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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 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
The Development and Application of Teaching Strategies using Science Magic in Elementary School
Yu, Yeong Eun ; Kwon, Nanjoo ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 269~283
The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.
Development of Educational Program using Soil Seed Bank for Promoting Ecological Literacy
Ju, Eun Jeong ; Kim, Jae Geun ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 284~297
We developed an educational program using soil seed bank for promoting ecological literacy of children. The initial program was based on the modification of scientific methods used by ecologists. A pilot application was conducted to 4th~6th grade students. In that result, the program was most effective to 4th grade students in terms of ecological knowledge and attitude. Observation of plants in outdoor was the most interesting activity and soil seed bank experiment was the most useful activity to the students. The educational period from late March to early November was too long to keep interest for participants. In the final program, we suggested 3 months and 2 weeks education period (from the 4th week of March to the first week of July) and the 4th grade students as a target. The program consisted of 7 activities, which are "Beginning the soil seed banks observation", "Comparing plant community in each soil seed bank", "My friends, sprout", "How do you come here?", "Finding the hided plants in my school garden", "Why did the soil seed banks change?", and "Inquiring about relationship between plants and their environments". These activities include the process of student's participation of sampling and setting soil seed banks around their school, and observing and identifying the seedlings. Through these activities, students can understand the concept of soil seed banks, develop their ecological knowledge, eco-centric attitude, and ecological sensibility and inquire about the relationship between vegetation from soil seed banks and their environments.
The Characteristics of Elementary School Students' Prediction Changes by the Suggestion Types for Situation in Repeated Anomalous Situation - Focused on Buoyancy -
Jeon, Ah-Reum ; Noh, SukGoo ; Park, Jae-Keun ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 298~310
The purpose of this study was to analyze the characteristics of elementary school students' prediction changes by the suggestion types in a multiple anomalous situation. We investigated the responses, the rate and time of changing prediction, and cognitive conflicts of the students when repeated anomalous situation was suggested in experimental or logical way in science classes focused on buoyancy. As the anomalous situation was repeated, the students to change the prediction increased in number and also the rates to choose the correct prediction became higher. The group who was exposed in experimental way changed their prediction more than in logical way. In addition, when we classified the students to change the prediction by types, the group in experimental way showed higher rate of NM, MM type and FFT type. With anomalous situation repeated, cognitive conflicts of the students has been gradually declining in both groups. But it seemed that the group in experimental way experienced higher mental conflicts. In particular, as students changed the prediction more and arrived at the correct answer after changing their prediction, all the more so. It is concluded that the degree of students' changing prediction and experiencing cognitive conflict can be different according to the suggestion types for situation. Therefore the correlation with cognitive conflict factors can be also observed with the types of students' reactions.
An Effect of Peer Mentoring Activity on Science Process Skills, Achievement and Scientific Attitude in Elementary Science Class
Lee, Seung-Hee ; Choi, Sun-Young ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 311~320
The purpose of this study was to examine the effect of peer mentoring activity in elementary school. For this study, an experimental group was conducted for peer mentoring activity in science class. The mentoring team was organized by mento-mentee team according to the scores of science process skill and achievement. The objects of this study were the sixth grade of both an experimental group (28 students) and a control group (27 students) located in Incheon. The results of this study were as follows. First, the experimental group was shown more significant effect for improvement of science process skills than the control group (p<.05). As the result of analysis by groups, both of mento and mentee showed significant effect for improvement of science process skills. Second, the peer mentoring activity showed more significant effect for improvement of achievement (p<.05). As the result of analysis by groups, mentee showed significant effect for improvement achievement. But mento group didn't show significant effect. Third, the peer mentoring activity showed the effect for positive changes of scientific attitude. If matching the mentoring object effectively and conducting the classes applying peer mentoring activity based on the results of this study, it's expected to draw student' improvement of science academic, achievement and positive changes of scientific attitude.
Analysis of Children's Constructing and Interpreting of a Line Graph in Science
Yang, Su Jin ; Jang, Myoung-Duk ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 321~333
The purpose of this study was to examine elementary school students' characteristics and difficulties in drawing and interpreting a line graph, and to present educational implications. Twenty five students(4th grader: 6, 5th grader: 9, and 6th grader: 10) at an elementary school participated in this study. We used a student's task which was about graphing on a given data table and interpreting his/her graph. The data table was on heating 200mL and 500mL of water and measuring their temperature at regular time intervals. We collected multiple source of data, and data analyzed based on the sub-variables of TOGS. The some results of this study are as follows: First, five children (20.0%), especially two of 10 sixth graders (20.0%), could not construct a line graph about a given data table. Second, twenty students (80.0%) had the ability on 'Scaling axes' and on 'Assigning variables to the axes', however, only a student understood why the time is on the longitudinal axis and the temperature is on the vertical axis. Third, in the case of 'Plotting points', twelve children (48.0%) could drew two graphs on a coordinate. Fourth, in the case of 'Selecting the corresponding value for Y (or X)', twenty student had little difficulty. on 'Describing the relationship between variables', seventeen students (68.0%) understood the relationship between time and temperature of water, and the relationship between temperature and amount of water. Finally, eleven students (44%) had the ability on 'Interrelating and extrapolation graphs.' Educational implications are also presented in this paper.
Examining Pre-service Elementary Teachers' Views on Science Inquiry Teaching during Peer Teaching Practice
Yoon, Hye-Gyoung ; Joung, Yong Jae ; Kim, Mijung ; Park, Young-Shin ; Kim, Byoung Sug ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 334~346
For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.
The Comparative Analysis of Questions in the Matter Units of Elementary Science Textbooks between the 7th Curriculum and the Revised Curriculum Year 2007
Choi, Mi-Suk ; Kim, Yong-Gwon ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 347~357
The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.
Eye-Tracking on Inservice Elementary Teachers' Interpreting of Science Textbook Tables
Choi, Hyun-Dong ; Shin, Dong-Hoon ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 358~371
The main purpose of this study was to examine elementary teachers' visual attention that appears in science textbook tables. This paper proposed that teachers' cognitive effectiveness can be different by the presence or absence of the title of tables. The eye fixation data of participants are collected by the eye tracker apparatus. Participants in this study were 10 elementary school teachers and the table on the 2007 revised science textbooks were selected as experimental stimuli. Information about eye-fixations are recorded when subjects are given 4 tables by eye tracker. Eye-fixation time as well as the ratio and the number of fixation can be obtained by using the eye tracker but also we can acquire a significant conclusion through these outcomes. As the result of the experiment, it took less time to interpret in the presence of the title than in the absence of it. However, this result is only effective only for the interpretation of simple stimulus; the presence of title does not influence on fixation time in the analysis of complicated stimulation. This study showed that it is better to insult the title in the tables because it helps teachers to recognize contents of the tables effectively.
Characteristics of Elementary Teachers' Reflection on Their Science Teaching Examined through Their Reflective Journals
Yang, Ki Chang ; Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 372~385
For decades, reflection has been recognised as a meaningful tool to bring forth teachers' ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers' reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of 'productive reflection', a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers' learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of 'instruction', 'learner/learning', and 'subject matter knowledge'. However 'instruction' was emphasized most frequently (69.0%) than 'subject matter knowledge' (33.8%) and 'learner/learning' (26.8%). 'Assessment' was hardly included nor emphasized. More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers' productive reflection on their science teaching.
Eye Movement Analysis on Elementary Teachers' Understanding Process of Science Textbook Graphs
Shin, Wonsub ; Shin, Dong-Hoon ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 386~397
The purpose of this study was to find a way to improve the science textbook graph through analyzing teachers' interpretation process with eye movement tracking when they try to read the science textbook graph. Participants in this project were 10 elementary school teachers while bar graphs, line graphs, pie charts in 2007 revision science textbooks were used as materials. SMI (SensoMotoric Instruments)' iView X TM RED 120 Hz was used in order to collect eye movement data. Although subjects paid attention to the title of the graph at first, the consequence of the eye fixation was changed by the composition of the graph in case of the rest of areas. In particular, the flow of visual attention and fixation time were affected by the form and configuration of the graph. The diversity of graph construction caused confusion in interpreting graphs; the manner of presenting title, the difference of background colors, size of characters, the name of X-axis and Y-axis. Out results showed that the conformation of graphs as well as the presentation of each factor should be composed in accordance with the educational purpose for helping users to easier understanding.
A Review of Elementary Science Textbook Analysis Research Conducted over the Past Three Decades in the United States and Analysis of the Nature of Science in the Introductory Chapter of U.S. Elementary Science Textbooks
Lee, Young-Hee ;
Journal of Korean Elementary Science Education, volume 31, issue 3, 2012, Pages 398~412