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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
Editor in Chief :
Volume & Issues
Volume 29, Issue 4 - Nov 2010
Volume 29, Issue 3 - Aug 2010
Volume 29, Issue 2 - May 2010
Volume 29, Issue 1 - Feb 2010
Selecting the target year
Characteristics of Learning Contents and Activities According to the Invention Education Managerial System for the Gifted at Elementary School Level
Maeng, Hee-Ju ; Seo, Hae-Ae ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 1~12
The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.
The Development and Application of Sex Education Contents Available to Elementary Science Class
Yoo, Tae-Yang ; Park, Jae-Keun ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 13~21
This study reflects the demand of content elements related to "Human Reproduction" in elementary school science curriculum, and verifies its effects by developing and applying sex education contents available to elementary science class. The developed contents is composed of three sections in reference to the contents guideline for teachers. The contents include anatomical knowledge related to human reproduction and reflect social and cultural context of sex ethics. The first section: "How was I born?", second section: "Amazing changes in my body" and third section: "Healthy body, healthy mind." In the result of analysis of changes in sex knowledge and attitude after applying the contents, it showed statistically significant differences between experimental and comparative class. Thus, the developed contents made positive influence on improvement in elementary students' knowledge and attitude of human reproduction. However, it showed little difference in the effects of sex education contents by the grade and gender. In conclusion, if the sex education contents developed through this study is actively applied, it is expected to provide the elementary students with knowledge of the anatomic difference between male and female, its social and cultural understanding and responsibility for sex ethics. In addition, it is considered to be used as effective education programs and materials in elementary school science curriculum.
Elementary School Teachers' Needs for the Website Providing Science Instructional Materials
Kang, Suk-Jin ; Song, Hye-Sung ; Koh, Han-Joong ; Shin, Young-Joon ; Jhun, Young-Seok ; Cha, Hee-Young ; Oh, Phil-Seok ; Song, Young-Wook ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 22~31
In this study, elementary school teachers' needs for the website providing science instructional materials were examined. The participants were 151 elementary school teachers. The test for needs analysis consisted of fifty-three Likert-type items; 24 items for the content of website category and 29 items for the design of website category. Variables about participants' characteristics such as teaching career, the capability of using computers, and the frequencies of searching websites in obtaining science instructional materials were also examined. The results indicated that teachers' needs for the content of website category were significantly higher than those for the design of website category. Teachers' needs were relatively higher in the items concerning flawless materials, consistency of materials with science curriculum and/or learning objectives, information about target grade and/or related topics, free website, and the materials capable of immediate use in the content of website category. The items concerning the stability of website, the accuracy of links, providing easy and reliable searching methods, easy and fast downloading, and providing list of loaded materials showed relatively higher needs in the design of website category. In several items, teachers' needs were also changed with their individual characteristics.
Preservice Elementary Teachers' Understandings of Children's Science Misconceptions
Jang, Myoung-Duk ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 32~46
The purpose of this study was to examine preservice elementary teachers' understandings and instructional strategies about children's science misconceptions. The participants were sixty senior students from a national university of education located in the midwestern area of Korea. A questionnaire, developed on the basis of Gomez-Zwiep's semi-structured interview questions, was used. The results of this study are as follows: first, many of the preservice teachers showed appropriate understanding of 'definition of misconceptions' (96.67%), 'examples of misconceptions' (78.33%), 'resistance to change of misconceptions' (71.67%), and 'impact on instruction of misconceptions' (91.67%), except for 'sources of misconceptions' (45.00%); second, although almost all the preservice teachers (96.67%) appreciated the necessity of identifying children's misconceptions before instruction, 43.33% of the preservice teachers did not show appropriate understandings on when and how to identify children's misconceptions; third, most of the preservice teachers (81.67%) were generally aware of instructional strategies to address children's misconceptions.
The Effect of Science Museum Educational Program on Primary School Students' Science Learning Motivation
Lee, Sun-Kyun ; Shin, Hyeon-Jeong ; Myeong, Jeon-Ok ; Kim, Chan-Jong ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 47~55
This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.
A Research of Elementary School Teachers' Perceptions about the Science Subject Exclusive System
Won, Jeong-Ae ; Kim, Young-Hee ; Paik, Seoung-Hey ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 56~68
The purpose of this study was to investigate the elementary school teachers' perceptions about the science subject exclusive system. For this study, we developed the questionnaire to investigate teachers' perceptions and 43 elementary school teachers participated in the questionnaire test. And we used participation observation method to investigate characteristics the exclusive elementary science teacher and the elementary school homeroom teacher's science classes. After participation observation, we had interviews with exclusive elementary school science teacher and elementary school homeroom teacher. The results showed that elementary school teachers thought the science subject exclusive system was very necessary. And elementary school teachers thought that the exclusive elementary science teacher had higher professionality about teaching science subject than the homeroom teacher. Then, they expected that the strong points of science subject exclusive system would be some solution to the weak points of homeroom teachers' science classes. We suggested that it must be to enlarge the science subject exclusive system and develope in-service teacher program for the exclusive elementary science teachers.
Development and Application of Evaluation Criteria for Free Inquiry Activity Reports of Elementary School Students
Kim, Suk-Kyoung ; Jeoung, Jin-Su ; Chun, Jae-Sun ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 69~85
The purpose of this study was to develop criteria for evaluating final reports of free inquiry activity and to apply developed evaluation criteria to free inquiry activity reports. 323 inquiry reports submitted to internal contests in the elementary schools as well as 189 award-winning ones from the inquiry competition for students in Seoul were collected. Nine categories and 18 sub-categories of evaluation criteria were derived by collecting reports analysis, literature reviews and interviews with 15 elementary school teachers. Criteria for each sub-category were organized into three steps and 12 elementary school teachers assigned scores for each sub-category, which were averaged. 132 including both award-winning and general reports were evaluated based on the developed evaluation criteria. The content validity and the reliability across scorers were significant. Furthermore, award-winning and general reports were significantly distinguished by the developed criteria in terms of all sub-category scores. The developed evaluation criteria will be an effective tool to asses student's free inquiry activity.
The Study on the Perceptions of Pre-service Elementary School Teachers toward Constructivist Science Assessment
Yoon, Ji-Hyun ; Kang, Suk-Jin ; Noh, Tae-Hee ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 86~92
Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.
Investigating Elementary School Teachers' Internal Factors on Science Experiment Activity
Lim, Jae-Keun ; Lee, So-Ree ; Yang, Il-Ho ; Lee, Yun-Kyoung ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 93~101
The purpose of this study was to investigate the internal factors whether teachers execute experiments at the science classes in the elementary school. Semi-structured in-depth interviews were performed with 9 elementary school teachers who have served for more than three years. In-depth interviews were performed individually and all the interviews were recorded. Data sources were analyzed by grounded theory. The results were as follows: The internal factors that they did experiments at the science classes were science teaching faiths in experiment, self confidence in experiment, interest in science. and the internal factors that they did not experiment at the science classes were lack of science content knowledge, lack of science education knowledge, memory of failure at experiment, and so on. The investigation results imply inquiry activities should be more strengthened in elementary teacher education program and pre-service teacher curriculum. And it needs to give a materials of receiving information and guidance detailed about the experiments.
The Instructional Effects and Students' and a Teacher's Perceptions of MBL Programs in Elementary Science Classes
Lim, Hee-Jun ; Choi, Sun-Mi ; Kang, Suk-Jin ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 29, issue 1, 2010, Pages 102~111
This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.