze the data, investigator triangulation was used, and the results were as follows: First, among the patterns of analogy used, expressions of similes and metaphors were utilized by all the teachers; teachers with over ten years' experience used adult's daily phrases, and teachers with under ten years' experience tended to use anthropomorphism. Regarding pictorial analogies, these manifested themselves in the sixth period, while teachers with over ten years' experience drew a simple picture about circulation of water, teachers with under one year's experience made additional materials for their analogy and they put an emphasis on the concept of the circulation itself. Teachers tended to use analogs according to their interests; teachers who majored in science education used pictorial analogies for further study. Second, the patterns emerging from the correspondence of the analogy manifested themselves in all the teachers equally, but they have no relation to the teacher's background. Third, routine analogy and artificial analogy appeared equally in consideration of degree of artificiality among the patterns of the analogies used. Regarding routine analogy, most teachers tended to look for analogs from things and experiences from themselves or their own backgrounds rather than those of the students. Regarding artificial analogies, teachers tended to purposely choose analogs to help students to understand; energetic teachers sometimes failed to choose appropriate analogs because they approached the topic with too much intensity. While a teacher who lacked experience and interest in science used many expressions of analogy, a teacher who felt some degree of constraint rarely used expressions of analogy. Fourth, most of the teachers used analogs familiar to their own experiences but students often found understanding these analogs difficult. Therefore, teachers need to make greater efforts to utilize analogs which are especially familiar to students when they attempt to explain science concepts.
The Relationship between Creative Problem Solving in Science and Cognitive Strategies in Elementary School Students
Lee, Hye-Joo ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 286~294
This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.
Requirements of a Science Teachers' Professional Development Programme and a Possible Model
Kim, Hee-Kyong ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 295~308
The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.
Investigating Sixth Graders' Understandings of Science-Technology-Society-the Environment (STSE) Relationship and Challenges of STSE Teaching
Kim, Mi-Jung ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 309~320
The Affects on Science-Related Attitudes of Children's Pass or Failure for Admission to a Science Education Institute for the Gifted
Jang, Myoung-Duk ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 321~328
The purpose of this study was to examine: (a) whether there was a difference on science-related attitudes between children's accepted and those not for admission to a science education institute for the gifted; (b) whether the children's success or not effects their science-related attitudes. To do those, 138 fourth graders participated in the study. The data showed as follows: First, successful applicant group (N=15) had a little more positive attitudes than unsuccessful applicants group (N=119) on science-related attitudes test. However, no significant differences between the two groups were found; Second, the effects of pass or failure for entrance examination on science-related attitudes were not revealed in unsuccessful applicant group (N=42) as well as in successful applicant group (N=15), in comparison with each group's pretest scores (on day for entrance examination) and posttest scores (after a lapse of 3 months).
An Analysis of Tree Species Planted in Elementary School Gardens in Western Gyeongnam Area
Kim, Chun-Su ; Lee, Youl-Kyong ; Park, Kang-Eun ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 329~340
This study is to find out how well elementary school gardens work as places of observation learning. We compared the tree species planted in elementary school gardens with those which appeared in the science textbooks of the 7th Korean National Curriculum. The number of tree species are 60 throughout all the grades, specifically; 43 in the third grade, 22 in the fifth grade, 16 in the first grade, 15 in the second grade, 8 in the sixth grade, and 5 in the fourth grade, respectively. Their frequency of appearance (hereafter referred to as 'appearance frequency') throughout all the grades is 175, and the maximum frequency is 62 in the third grade. Of particular note is the fact that the appearance frequency in one grade was very high, meaning that a repeat study will not be conducted. The total number of tree species counted in the study was 13,028 and consisted of 167 species in 52 families. Only 23% of the total planted tree species, that is, 38 tree species appeared in the textbooks, so the ratio of the practical usage of school gardens was revealed to be low. In the school gardens, there are only an average of about 16 tree species per school. The fewest number of species in one school was 9 and the most was 22. The native species were 74 and the non-native species were 93. This means that almost all the planted species do not relate to observation learning in the textbooks. The 22 tree species among 60 species in the textbooks were not planted in the gardens. In conclusion, the degree of utilization of almost all the elementary school gardens examined during this investigation was very low.
Developing Performance Assessment Materials on Scientific Inquiry Skills for Elementary School Students
Chae, Dong-Hyun ; Son, Yeon-A ; Maeng, Hee-Ju ;
Journal of Korean Elementary Science Education, volume 26, issue 3, 2007, Pages 341~358
The purpose of this study was to develop performance assessment materials of scientific inquiry skills on sixty scientific activities in elementary science textbook for fifth and sixth grades. For this study, a total of 500 elementary teachers were sampled and surveys were carried out to examine the status of performance assessment of scientific inquiry skills in school. The classification system of assessment methods by Hart(1994) was also analyzed to create' assessment strategy of scientific inquiry skills' for elementary school students. Based on the quantitative data analysis and literature study, performance assessment materials were developed and applied to science classes for fifth and sixth grades. Teachers and students were interviewed after the classes for asking about merits and improvements and the performance assessment materials were revised. This study can provide elementary school teachers with reliable sources for performance assessment of scientific inquiry skills utilized in their science classes.