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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
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Journal of Korean Elementary Science Education
Journal Basic Information
Journal DOI :
The Korean Society of Elementary Science Education
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Volume & Issues
Volume 27, Issue 4 - Nov 2008
Volume 27, Issue 3 - Aug 2008
Volume 27, Issue 2 - May 2008
Volume 27, Issue 1 - Mar 2008
Selecting the target year
Discourse Analysis of Pre-service Science Teachers and Students in Science Museums and Its Implication for Teacher Education
Chang, Hyun-Sook ; Lee, Hyun-Ju ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 211~220
This study examined pre-service science teachers' perceptions of informal learning by adopting a discourse analysis method suggested by Mortimer and Scott(2003). The guiding research questions were: (1) What are some general patterns of the discourse occurring in science museums between a teacher and a student? (2) In what ways do the pre-service teachers perceive informal learning and teacher's role in informal settings? The 7 pre-service science teachers participated in this study. Each of them shepherd an elementary student around the museum and implemented their own instruction using a pre-planed lesson plan. Results indicated that even though the teachers had learned some characteristics of informal teaming in their college courses, they tended to implement their traditional view of science teaming into the instruction and the view affected them to set up their teaching purposes and contents, and to select communicative approach, patterns of discourse and ways of intervention.
An Analysis of Elementary Schools' Science Test Items by Klopfer's Taxonomy of Educational Objectives: Focusing on the First Term of the 5th Grade
Yang, Il-Ho ; Na, Jong-Cheol ; Lim, Sung-Man ; Lim, Jae-Keun ; Choi, Hyun-Dong ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 221~232
The purpose of this study was to compare the written tests of the science lessons at elementary schools with the instructional objectives of the teachers' guide for the first term of the 5th grade by using Klopfer's taxonomic system. In the analysis of the instructional objectives in the teachers' guide, A.0(40.0%) and
(42.4%) showed high level but the proportion of processes of F.0(5.6%), G.0(4.0%), H.0(4.0%), and I.0(4.0%) showed low level, while in the written tests A.0 was 54.8%,
was 36.1%, F.0 was 7.3%, and G.0 was 1.8% but H.0 and 1.0 was not taken at all. In the comparison with the instructional objectives in the teachers' guide about the domain of the knowledge and the comprehension showed hish and the processes of the scientific inquiry showed relatively low. The results of this study suggested that a desirable written test should be made to consider elementary science curriculum and instructional objectives and hold up rates of each behavior category between the instructional objectives of teachers guide and assessment objectives of written tests.
The Effects of the Science Process Skill and Scientific Attitudes by Creative Problem Solving
Hong, Soon-Won ; Lee, Yong-Seob ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 233~243
The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by creative problem solving. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-two students who were participated in Treffinger's CPS teaching model situation, and the other is composed of thirty-two students(control group) who were participated in teacher map based learning situation. During six weeks, the CPS teaming-based instruction was executed In th experimental group while the teacher map based instruction in controled group. Post-test showed following results: first, the experimental group showed a significant improvement in the science process skill compared th the control group. Second, the experimental group did not showed a significant improvement in the science process skill compared th the control group. In conclusion, Treffinger's CPS teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.
A Study about Improvement of Experimentation on Carbon Dioxide Properties
Park, Heon-Woo ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 244~251
One of the problems with testing for the presence of
is that the results are not visible. In order to over-come this weak point, a new testing method was developed with BTB indicator equipment, that made the gas visible. After that, the experiment was performed and tested the effects of the new visible equipment. The visible equipment could be adapted to regular class use successfully. Also, it was effective in that it reduced waste of gas, minimized danger potential through use of
canisters and candle-sticks, and also increased knowledge about indicators. The new experimental method and equipment affected the students' interest. It is possible that the students' positive participation was due to their interest in the new apparatus and application of the visual senses. The new system was tested fer its effects on teaching content and helping to produce sustained memory of the content. There were no significant differences between the groups in terms of content learning on initial content memory. However, when students in both groups were tested 4 months later, the visual experiment group sustained memory performance, while the other group showed a significant decrease. Generally, boys score higher than girls in terms of interest and participation in experimental activities. In this case, however, there were no difference between groups. It may have been due to introduction of new equipment and different methods from the textbooks. So, this could increase participation in science using various experiments.
Difficulties Experienced by Teachers in Science Gifted Education
Lee, Bong-Woo ; Son, Jeong-Woo ; Choi, Won-Ho ; Lee, In-Ho ; Jhun, Young-Seok ; Choi, Jung-Hoon ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 252~260
The purpose of this study was to examine the difficulties experienced by teachers in science gifted education. To fulfill the purpose of this study, 80 science teachers that taught gifted students were requested to write an anecdotal report regarding gifted education and presented 215 difficulties. By means of inductive categorical analysis, these difficulties were grouped into several categories. The results were as follows: The difficulties experienced by teachers in science gifted education fell into three categories: 'difficulties relating to environment (23.7%)', 'difficulties relating to students(16.7%)', 'difficulties relating to teachers(59.5%)'. Most serious difficulty was 'insufficient educational program'. and many teachers felt difficulty in developing the educational materials. Additionally, we discussed some features of each categories of difficulties.
Analysis of Explicitly Instructional Effects about Nature of Science of Elementary School Students
Kim, Ji-Na ; Kim, Sun-Kyoung ; Kim, Dong-Uk ; Kim, Hyun-Kyung ; Paik, Seoung-Hey ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 261~272
This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.
Development and Implementation of an Instrument to Assess Attitude and Knowledge of Modern Environmental Issues
Shin, Eun-Wha ; Kim, Eun-Jin ; Kim, Yong-Gwon ; Lee, Seok-Hee ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 273~286
The purpose of this study was to develop an instrument for assessing the attitude and the knowledge level of elementary school in-service and pre-service teachers' on the modem environmental issues, and to implement it. The results of this study could be summarized as following. First, the instrument for attitude was developed as a Likert-type scale, it was constituted of 30 items through the item-chosen processes to improve the validity and reliability. The Cronbach's Alpha coefficient of the attitude instrument was .899. Second, The instrument for knowledge was developed as a multiple-choice form with 와 distracts, and the final version was constituted of 35 items. The average discrimination, difficulty, and Cronbach's Alpha coefficient of the items were .367, .629, .899, respectively. Third, in-service elementary teachers have been thinking about the modern environmental problems more seriously than pre-service teachers. However, in-service teachers 'knowledge level was lower than pre-service teachers'. Fourth, women have been thinking about the modern environmental problems more seriously than men. However, there was no difference significantly between men and women on knowledge level. Fifth, This process of developing the instrument could be provided as a model for future research which will try to develop instruments for assessing attitude or knowledge of any new areas with constructs.
Difference in Elementary Student Behaviors according to the Material Types Provided as Classifying Leaves
Lee, Jung-Kyoung ; Ha, Min-Su ; Cha, Hee-Young ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 287~295
Elementary students' behaviors classifying leaves have been analyzed according to the material types provided for the classification class. 199 sixth grade students were participated in the task classifying the leaves of various plants for the research. The three types of materials provided to them for the class were real leaves, photos of the leaves and explanation cards including the photos of leaves. One of the research findings was that the only material made students handle in the observed behaviors was the real leave of the material types given as classifying. Three were differences between groups in the time required and the number of using criteria for the class. The numbers of criteria had been applied to analyzing their behaviors as classifying the real leaves which were less than those with photo materials. The amount of taken time to classify the real leaves and photo materials were less than those of another material. Finally, the contents of criteria did not differ between groups except appearing properties presented to the task with photo and explanation materials. It is expected that the research can be contributed for elementary school teachers and for curriculum developers to choose appropriate instructional materials as constructing curriculum contents for elementary science to make elementary school students acquire classifying skill in science classes.
An Analysis of the Attitudes toward Science and Support for Scientific Activities of Scientific Gifted and General Students' Parents in Elementary Schools
Lee, Soo-Jin ; Shim, Bong-Sup ; Jeong, Jin-Su ; Kang, Sang-Sun ; Paik, Seoung-Hey ; Lee, Kyung-Hwa ; Chun, Jae-Sun ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 296~306
The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.
An Investigation of the Elementary School Students' Perceptions of the Scientific and Technological Professions by Using the 'Drawing Scientific and Technological Workplaces'
Kim, Kyung-Sun ; Lee, Seon-Woo ; Han, Su-Jin ; Noh, Tae-Hee ;
Journal of Korean Elementary Science Education, volume 27, issue 3, 2008, Pages 307~317
In this study, we investigated the elementary school students' perceptions of the scientific and technological professions by using the 'drawing scientific and technological workplaces'. The subjects were 401 students of 4th and 6th grades at three elementary schools in Seoul. The results revealed that many students drew the interiors of laboratories or factories as scientific and technological workplaces, and explained the nature of the work- place, but students' images were superficial and general. Most students' drawings also exhibited the stereotypical images of science and technology as androcentric and negative perceptions. Students were mainly inclined to perceive that the works relevant to science were experiments, and the works relevant to technology were productions and repairs. Most students answered more than two examples of scientific and technological professions, but their responses were not various and were biased toward basic scientists, blue-collar workers, and repairers. Educational implications of these findings were discussed.