Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 32 Issue 4
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- Pages.515-526
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- 2013
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
DOI QR Code
An Investigation of Science-related Activities Perceived by Elementary School Students
초등학생들이 인식하는 과학 관련 활동에 대한 조사
- Yang, Chanho (Seoul National University) ;
- Bae, Yujin (Seoul National University) ;
- Kim, Chan-Jong (Seoul National University) ;
- Choe, Seung-Urn (Seoul National University) ;
- Kim, Heui-Baik (Seoul National University) ;
- Yoo, Junehee (Seoul National University) ;
- Yi, Kyung-Woo (Seoul National University) ;
- Kye, Young Hee (Kosin University) ;
- Noh, Teahee (Seoul National University)
- 양찬호 (서울대학교) ;
- 배유진 (서울대학교) ;
- 김찬종 (서울대학교) ;
- 최승언 (서울대학교) ;
- 김희백 (서울대학교) ;
- 유준희 (서울대학교) ;
- 이경우 (서울대학교) ;
- 계영희 (고신대학교) ;
- 노태희 (서울대학교)
- Received : 2013.09.26
- Accepted : 2013.11.22
- Published : 2013.11.30
Abstract
In this study, we investigated science-related activities in everyday life perceived by elementary school students, and their preference and participation in the activities. We also analyzed the differences by student's gender and interest in science. We developed a questionnaire of what activities elementary school students participated in daily experiences and how they perceived the connections of the activities with science. The questionnaire that was asked to rate the degrees of science-relatedness, preference, and participation of 35 activities was administered to fifth graders. The analysis of the results revealed that they perceived various everyday activities in their home and community as well as school were related to science. They generally preferred and participated in the activities. Boys perceived some activities, such as building things with magnets, Legos, or other toy and tools, more closely related to science, and the degrees of their preference and participation in these activities were higher than those of girls. It was also found that the students who were more interested in science not only perceived more activities related to science but also preferred and participated in the activities more. Educational implications of these findings are discussed.