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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 33, Issue 4 - Nov 2014
Volume 33, Issue 3 - Aug 2014
Volume 33, Issue 2 - May 2014
Volume 33, Issue 1 - Feb 2014
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The Current Conditions and the Characteristics of Elementary Students` Science-Related Engagement in Informal Setting - Focusing on Frequency and Companion -
Lee, Jeong-A ; Choi, Jong-Rim ; Park, Eun Ji ; Choi, Seung-Urn ; Kim, Heui-Baik ; Noh, Taehee ; Yoo, Junehee ; Yi, Kyung-Woo ; Kye, Young Hee ; Kim, Chan-Jong ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 1~20
DOI : 10.15267/keses.2014.33.1.001
This study aimed to find out the current conditions and the characteristics of elementary students` science-related engagement in informal education setting. For this, we conducted a survey targeting 645
grader elementary students of three elementary school in Seoul. The results were described as following aspects: first, the place, the engagement frequency, and companies of students` science-related activity in informal setting, second, the characteristics of engagement based on homogeneity analysis. Based on these results, we suggested several ways to encourage students` science-related engagement in informal education setting.
Analysis of Inquiry Activities in Matter Units from the Elementary 5
Grade Science Textbooks based on the 2007 Revised National Curriculum
Kim, Jieun ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 21~29
DOI : 10.15267/keses.2014.33.1.021
This study analyzed the inquiry activities in the `matter` units from each science textbook for the fifth and the sixth graders developed by the 2007 revised national curriculum, using Practical Activity Analysis Inventory proposed by Millar(2009) to examine types of learning objectives, hands-on contents(what students have to do with objects and materials), minds-on contents(what students have to `do` with ideas), and logical structure each activity had. The results of this study are as follows: First, most learning objectives of the inquiry activities seems to be suitable for the standards of 2007 revised national curriculum. Second, the standards of 2007 revised national curriculum are properly reflected in hands-on contents of inquiry activities. Third, minds-on contents of inquiry activities are well developed to meet the standards of 2007 revised national curriculum as a whole. Fourth, the logical structures of inquiry activities are mostly adequate for achieving the goals of the 2007 revised national curriculum. In the textbook for the fifth graders, however, all the activities are focusing too much on using students` current ideas to generate a prediction and collecting data to explore or test it. Based on these findings, this research has concluded that learning objectives, minds-on contents and logical structures of inquiry activities need to be designed carefully for students to be exposed to various activities when developing following textbooks.
Elementary School Teachers` Perceptions on Effects of `Basic Inquiry` Units in Experimental Grade 3~4 Science Textbooks developed for 2009 Revised National Curriculum
Lee, Dae-Hyung ; Kang, Hunsik ; Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 30~43
DOI : 10.15267/keses.2014.33.1.030
`Basic Inquiry` unit was newly included in the grade 3~4 science textbook developed for 2009 revised national curriculum. The unit deals with six basic inquiry skills such as `observation`, `measurement`, `classification`, `prediction`, `inference`, and `communication`. This study investigated elementary school teachers` perceptions on the effects of `Basic Inquiry` unit by questionnaires (N
Suggesting The NOS Flow Map for an Instruction of Nature of Science
Oh, Jun-Young ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 44~56
DOI : 10.15267/keses.2014.33.1.044
Characteristics of Science Imaginary Pictures Drawn by Elementary School Students and Their Perceptions of Science Imaginary Drawing
Hwang, Ji-Yeong ; Kang, Hunsik ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 57~68
DOI : 10.15267/keses.2014.33.1.057
This study investigated the characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this,
The Effects of Out-of-Class Environmental Experience Learning on Elementary Students` Environmental Literacy
Lyu, Kyung-Hee ; Shin, Young-Joon ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 69~81
DOI : 10.15267/keses.2014.33.1.069
This study was to find out the effects of out-of-class environmental experience learning on elementary students` environmental literacy. For this study, we developed and applied environmental education program utilizing out-of-class facilities and ecological park for the 5th-grade students. The subjects of this study were the 5th grade students of an elementary school located in Si-hung city. The study was carried out for two groups, an experiment group of 29 students and control group of 29 students. The education program using out-of-class environmental experience learning was provided to the experiment group while lecture-oriented education program was provided to the control group. The questionnaire used in this study to assess the environmental literacy of the study objects consists of 41 questions under 4 domains (knowledge, emotion, skill, behavior). After observing and analyzing the effects of out-of-class environmental experience learning on students` environmental literacy, we found that the program using the out-of-class environmental experience learning posed greater impacts than lecture-oriented program. By domains, environmental literacy in 3 domains illustrated positive improvement. In particular, skill domain illustrated much more improvement in environmental literacy. But, domain of behavior didn`t illustrated improvement in environmental literacy. The result of this study signified that the out-of-class environmental experience learning has positive and effective impact on the environmental literacy. And out-of-class environmental experience learning is more suitable to improve the skill domain of the environmental literacy than lecture-oriented learning. But, it is couldn`t improve the domain of behavior. Therefore, in order to improve behavior domain, the program must apply with effective evaluation and home training.
The Development and Application of Teaching Program to Utilize Emotional Intelligence Elements in Elementary School Science
Park, Jae-Keun ; Moon, Bo-Ra ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 82~94
DOI : 10.15267/keses.2014.33.1.082
The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is `world of plants` in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners` science study achievement. The emotional intelligence takes an important role in improving the learners` science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.
Analysis of the State of Science Teaching Anxiety of Elementary Teachers for the Scientifically Gifted according to Their Personal Variables
Kim, Sang-Il ; Yeo, Sang-Ihn ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 95~104
DOI : 10.15267/keses.2014.33.1.095
The purpose of this study is to analyze the state of science teaching anxiety of elementary teachers for the scientifically gifted according to their personal variables such as gender, career in education and gifted education, training course for gifted education, participation in meeting related to gifted education. The subjects in this study were 64 elementary school teachers who were in charge of science gifted education. The instrument to assess their science teaching anxiety was Westerback`s S-STAI, modified in this study to be suitable for science gifted education. The collected data were analyzed by the statistical package SPSS. The findings of the study were as follows: The teachers for gifted felt more teaching anxiety in gifted classes than in normal classes on the whole. There were statistically significant differences in their personal variables such as gender, career in education experience, experience of taking gifted education training courses, and participation in meeting related to gifted education. Implications related to reduce the gifted education teachers` teaching anxiety were discussed in depth.
Development and Application of Teaching Strategy Focused on Problem Solving Process in the `Separation of Mixture` Unit of Third Grade Elementary School
Lee, Shin Hyun ; Choi, Sun-Young ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 105~114
DOI : 10.15267/keses.2014.33.1.105
The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of `Separation of mixture` unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.
An Analysis of Elementary Science-gifted Students` Argumentation during Small Group Science Inquiry using Concept Cartoon
Choi, Gwon Yong ; Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 115~128
DOI : 10.15267/keses.2014.33.1.115
Students` argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students` argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students` inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students` argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, `Asking for opinion` was the most frequent whereas `Claim` or `Rebuttal` were rare. Students tended to listen to or ask others` opinion rather than provide their own claims or critics on others` opinion. `Rebuttal` was shown a few times only during prediction and planning stage. There was no single `Rebuttal` during interpretation stage. Students tended to easily accept or agree other student`s interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others` claims. The level of grounds were higher when they advocate or clarify their own or others` ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students` argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.
The Effect of Elementary Science Class with Name Card Method on Learning Motivation and Academic Achievement of Elementary Students
Yang, Seung-Won ; Bae, Jinho ; So, Keum-Hyun ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 129~139
DOI : 10.15267/keses.2014.33.1.129
This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.
The Analysis of Researches on the Brain-based Teaching and Learning for Elementary Science Education
Choi, Hye Young ; Shin, Dong-Hoon ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 140~161
DOI : 10.15267/keses.2014.33.1.140
The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into `learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres`. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student`s learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.
Analysis of the Types and Levels of Evidence in Elementary Students` Scientific Argumentation
Ryu, Hye-Kyoung ; Lim, Heejun ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 162~171
DOI : 10.15267/keses.2014.33.1.162
The use of evidence is very important in scientific argumentation. This study investigated the types and levels of evidence in scientific argumentation in an elementary science class. 34 fourth graders in a class were selected as subjects, and argumentation was performed in seven lessons on `Heat transfer and our lives` unit. Small group argumentation was recorded, transcribed and used as data for analyses. The analyses found the following results. First, in regard of the types of evidence, personal evidence dominated over authority-based evidence. Second, in the analysis of the levels of evidence, using inappropriate evidence was found to account for the highest percentage, followed by using appropriate evidence and just arguments without evidence. There were quite a lot of cases of arguments without evidence. It was found that the types and levels of evidence that students used could change depending on the relevance between experiments and argument tasks.
Analysis on the Degree of Difficulty in Teaching and Learning the `Speed of Objects` Chapter
Jung, Hana ; Jhun, Youngseok ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 172~180
DOI : 10.15267/keses.2014.33.1.172
The first purpose of this study is to distinguish difficult chapters in `Speed of objects` chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students` assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the `Speed of Objects` chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers` and students` difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were `Understanding the meaning of motion(2nd lesson)`, `Understanding the meaning and unit of speed(5th lesson)`, `Changing unit of speed(6th lesson)`, `Drawing a distance-time graph(7th lesson)`, and `Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the `Speed of Objects` chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; `Strong difficulty`, `Learning difficulty`, `Weak difficulty`, and `Teaching difficulty`. Last, students showed low achievement to the tasks that were related with `Strong difficulty` and `Teaching difficulty`.
The Comparison of Eye Movement in Measuring Tasks between the Underachievers and the Overachievers
Choi, Hyun-Dong ; Shin, Won Sub ; Shin, Dong-Hoon ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 181~194
DOI : 10.15267/keses.2014.33.1.181
The purpose of this study was to analyze the difference between eye movements according to science achievement of elementary school students on measuring tasks. Science achievement was graded by the results of Korea national achievement test conducted in 2012. As an assessment tool to check measuring task, two measuring measure problems from TSPS(Test of Science Process Skill; developed in 1994) which were suitable for eye tracking system were adopted. The subjects of this study were 3 underachievers and 3 overachievers from 6th grade who agreed to participate in the research. SMI was used to collect EMD (eye movement data). Experiment 3.2 and BeGaze 3.2 programs were used to plan experiment and analyze EMD. As a result, eye movements of participants in measuring task did not show the path to the common gaze by groups. To solve the problem of using specific measuring strategies related to the correct answer. Underachiever who failed in measuring tasks don`t have enough measurement capabilities and lack eye movement through the area of interest for cognitive thinking. These results show that elementary school science curriculum dealing with measuring have to reflect a lot of step-by-step learning requires.
Effects of Scientific Argumentation on Argument Tasks with Incorrect Alternative Ideas in Elementary Science Classes
Lim, Heejun ; Jeong, In-Soon ;
Journal of Korean Elementary Science Education, volume 33, issue 1, 2014, Pages 195~205
DOI : 10.15267/keses.2014.33.1.195
The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students` science achievement and science-related affective domains. The analyses of students` argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students` participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.