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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 31, Issue 4 - Nov 2012
Volume 31, Issue 3 - Aug 2012
Volume 31, Issue 2 - May 2012
Volume 31, Issue 1 - Feb 2012
Selecting the target year
Analyses of Instructional Objectives of 'Wise Life' Based on Bloom's Revised Taxonomy of Educational Objectives
Lee, Eun-Young ; Shin, Myeong-Kyeong ; Choi, Chui-Im ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 1~12
The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.
Characteristics on Elementary Students' Argumentation in Science Problem Solving Process
Lim, Hye-Jin ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 13~24
This purpose of this study was to analyze the characteristics of elementary students' argumentation in science problem solving process. For this study, the two argumentation topics were developed on the basis of Williams and Colomb's argumentation model. The topics of argumentation were the weight of the air and the change of volume according to state of water. The participants of this study were 6th grade students (n=51). Data were analyzed by Williams and Colomb's argumentation model and Kienpointner's argumentation style. The results of this study were as follows: In the argumentation model, most of students had the factors of claim, reason, evidence/data in their statements. But low-achievement students had difficulty in warrant and acknowledge & response. In argumentation style, the frequency of the cause-effect and explanation of example style were higher than other argumentation styles. Some implications were suggested, such as understanding the characteristics of elementary students' argumentation activities and need of educational programs including scientific argumentation.
Development and Application of a Letter Type Rubric for Guideline in Science Writing of Elementary School Students
Son, Jin-Soon ; Jeoung, Jin-Su ; Paik, Seoung-Hey ; Chun, Jae-Sun ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 25~39
The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.
The Effect Development and Application of ASI Module using Science Notebooks in Open Inquiry Activity : Focused on Earth and Space
Lee, Sang-Gyun ; Kim, Soon-Shik ; Choe, Seong-Bong ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 40~56
The purpose of this study was to understand the teaching effects after conducting ASI module in the open inquiry activities of the elementary science class. in order to understand the effects of ASI(Authentic Scientific Inquiry) module application using science research notes in open inquiry activities to students' science research ability. The results of this study were as follow. First, the after test results were covariance-analyzed to be the effects to science process skills were statistically significant in 0.5 significance level. Second, in the covariance analysis of the after test of the study group and the comparative group, the effects to scientific creative problem solving skills were statistically significant in 0.5 significance level. Third, the covariance analysis of the after test in the effects of ASI module application using science notebooks to students' scientific attitude revealed that the two groups' average difference was statistically significant in 0.5 significance level. In conclusion, application of the ASI module using science notebooks had a positive effect on improvements of students' science process skills, science creative problem solving ability and scientific attitude. Therefore, the ASI module using science notebooks is hopefully to be provided as an effective instructive strategy in the open inquiry activities courses in school in the future.
Analysis on Teachers' Perception of Questioning and Teaching Practices in Elementary Science Class
Choi, Chui-Im ; Cho, Min-Jung ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 57~70
We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.
Elementary Student's Reasoning Patterns Represented in Constructing Models of 'Food Web and Food Pyramid'
Han, Moon-Hyun ; Kim, Heui-Baik ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 71~83
The purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for
grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).
Conceptual Changes on Electricity of Elementary Teachers through the Tutorial Emphasizing the Motion of Charges
Lee, Jung-Sook ; Kim, Jung-Bok ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 84~98
Examinations on Preservice Elementary Teachers' Science PCK and Perceptions through Mentoring Program
Yoon, Ji-Hyun ; Lim, Hee-Jun ; Park, Ji-Ae ; Noh, Tae-Hee ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 99~108
This study investigated the characteristics of preservice elementary teachers' science PCK through a mentoring program. Their perceptions of the mentoring program were also examined. The participants of this study were 33 preservice elementary teachers who prepared science lessons in small groups. A mentoring program was implemented in the processes of science lessons planning and evaluation to support their professional development. The characteristics of the preservice elementary teachers' science PCK exhibited through the mentoring program were as follows: They showed poor understanding of instructional models and logical connections of each instructional step. They also had problem in setting a clear learning goal for their science lessons. This was related with their poor understanding of the curriculum. They seldom considered students' misconceptions, and their perceptions of assessment were quite restricted. The analyses on their perceptions of the mentoring program revealed that the preservice teachers thought it was helpful for their professional development in several aspects. Mentoring could play an important role to examine and improve preservice elementary teachers' science PCK.
Effects of a Teacher Professional Program about Science Teaching and Motivational Strategies on Pre-service teachers' Pedagogical Content Knowledge
Bae, Min-Jung ; Jang, Shin-Ho ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 109~124
Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.
An Analysis of Elementary School Students' Interest about Learning Science in Informal Science Education Environment
Kim, Hong-Jeong ; Im, Sung-Min ;
Journal of Korean Elementary Science Education, volume 31, issue 1, 2012, Pages 125~134
Interest has been studied as one of the construct to understand and improve learning in science. While informal science education is getting increasing attention as science education has been extended from formal school science to informal science learning including after-school program or science museum activity, however, little has been studied in comparing to the needs. In this study the authors investigated students' interest about learning science in the context of informal science education. For this the survey tool in the article of Im and Pak (2000) was utilized through modification, and 155 elementary students' responses were analyzed with factor analysis and basic statistics. The factor analysis showed that the students' interest about learning science in the context of informal science education has multi dimensions like subject, motivation, and activity dimension. The result showed that students' interest decreased as their grade is higher, and that the interest of intrinsic motivation, empirical activity, and descriptive subject were relatively high while the interest of extrinsic motivation, cognitive activity, and specific subjects were low. From this study the authors could infer the necessity of instructional strategy in consideration of students' interest for more effective science learning in informal science education environment.