Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis on the Degree of Difficulty in Teaching and Learning the 'Speed of Objects' Chapter

초등학교 '물체의 속력' 단원 수업에서 교사와 학생이 느끼는 교수.학습곤란도 분석

  • Received : 2014.02.01
  • Accepted : 2014.02.26
  • Published : 2014.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

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'.

Keywords

References

  1. Education Science Technology Department (2011). A guide for teaching and learning of elementary science text book 5-2 [초등학교 교사용 지도서 과학 5-2], Seoul:KumSeongchulpansa.
  2. Feldman, S. (1998). A Teacher Quality Manifesto, keynote speech to AFT's 1998 Convention, July 17, 1998.
  3. Go, J., Choi, T. & Jung, T. (2006). Theory and practice of educational research in school [현장 교육 연구의 이론과 실제], Gyunggi: Yangseowon.
  4. Go, M. & Kwun, C. (2011). The degree of concern and difficult of elementary school teachers about science lesson. Journal of the Korean Earth Science Society, 4(3), 218-230.
  5. Ham, J. (2006). Difficulty in science teaching of primary school teachers in the material areas and their factors. Master's Thesis of Graduate School of Education in Daegu National University of Education.
  6. Jo, S. (2009). The beginning point and the cause of academic under achievement of high school students in science class. Master's Thesis of Graduate School of Education in Chungbuk National University.
  7. Jung, H. (2003). A study on the degree of difficulty in the elementary school science teaching and learning. Master's Thesis of Graduate School of Education in Seoul National University of Education.
  8. Jung, S. (2011). A scheme of the instruction of speed in elementary school mathematics. Journal of Kongju National University of Education, 48(1), 33-46.
  9. Kim, J. (2009). Research of teachers and students' recognition about difficulties in elementary school senior science classes. Master's Thesis of Graduate School of Education in Korean National University of Education.
  10. Kim, S. (2007). Difficulty in science teaching of elementary school science teaching in the material areas. Master's Thesis of Graduate School of Education in Pusan National University of Education.
  11. Kwak, Y. (2007). Theory and practice of developing pedagogical content knowledge by subjects. Journal of Open Education, 10, 81-114.
  12. Lee, S., Hong, J., Shin, Y., Choi, J. & Lee, I. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-107.
  13. Lim, C. & Choi, J. (1999). The influence of elementary school teachers' science anxiety on the children's science achievement and attitudes. Journal of Korean Elementary Science Education, 18(1), 89-94.
  14. National Special Education Reach Center (2009). Dictionary of special educational term [특수 교육학 용어 사전], Seoul: Hawoo.
  15. Shin, H. & Kim. H. (2010). Analysis of elementary teachers' and students' views about difficulties on open science inquiry activities. Journal of Korean Elementary Science Education, 29(3), 262-276.
  16. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  17. Shulman, L. S. (1987). Those who understand: Foundations of the new reform. Harvard Educational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  18. The Korean Association for Science Education (2005). An elaboration of terms about science education [과학교육학용어해설], Seoul: The Korean Association for Science Education.

Cited by

  1. An Analysis on the Students' Achievement in the 'Speed of Objects' Chapter based on the Integrated Science and Mathematics Classes for Elementary School Students vol.34, pp.4, 2015, https://doi.org/10.15267/keses.2015.34.4.372
  2. Teachers and Students’ Difficulties to Suffer in the Classes on‘World of Small Living Things’Unit of Elementary School Science vol.43, pp.3, 2014, https://doi.org/10.15717/bioedu.2015.43.3.240
  3. 중학생들의 미생물 관련 주제 및 활동에 대한 흥미와 상관 연구 vol.45, pp.2, 2014, https://doi.org/10.15717/bioedu.2017.45.2.235
  4. '거울과 그림자' 단원 수업 활동의 인지요구도와 학생의 인지수준과의 관계 분석 vol.37, pp.3, 2014, https://doi.org/10.15267/keses.2018.37.3.285
  5. 초등과학 수업에서 오조봇 코딩을 활용한 SW 융합교육프로그램의 개발과 적용 vol.38, pp.2, 2014, https://doi.org/10.15267/keses.2019.38.2.234