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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
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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
Selecting the target year
Analysis of the Presentation for the Nature of Science in Elementary Science Textbooks using the Four Themes of Scientific Literacy
Lee, Young Hee ; Son, Yeon-A ; Kim, Ka-Ram ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 207~216
DOI : 10.15267/keses.2014.33.2.207
Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while
grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as
grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.
Features of the Sociocultural Context of Science Subject Teacher`s Experiment Classes in Elementary School - Focusing on the Sociocultural Factors and Their Interactions -
Chang, Jina ; Park, Jisun ; Song, Jinwoong ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 217~230
DOI : 10.15267/keses.2014.33.2.217
This study explores the features of sociocultural context of experiment classes taught by a science subject teacher. Two experiment classes on electric circuit for fifth graders were observed and video recorded. The data was also collected through student interviews and teacher interviews. Using the cultural historical activity theory, we extracted the six sociocultural factors and analyzed their interactions. This study could identify that four features of the sociocultural context of the cases. First, the rules of science classes were not decided by the teacher, but formed and modified through the negotiation between the teacher and students or between the students. Second, elementary students played a game, i.e. `Countdown game`, during their electricity experiments, which had both positive and negative influences on science learning. Third, the science teacher feels a limit on life guidance because of the position as a subject teacher in an elementary school. Lastly, although the science teacher had enough time to prepare science classes, there was no guarantee of the improvement of teaching quality. Based on the results of this study, educational implications are discussed in terms of teaching science experiments and of the science subject teacher system.
Exploring Domestic and International Elementary School Convergence Science Education Program - Korea, the U.S., and the U.K. -
Na, Sanghoon ; Kwon, Nanjoo ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 231~241
DOI : 10.15267/keses.2014.33.2.231
This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea`s STEAM and the U.K. and the U.S.` STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea`s STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.
Development of an Assessment Formula for Scientific Creativity and Its Application
Lim, Chae-Seong ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 242~257
DOI : 10.15267/keses.2014.33.2.242
Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers` perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined `student`s scientific creativity` as the ability to make a product both original and useful to the student in terms of little-c creativity, and `scientist`s scientific creativity` as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an `Assessment Formula for Scientific Creativity` was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.
The Perception of Elementary Students Regarding Sedimentary Rock
Kim, Deok-Ho ; Hong, Seung-Ho ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 258~272
DOI : 10.15267/keses.2014.33.2.258
The purpose of this study is to investigate the perception on sedimentary rock in elementary science `Earth and Space` domain for elementary school students. For this purpose, questionnaires on the sedimentary rock perception were developed. And the sedimentary rock perception was examined for random sampling of 5th and 6th grade 656 students. As a result, students chosen incorrect answers of the average 53.8% for questions of sedimentary rock perception. Over the average rate of incorrect answers in 18 questions were 10 questions (3 in the creation of sedimentary rock, 5 in the classification of sedimentary rock, 2 in the sedimentary layer). When the results were stratified by residence, grade and gender, there were significant differences in 8 questions between students in urban and rural areas, in 6 questions between 5th and 6th grade students, and in 3 questions between male and female students. The study that understanding of elementary students for sedimentary rock can be provided for form the master planning the teaching strategy to student`s scientific concepts in elementary school. The results are also contributed to find an effective ways for modify misconceptions of sedimentary rock to the scientific concepts.
The Differences in Eye Movement of Pre-service Teachers and Elementary School Students in SBF Question about a Visual Material of the Change on the Lunar Phases
Ko, Minseok ; Yang, Ilho ; Kim, Obeom ; Lim, Sungman ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 273~285
DOI : 10.15267/keses.2014.33.2.273
Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth`s point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth`s point of view.
Exploring Possibilities of Science Field Experience in Jongmyo Shrine
Kim, Jin-Kyung ; Shin, Dong-Hee ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 286~305
DOI : 10.15267/keses.2014.33.2.286
We explored the possibilities of science field experience in Jongmyo Shrine in this study. To understand the educational value of self-leading science activities in Jongmyo Shrine, one of the World Heritage, we developed science program and applied it to the elementary students participating in a gifted education center. We collected and analyzed various data of opinionnaire survey before and after the program, field activity sheets, field observation, and individual- and group interview. The results showed the lack of students` spatial ability and proposed educational interests in science education. Also, a lot of students felt the difficulty in applying school science knowledge into the real life context. Students found the meaning of science learning through cooperative activities in the historically meaningful place. A proper use of smart device in science field experience was recommended. We found that activities with too much smart device might impede various scientific process skills.
A Study on Difficulties Experienced by Pre-service Elementary School Teachers in Carrying out a Research on `the Life Cycle of a Common Cabbage Butterfly`
Kim, Dong-Ryeul ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 306~321
DOI : 10.15267/keses.2014.33.2.306
This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students` activities, they found it difficult to evaluate students` activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers` knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.
Facilitating Pre-Service Elementary Teachers` Productive Reflection on Their Science Teaching through Meta-Analysis of Their Reflective Journals
Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 322~334
DOI : 10.15267/keses.2014.33.2.322
In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers` productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.
The Elementary School Teachers` Understandings about the Characteristics of Currents according to the Connection Methods of Batteries in Simple Electric Circuits
Hyun, Dong-Geul ; Shin, Ae-Kyung ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 335~351
DOI : 10.15267/keses.2014.33.2.335
The 96 elementary school teachers` the degrees of understandings about the characteristics of the currents according to the connection methods of batteries in simple electric circuits were investigated. In this study, the concepts on the characteristics of currents according to the connection methods of batteries were divided `the learned concepts` and `the differentiated concepts`. The characteristics of the currents in the region of the larger resistance of load than the internal resistance of a battery were called the learned concepts, they are taught in the science curriculum. While the characteristics of the currents in the region of the smaller resistance of load than the internal resistance of a battery were called the differentiated concepts, they are not exposed clearly in the science curriculum. The results obtained in this study are as follows: The average score related to the learned concepts was relatively high, while the degree of the teachers` cognitions of the internal resistance of a battery and the resistance of wires were low. Also the average score related to the differentiated concepts was very low because it seems so new to the elementary school teachers. It strongly suggests that the elementary school teachers did not understand meaningfully the characteristics of the currents related to the connections of batteries on the ground of the cognitions of the internal resistances of batteries and the resistances of loads in simple electric circuits. Hence, they might experience difficulties due to the problems occurred in relation to the connections of batteries in the elementary school science lessons.
A Development of IAAI Teaching Strategy and It`s Application to Elementary Science Lesson
Lee, Jong-Hwa ; You, Pyoung-Kil ; Lee, Hyeong-Cheol ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 352~363
DOI : 10.15267/keses.2014.33.2.352
The purpose of this study was to develop a proper teaching strategy to raise students` interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of
grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.
The Development and Application Effects of Convergence Program for Field Trip and STEAM Education related Geology
Kim, Deok-Ho ; Hong, Seung-Ho ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 364~379
DOI : 10.15267/keses.2014.33.2.364
In this study, a theme-centered STEAM program converged with field trip was developed in the `The stratum and fossils` unit of elementary science. The objectives were to find the influences on academic achievement, creative problem solving abilities and scientific attitude of elementary school students. The STEAM education program was composed of content which can be applied effectively by converging field trip and STEAM elements. As the results applied the STEAM program to elementary school students, the experimental group improved effectively in the academic achievement, creative problem solving abilities and scientific attitude compared to the control group, which took the theoretical lesson. In conclusion, it is necessary to develop systematically and continuously programs converging STEAM and field trip in various units of science subject which field trip is possible.
The Influences of Career Education Programs Related to the Science on Elementary School Students` Career Choice
Park, Hyo-Jeong ; Shin, Young-Joon ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 380~400
DOI : 10.15267/keses.2014.33.2.380
This study investigated the influence of the application of the career education programs related to the science of the elementary school on the career choice. For this study, a total of 32 lessons (4 units) utilizing the career education programs related the science curriculum were developed. The study subjects were 128 students from Y elementary school located in Incheon. A test with regard to the science related career choice and the science related career choice factors was performed before and after the lessons. For more detailed analysis, the experimental group was divided into two groups of female and male students; students who hope and do not hope career in science-related fields. As a result of the performance of career education programs, it showed a significant improvement in the `science related career choice`. And, it also showed all significant improvements in `science related major/department, education lecture selection`. It was possible to know that the students who do not wish science related jobs in the future also changed their mind on to the science. In addition, all the subcategories of the `preference for science learning` area such as `preference for science subject`, `preference for experiment`, `recognition of science subject availability`, `recognition of the impact of teacher` showed a significant improvement. The `perception about career related to science` showed a significant improvement on the whole. There was no significant improvement on the whole in `participation in science related activities`.
Elementary Preservice Teachers` Conceptions about `Plastics` - Focusing on Non-Polar Property -
Kim, Han-Je ; Jang, Myoung-Duk ; Joung, Yong Jae ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 401~414
DOI : 10.15267/keses.2014.33.2.401
The purpose of this study is to investigate the elementary preservice teachers` conceptions about `plastics` focusing on non-polar property from a National University of Education. For the study, the views about plastics, relative shapes of a water droplet on plastic or glass material, and relative shapes of water surface in the plastic or glass measuring cylinder were surveyed from the preservice teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, most preservice teachers were well aware of the plastic products which are used in daily life. Second, the responses concerning the reason why plastics can be used commonly were divided into 2 categories with 14 sub-level groups. However relatively few preservice teachers mentioned regarding `chemical stability` and `conductivity`, which are associated with the plastics` non-polar property. Third, it was found that 50 participants (30.1%) had `Scientific conception (Sc)`, 38 (22.9%) had `Partial-scientific conception (Ps)`, 66 (39.8%) had `Misconception (Mc)`, and 12 (7.2%) had `No conception (Nc)` on the subject of the relative shapes of a water droplet. Fourth, the distribution patterns and the ratio of the preservice teachers` conception on the survey question 3 concerning the relative shapes of water surface were quite similar to those of the survey question 2. So it was concluded that overall understanding level of the preservice teachers was pretty low on the subjects of the relative polarities of the plastic, glass, and water as well as their interactions. Fifth, the distribution percentile of `Sc`/`Ps`/`Mc`/`Nc` was not related with the gender but highly correlated with preservice teachers` academic field and their science subjects taken in high school. Based on the results from the study, some educational guidelines were suggested.
Effects of Cornell Typed Science Journal Writing on Elementary Students` Science-Related Attitude
Yeo, Sang-Ihn ; Lee, Dae Han ;
Journal of Korean Elementary Science Education, volume 33, issue 2, 2014, Pages 415~426
DOI : 10.15267/keses.2014.33.2.415
This study aimed to investigate the effects of Cornell typed science journal writing on elementary students` science-related attitude by gender and academic achievement. The subjects of study were 109 elementary students (5th grade). The experimental group performed Cornell typed science journal writing and the control group maintained traditional lectures for one semester. Science-related attitudes of this study are classified into scientific attitudes (7 sub-domains) and attitudes toward science (5 sub-domains). The collected data were analyzed by ANCOVA with SPSS. The results of study were as follows: Several sub-domain (voluntariness, cooperation, perception about science and scientist) of science-related attitudes positively changed in experimental group. Cornell typed science journal writing was especially effective on improving scientific attitude in male students, and attitude toward science in female students. Also, science journal writing was effective on improving science-related attitude (both scientific attitude and attitude toward science) in high-achieving group, but not effective in low-achieving group.