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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 30, Issue 4 - Nov 2011
Volume 30, Issue 3 - Aug 2011
Volume 30, Issue 2 - May 2011
Volume 30, Issue 1 - Feb 2011
Selecting the target year
An Analysis of Elementary School Students' Science Anxiety according to Teaching Styles for Science Class
Jeong, Jae-Hoon ; Kim, Young-Shin ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 1~9
The purpose of this study was to analyze elementary school teachers' teaching style and elementary school students' science anxiety according to teachers' teaching styles for science class. Data were gathered through the teaching style test and the science anxiety test. The teaching style test was taken in 293 elementary school teachers and the science anxiety test was taken in 1,523 elementary school students. The results were as followings: First, elementary school teachers' teaching style for science class were most in provider, expert and least in enabler. Second, elementary school students' science anxiety according to elementary school teachers' teaching style for science class were highest in facilitator and lowest in Enablers. There were significantly differences in science anxiety according to the teaching styles in elementary school. Third, elementary school students' science anxiety increased as grade goes up.
Comparison of Instructional Objectives of the 2007 Revised Elementary Science Curriculum with 7th Elementary Curriculum based on Bloom's Revised Taxonomy
Wee, Soo-Meen ; Kim, Bo-Kyoung ; Cho, Hyun-Jun ; Sohn, Jung-Joo ; Oh, Chang-Ho ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 10~21
The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.
Perceptions of Elementary School Teachers on the Use of Analogy Generation in Scientifically-gifted Education
Noh, Tae-Hee ; Yang, Chan-Ho ; Kang, Hun-Sik ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 22~37
In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.
Analysis of Earth Science Content of Elementary School Science Textbooks in Five Asian Countries : For the Children of Foreign Workers
Shin, Dong-Hee ; Oh, Ka-Hee ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 38~50
As the rate of foreign workers increasing, the rates of their children are rising, as well. The children's native countries vary from Japan, China to Indonesia, and difficulty of learning is expected in their entering the regular education due to the differences in the contents and curriculum they had learnt. This study analyzed the science textbooks of five Asian elementary schools including Korea, China, Indonesia, Thailand, and Iran-in diversified sides focusing on the content of earth science, for the children of foreign workers. The characteristics of the elementary science textbooks of the subject countries were compared in seven criteria-the rate of earth science in the textbooks, how units are arranged, whether the earth science contents are included, the contents highly related to their socio-cultural traits, photographs, scientific inquiries, and test items. The textbooks showed numerous differences with their own characteristics, and it is expected that the children of foreign workers would face difficulties in studies taking parts in the Korean formal education. Hereupon, this study proposes the needs of development of sub-materials for the children of foreign workers adapting to schools, and reinforcement of educating teachers for understanding children, with a national plan for the children excluded from education due to problems such as an illegal residence.
A Case Study on the Learning Characteristics of Science-Gifted Students in Jeonnam Province -Focused on Verbal and Nonverbal Interactions in Small Group-
Han, Kwang-Lae ; Park, Hae-Gyun ; Ryu, Jae-In ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 51~60
The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.
An Investigation of Elementary School Teachers' Epistemological Beliefs about Science on the Bases of Their Strategies for Coping with Critical Incidents
Han, Su-Jin ; Lee, In-Hye ; Kang, Suk-Jin ; Noh, Tae-Hee ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 61~70
In this study, we examined the types and the characteristics of elementary school teachers' strategies for coping with critical incidents in science classes. Teachers' epistemological beliefs about science were then investigated on the bases of the types of their coping strategies. The teachers (N=107) in 23 elementary schools were asked to respond to an open-ended question about the critical incidents they had experienced in science classes and how to cope with them. Seven types of coping strategies were identified as follows: avoiding, reinterpretation, adjusting, prevaricating, justifying, exploring, and explaining. Among them, adjusting and justifying were the major strategies. In order to classify teachers' epistemological beliefs about science, their coping strategies were grouped into four categories such as transferring facts, constructing facts, transferring meanings, and constructing meanings. The results indicated that most teachers still possessed traditional epistemological beliefs about science. The potential of critical incidents as a probe for revealing teachers' epistemological beliefs about science is discussed.
A Study on the Effect of the Project of Examining the Chemist Contributing to the Quality of Human Life
Kim, Do-Wook ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 71~82
The purpose of this study was to evaluate the change of chemistry-related attitude of preliminary teachers, after the project of examining chemists contributing to the quality of human life. One group pretest-posttest was used in this study as an experimental design. Before examining the chemist, few preliminary teachers have the knowledge about the chemist contributing to the quality of human life. After the project of examining the chemist, the affirmative awareness on the chemist on preliminary teachers is increased. This result shows that the project of examining the chemist contributing to quality of life can give to make the positive attitude of preliminary teachers on chemistry, and to apply the useful tool related to STS curriculum which is not described effectively in science or chemistry textbook.
The Effects of Sharing Nature Learning Program in Elementary Science Class - Focused the Plants Units of the 4th Grade
Choi, Sun-Young ; Kim, Hye-Ran ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 83~92
The purpose of this study was to develop the learning program using sharing nature that can be utilized in Korean elementary science classes and explore the its effects of science academic achievement, inquiry ability, scientific attitude of students after applying it. Sharing Nature used a playful and inspirational teaching strategy and was named after Flow Learning based on universal principles of how people learn. To examine the effects of Sharing Nature Learning Program this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at a elementary school located in Icheon City, Gyeong-gi province. The results of this study found significant difference in the student's enhancement of the science academic achievement, inquiry ability, scientific attitude. In conclusion, Sharing Nature Learning Program is useful to develop the elementary school student's science academic achievement, inquiry ability, scientific attitude and had better be widely applied to science education.
Perception Changes of Graduate Students on Qualitative Research in Gifted Education
Chae, Dong-Hyun ; Lee, Hang-Ro ; Choi, Young-Owan ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 93~101
The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.
Investigation of Pupils' Views on the 'Science Story' in the Third and Fourth Graders' Science Textbooks
Lee, Min-Gyu ; Joung, Yong-Jae ; Kim, Han-Je ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 102~112
The purpose of this study is to investigate how
grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred
graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.
An Analysis on Achievement Degree of Goals of Science Curriculum through Elementary School Students' and Teachers' Perceptions
Paik, Seoung-Hey ; Woo, Su-Kyung ; Kim, Hyo-Nam ; Won, Jeong-Ae ;
Journal of Korean Elementary Science Education, volume 30, issue 1, 2011, Pages 113~128
The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.