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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 34, Issue 4 - Nov 2015
Volume 34, Issue 3 - Aug 2015
Volume 34, Issue 2 - May 2015
Volume 34, Issue 1 - Feb 2015
Selecting the target year
Analysis of the Structural Relationship among Learning Outcomes in Science Classes applying Universal Design for Learning
Lee, Kyoeng-Ran ; Back, Nam-Gwon ; Park, Jong-Ho ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 1~14
DOI : 10.15267/keses.2015.34.1.001
The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.
Preservice Elementary Teachers` Understandings of the Key Concepts related to the Greenhouse Effect
Jang, Myoung-Duk ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 15~31
DOI : 10.15267/keses.2015.34.1.015
The purpose of this study was to investigate elementary student teachers` conceptions about the mechanism of the greenhouse effect, the greenhouse gases, the global warming, and their learning experiences of the greenhouse effect and the global warming. Participants were 82 student teachers in their second year of studies (science education: n
The Development and Application of Teaching Strategies using EBS Clipbank in Elementary Science Class
Park, Dongseob ; Kwon, Nanjoo ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 32~45
DOI : 10.15267/keses.2015.34.1.032
The purpose of this study is to further develop the strategies using EBS clipbank service and investigate the their effects of the science academic emotion on the student`s attitude toward science. Clipbank is service for educational purpose. EBS provides clipbank that holds about 210,000 video clips made from EBS programs. Two class of 6th grade were selected and instructed. Implementing and using the teaching strategies, a test was administered to examine the science academic emotion of the students effects using clipbank teaching. It had two rounds for inspection about operation of the strategies with curriculum. In the second research, by re-supplying a more sophisticated program strategy from first in putting feedback. The result of analyzing the test was as follows. First, elementary teachers can be used in class to take advantage of a variety of educational materials clipbank contents. Result of teachers survey, clipbank teaching was effective and teachers who using clipbank service will be the continue utilize clipbank. Second, the strategy for using clipbank teaching was effective on student`s science academic emotion. And strategy was effective significantly different depending on gender. In conclusion, the strategy for using clipbank teaching, made students feel that learning science was interesting. A lot of reseaches give that science can provide the ideas as a metheod to educational web-sites, educational web-sites can provide creative ideas to science learning strategy, but it is still lacking that research can be applied to education specifically on how to. This study will help elementary teachers adjust teaching to help students learn science with positive emotions.
The Characteristics of Summarized Activities using Science Notebook for Elementary School Science Gifted
Cho, Young Seok ; Kang, Ho Kam ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 46~57
DOI : 10.15267/keses.2015.34.1.046
The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)` which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, `thinking and feeling`, `question,` `one`s own thinking of question` which are the components of science note promote the reflective thinking of elementary school student gifted for science.
Pre-service Elementary Teachers` Pedagogical Reasoning about Students` Science Ideas
Yoon, Hye-Gyoung ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 58~71
DOI : 10.15267/keses.2015.34.1.058
Ability of understanding students` ideas and thinking is critical to teachers` professional growth. In this study, `pedagogical reasoning` was conceptualized as teachers` reasoning ability of students` misconceptions and possible causes of misconceptions when they hear and observe students` science discourses. To investigate elementary pre-service teachers` pedagogical reasoning levels, children`s science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children`s misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.
Analysis on the Change of Niche Overlap of Elementary School Students` Photosynthesis Concepts through Instruction
Lim, Soo-Min ; Kim, Young-Lan ; Shin, Ae-Kyung ; Kim, Youngshin ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 72~85
DOI : 10.15267/keses.2015.34.1.072
Conception in learner`s cognitive structure has a niche as species in ecosystems. The purpose of this study is to analyze the change of niche overlap of photosynthesis concept through instruction. The photosynthesis concepts were selected from literature review. Selected concepts were in 4 areas: Location of photosynthesis, reactants, products, and environmental factors. The subjects consisted 304 elementary students. The respondent marked the relevance between the presented concepts and each area on a scale of 1~30 points. The analysis of niche overlap in concepts was performed by changing in niche overlap graph, niche space size, and overlap index before and after instruction. The results are as follows. First, on the whole understanding level and relevance of the scientific concepts was increased through instruction as a result of learning. Second, elementary school students cognitive concepts in the form of chunking concepts through classification process. Based on the results, this study has the following suggestion. Students` conceptual ecologies and niche analyzed by this study will be used as material for development of instruction strategy.
Investigation of Eye-Tracking on Learning Task Perceiving Process of Elementary Students with Different Motivation System on Science Learning
Yang, Il-Ho ; Lim, Sung-Man ; Kim, Yang-Hee ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 86~94
DOI : 10.15267/keses.2015.34.1.086
This study is to investigate how do elementary students` eye movements appear in cognitive process that they perceive science learning materials depending on motivation system of science learning. For this study we had a random sampling of 301, 6th grade students. And we had selected 32 students through the three tests for the final; motivation system test of science learning, a learning styles test, an Edinburgh inventory for handedness test. We were analysis the cognitive process during learning tasks for the selected student using eye-tracking equipment. The results of the research are as follows: First, when students see a science learning material, we found out that SL-BAS group that has tendency searched various areas than SL-BIS group in learning task. Second, results confirmed through the data of integrational count that students looked alternately texts, images and graphs in the learning material, SL-BIS group were more than SL-BAS group on integrated count, but they had a simple and insignificant eye movement. Especially SL-BAS students showed that integrated eye movement between texts, images and graphs in the learning material, and they explored important areas of the graph compared with SL-BIS group that there was no eye movement in graph. These results may be utilized as a useful resource for designing students` learning.
Exploration of Problem Solving Program including Creative Thinking Skills in the Idea Generation and Verification Stages as Method for Fostering Creativity of Elementary School Student
Kang, Gyeong-Ah ; Yoon, Jihyun ; Kang, Seong-Joo ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 95~108
DOI : 10.15267/keses.2015.34.1.095
Studies showed that elementary school students had difficulties in the idea generation for creative problem solving, and they were also not to go through with the verification process for selecting idea. Thus, it may be more effective to provide an actualized idea generation and verification methods. In this study, we developed the creativity problem solving program with the attribute listing and PMI skills in the idea generation and verification stages respectively and applied it to six groups consisting of 5th elementary school students. We analyzed the creativity and the verbal interactions among the students at the level of interaction units. The analyses of the results revealed that the problem solving program with the creative thinking skills had significant effects on the fluency and originality that were sub-elements consisting creativity. In the analyses of interaction unit, the frequencies of the `making suggestion` at the idea generation stage were high. And at the idea verification stage, the frequencies of the `making suggestion` and `receiving opinion` were high. Educational implications of these findings were discussed.
Elementary School Students` Perceptions on Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach
Baek, Ja-Yeon ; Lim, Chae-Seong ; Kim, Jae-Young ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 109~122
DOI : 10.15267/keses.2015.34.1.109
In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student`s interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students` perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists` scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.
Analysis of Elementary Students` Interlanguage in Science Class about Heat and Temperature
Lee, Ilyeon ; Jang, Shinho ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 123~130
DOI : 10.15267/keses.2015.34.1.123
For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students` interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students` interlanguage implied the quality of class community`s knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.
Differences in Neural Current Sources of Science Gifted and Normal Children in Creative Reasoning
Kwon, Suk Won ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 131~141
DOI : 10.15267/keses.2015.34.1.131
Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students
Jeon, Yerum ; Shin, Donghoon ;
Journal of Korean Elementary Science Education, volume 34, issue 1, 2015, Pages 142~152
DOI : 10.15267/keses.2015.34.1.142
The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI`s Eye Tracker (iView
RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students` fixation duration by students` academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students` academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.