• Journal of Korean Elementary Science Education
• /
• v.26 no.2
• /
• pp.149-160
• /
• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of The Korean Association For Science Education
• /
• v.26 no.5
• /
• pp.637-645
• /
• 2006

This study reviewed and discussed the nature of scientific hypothesis described in philosophy, the philosophy of science, science, and science education. In these descriptions, a hypothesis was defined as one of five types: hypothesis as an assumption, hypothesis as a prediction, hypothesis as a tentative explanation, hypothesis as a tentative law, and hypothesis as a tentative causal explanation. Most scholars agreed that a hypothesis is a proposition or a set of propositions proposed as an explanation for an observed situation. In this view, a hypothesis is a possible answer to or an explanation of a question that accounts for all the observed facts. Also, it is a statement that explains why things happen in nature or an explanation for an observation that can be tested. In the five types of hypothesis meanings, a tentative explanation includes a tentative law and a tentative causal explanation. However, tentative laws are not explanation but description which are general statements drawn from specific experiences by way of a process known as induction. A number of studies also have distinguished hypothesis from assumption, tentative explanation, tentative law, and prediction. Therefore, a hypothesis is concluded to be a proposition or a set of propositions proposed as a tentative causal explanation for an observed situation.

• Journal of Korean Elementary Science Education
• /
• v.33 no.4
• /
• pp.724-735
• /
• 2014

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

• Journal of Korean Elementary Science Education
• /
• v.33 no.2
• /
• pp.242-257
• /
• 2014

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.

• Journal of the Speleological Society of Korea
• /
• no.87
• /
• pp.23-33
• /
• 2008

All types of tourists visit the cave. The names and explanations of cave formations give very useful information to them. Unfortunately, however, there are a lot of wrong and incorrect statements in the information. Thispaper has investigated this problem in considerations for the importance of information delivery. The problem has turned out as follows: 1) Most of the cave formation names are too abstract based on the shape instead of scientific names; 2) The names are mostly available with little scientific explanation; 3) In case of explanation, wrong, incorrect and controversial statement is found.

• Journal of Korean Elementary Science Education
• /
• v.22 no.1
• /
• pp.15-28
• /
• 2003

The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reasons for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9, 10, 11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items χ² test used for the relationships between types of heat and temperature conceptions Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be hot and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.1-14
• /
• 2020

In this study, we analyzed the written and drawn explanations of thirty elementary school pre-service teachers in order to examine their perception on the seasonal length of day and night. The main findings are as follows: First, pre-service teachers used the most common term in the description of the texts, such as meridian altitude, axis of rotation, and revolution, and there were more misconceptions in the drawn explanation than in the written explanation. Second, by analyzing the pre-service teachers' perceptions by combining written and drawn explanations, it is possible to detect scientific errors that the distance between the Earth and the Sun is closer when the axis of rotation is tilted in relation to the revolution and seasonal changes due to changes in the orbital radius of the Earth. In addition, there have been types of explanations such as seasonally changing meridian altitudes related to the rotation of the Earth but no change in the location of the Sun. Based on the results of the analysis, we discussed the lack of experience in constructing an explanatory system of specific phenomena using scientific knowledge, lack of observational experiences about natural phenomena, and lack of exposure to other explanatory systems that cause cognitive conflicts. We hope that it will be concrete and practical help to improve the understanding of pre-service teachers in the science domain of primary teacher training program.

• Journal of The Korean Association For Science Education
• /
• v.23 no.5
• /
• pp.458-469
• /
• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of Gifted/Talented Education
• /
• v.24 no.1
• /
• pp.149-164
• /
• 2014

The purpose of this study was to compare scientific communication skills between the gifted students and the general students. Subjects were 60 gifted students of the Institute for The Gifted Education and 69 general elementary school students. Scientific communication skills were classified into two types - scientific explanation and opinion, and four forms - letter, number, table, and figure. The results of this study were as follows: Gifted students' Scientific Communication Skills is better than ordinary students'. Detailed findings are following. Independent sample t-test performed on type and form of Scientific Communication Skills used by students showed significant difference between two groups. This result gave important information about tendency of each group.

• Journal of The Korean Association For Science Education
• /
• v.42 no.3
• /
• pp.311-324
• /
• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.