Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

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

DOI QR Code

Is Science Experience Enough for Early Elementary Students? - A Case Study on the Perception of Science and Science Experience of Early Elementary Students -

초등 저학년 학생들에게 과학 경험은 충분할까? - 초등 저학년 학생의 과학에 대한 인식과 과학 경험에 대한 사례 연구 -

  • Received : 2020.10.07
  • Accepted : 2020.11.09
  • Published : 2020.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.

Keywords

References

  1. Alexander, J. M., Johnson, K. J. & Kelly, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786. https://doi.org/10.1002/sce.21018
  2. Barman, C. (1997). Student's views of scientists and science: Results from a national study. Science and Children, 35, 18-23.
  3. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30(2), 116-127. https://doi.org/10.1037/h0076829
  4. Damasio, A. R. (1989). The brain binds entities and events by multiregional activation from convergence zones. Neural Computation, 1, 123-132. https://doi.org/10.1162/neco.1989.1.1.123
  5. Gallas, K. (1995). Talking their way into science. NY: Teachers College Press.
  6. Glynn, S. N., Brickman, Pl, Armstrong, N. & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Vali- dation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
  7. Han, M. & Kim, H. (2018). An introverted elementary student's construction of epistemic affect during modeling participation patterns. Journal of the Korean Association for Science Education, 38(2), 171-186. https://doi.org/10.14697/JKASE.2018.38.2.171
  8. Her, M., Oh, P. & Han, M. (2019). Exploring the epistemic emotions of elementary-school students and the cognitive appraisal factors leading their emotions in the process of scientific knowledge exploration. Journal of Korean Elementary Science Education, 38(4), 496-509.
  9. Hwang, J. (2013). A cognitive approach to the emotion in sport. Philosophy of movement: Journal of Korean Philosophic Society for Sport and Dance, 21(3), 43-56.
  10. Ju, E., Kim, J., Lee, J. & Lee, S. (2009). Analysis of images of scientists and science learning drawn by third grade students. Journal of Korean Elementary Science Education, 28(1), 35-45.
  11. Jung, J. & Kim, Y. (2014). A study on elementary students' perceptions of science, engineering, and technology and on the images of scientists, engineers, and technicians. Journal of the Korean Association for Science Education, 34(8), 719-730. https://doi.org/10.14697/jkase.2014.34.8.0719
  12. Kim, E. & Kim, D. (2014). Teachers' understanding about theme textbooks on the integrated curriculum revised in the 2009. Journal of Curriculum Integration, 8(3), 73-92.
  13. Kim, H., Kim, Y. & Park, H. (1999). A study of the preferred methods and strategies of science learning in middle school students. Journal of the Korean Chemical Society, 43(5), 552-563.
  14. Kim, H., Kwak, Y., Kang, H., Shin, Y., Lee, S. & Lee, S. (2017). A study on the structural equation model among components of positive experiences about sci- ence. Journal of the Korean Association for Science Education, 37(3), 507-521. https://doi.org/10.14697/jkase.2017.37.3.507
  15. Kim, J. (2013). Reconsider 'phenomena' and 'recognition' ['현상'과 '인식'을 다시 생각한다]. The Korean Jour- nal of Humanities and the Social Sciences, 37(3), 9-12.
  16. Kim, J. & Cho, B. (2002). Perceptions about science and scientific activity of students in kindergarten and primary school. Journal of the Korean Association for Science Education, 22(3), 617-631.
  17. Kim, M. (2013). Analysis on the science activity in the Guide for educational activities & materials for kin- dergarten according to the Nurri Curriculum. Early Childhood Education Research & Review, 17(1), 57-77.
  18. Kim, S. (2006). Brain-based learning science: What can the brain science tell us about the education? Korean Journal of Cognitive Science, 17(4), 375-398.
  19. Kim, S. (2012). Qualitative case study in the study of primary education. Journal of Elementary Education Studies, 19(2), 31-57.
  20. Kwon, E. & Pae, S. Y. (2006). Three measures of narrative discourse ability for Korean school-aged children in a story-retelling task. Communication Sciences & Disorders, 11(2), 72-89.
  21. Lee, J. & Chung, Y. (2014). An analysis of structural relationship among the attitude toward science, science motivation, self-regulated learning strategy, and science achievement in middle school students, Journal of the Korean Association for Science Education, 34(5), 491-497. https://doi.org/10.14697/jkase.2014.34.5.0491
  22. Lee, M. & Kim, K. (2004). Relationship between attitu- des toward science and science achievement. Journal of the Korean Association for Research in Science Education, 24(2), 399-407.
  23. Lee, M., Lee, S. & Park, H. (2014). A study of the way to improve elementary school curriculum. Korea Institute of Curriculum & Evaluation.
  24. Lee, Y., Kim, S., Chi, S. & Choi, J. (2000). The development of science education program for formation of science minds for kindergarten and elementary school children. Science & Technology Policy Institute. p.271.
  25. Lee, Y., Park, J., Lee, B., Park, S. & Jeong, Y. (2004). Analysis and evaluation of the content relevance in the primary and secondary school science. Korea Institute of Curriculum & Evaluation.
  26. Merriam, S. B. (1988). Case study research in education: A qualitative approach. CA: Jossey-Bass.
  27. Ministry of Education [MOE]. (1981). Commentary on the 4th curriculum. Seoul: Korea Textbook Corp.
  28. Ministry of Education [MOE]. (1987). Commentary on the 5th curriculum. Seoul: Korea Textbook Corp.
  29. Ministry of Education [MOE]. (1992). Commentary on the 6th curriculum. Seoul: Korea Textbook Corp.
  30. Ministry of Education [MOE]. (1998). Commentary on the 7th curriculumI-II. Seoul: Korea Textbook Corp.
  31. Ministry of Education [MOE]. (2015). Science and curriculum. Ministry of Education Notice No. 2015-74 [Separate volume No. 9].
  32. Muis, K. R., Chevrier, M. & Singh C. A. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), 165-184. https://doi.org/10.1080/00461520.2017.1421465
  33. Oliver, W. H., Pettus, W.C. & Hedin, B. A. (1990). Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers. Journal of Research in Science Teaching, 27(4), 289-314. https://doi.org/10.1002/tea.3660270403
  34. Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
  35. Schibeci, R. A. & Riley, J. P.II (1986). Influence of students' background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23, 177-187. https://doi.org/10.1002/tea.3660230302
  36. Sell, J. P. A. (2006). Rhetoric and wonder in English travel writing, 1560-1613. Aldershot, UK: Ashgate.
  37. Seon, H. & Oh, J. (2013). Mediating effects of academic self-efficacy in relations of academic achievement pressure of parents and academic stress: Focused on elementary school students and middle school students. Asian Journal of Education, 14(1), 197-212. https://doi.org/10.15753/aje.2013.14.1.008