The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

The purpose of the present study was to investigate the development of elementary school student's reasoning strategies used in proportional tasks. Three hundred and ninety elementary students were sampled to investigate their reasoning strategies used in Pouring Water Tasks. Results showed that 4 percentage of students used proportional reasoning strategy. By the way, about 80 % of students used qualitative guess or additive strategies to solve proportion tasks. Further, about fifth-grade or 11-year-old students began to use proportional reasoning strategy. Also, female and malt students' development of reasoning strategies improved from 1st grade across 5th grade and from 6-year-old across 11-year-old. However, female did not show the improvement of strategy development after 5th-grade or 11-year-old. However, male students showed a continuous improvement after the grade or age. In addition, students showed developmental patterns of spurts and plateau, ra thor than a linear developmental pattern. The present study also discussed educational implications of this findings in school curriculum.

교사들의 과학 교수 효능의 신념을 조사하고 이해하는 것은 과학 교수를 향상시키는데 가장 유력한 요소가 될 수 있음에도 불구하고, 이를 연구한 사례는 거의 없었다 본 연구의 목적은 초등학교 예비 교사들의 교사 양성 과정중 과학 교육 과목이 예비 교사들의 과학 교수 효능의 신념 즉, 자신의 과학 교수 효능감과 과학 교수 결과에 대한 기대감에 미치는 영향을 조사하는 것이다. 이를 위하여 서울교육대학교와 인천교육대학교에 재학중인 예비교사들이 한 학기동안의 과학 교육 과목을 마치고 나서 그들의 과학 교수 효능의 신념이 어느 정도 변화했는지를 측정하였으며, 이에 대한 결과를 t-test로 분석하였다. 연구의 결과로 미루어보아 예비 교사들이 학습한 과학 교육 과목은 그들의 과학 교수 효능감과 과학 교수 결과에 대한기대감을 모두 향상시켰다. 그러나 앞으로는 과학 교육 과목의 어떤 요소들이 그들의 신념을 변화시키는지 구체적으로 알기 위해 질적 연구와 함께 더욱 긴 기간 동안의 연구가 행해져야하며, 변화된 그들의 신념이 실제 초등학교 교사가 될 때까지 지속되는지를 조사하고, 지속될 수 있는 방법들이 연구되어야 할 것이다.

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the illustration analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of two categories, (1)the kind of illustrations (2)the .ole of illustrations The kind of illustrations was divided into five subcategories such as photograph, pictures, illustrations, cartoons and diagrams. And the role of illustrations was divided into four subcategories such as motive induction, guidance for experimentation, the presentation of data and the results of experimentation. Each sentence in the textbooks was considered as an analyzing units. The frequency and percentage of each category were counted and the rates were calculated. The findings could be summarized as follows: 1. The illustration in the primary science textbooks was mostly composed of photographs (87.1%). 2. The examination of the role of illustrations showed that the presentation of data was 46.2%, the guidance for experimentation 38.4%, the results of experimentation 8.6% and the motive induction 6.8% respectively. 3. In the domains of physical and chemical science, the role of guidance for experimentation was emphasized. But the biological and earth science domains showed high tendency of the presentation of data.

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of three categories, (1)knowledge (2)inquiry process and (3)attitude. And knowledge was divided into fact, concept and rule. And inquiry process was divided into thirteen subcategories such as manipulating experimental apparatus, observing, measuring, recording data, classifying, interpreting/ predicting, determining relationship/ causal explanation, extrapolating/ interpolating, drawing conclusions/ formulating a generalization or model, evaluating, formulating a problem, generating a hypothesis and designing an experiment/ controlling variables. Each sentence in the textbooks was considered as an analyzing unit. The frequency and percentage of each category were counted and the ratios were calculated. The findings could be summarized as follows: 1. The content of the elementary science textbooks was composed of knowledge 10.3%, inquiry process 88.8%, attitude 0.8% respectively. 2. As increasing the grades, the ratio of knowledge showed high frequency, but that of attitude showed low frequency. 3. In All the grades, the ratio of observing was the highest in inquiry process. 4. In the domain of physics and chemistry, the manipulating experimental apparatus showed high frequency. In the domain of biology and earth science, the role of observing was emphasized.

The result of studying primary science education in Korea the first stage under CHOSUN Government General is as follows and it could be seen that it was managed under considerably different philosophy of education than that of the Ministry of Education, Japan. 1) Weekly 2 hours of 'science' were taught at 3rd and 4th grade of primary school. 2) CHOSUN Government General emphasized 'practicality' in the regulation of primary science education. 3) During the transitional period science text compiled by the office of education was revised and used. 4) First primary science text compiled by CHOSUN Government General was "Science Textbook for Commom School" (1913) and it was filled with sentences stimulating interest of students and at end of each chapter there were exercise problems.

The purpose of this study is to investigate degree of the concept formation on cell in elementary school teachers and to clarify the patterns of their misconceptions. Data were collected by interview with 120 elementary school teachers, ranged from twenties to fifties in age, working in Taegu city. The instrument was developed by researchers and was categorized into four: cell as the basic units of life, morphology of cell, function of cell, growth of individual from the viewpoint of cell. The results are as follows: First, about 80% of teachers had two perspective outcome of cell: Cells are the basic units of life on earth. But the potato and meat, which we used to eat as food, are not constructed of cells but aggregated of nutrients. Second, most of elementary school teachers recognized that shapes of the cell in organisms were diverse, but some of them only could present several kinds of shape on cell. The 35% of teachers had misconception that shape of cell is all the same in a individual. It shows that this result is caused by lack of opportunity to observe the various kinds of cells. Third, most teachers understood tell can be seen only through a microscope. Yet in comparison with relative size, it was revealed that misconception of cell size was induced by the term of 'basic unit'. In addition, they thought that large organisms are built from large cells, and small organisms from small cells. Fourth, Elementary school teachers used to confuse the terms between chloroplast and chlorophyll, and believed that the genetic material was contained only in the reproductive cells and seeds. It was also revealed that they thought the nutrients such as starch and fat are located at intercellular space. Fifth, the 60% of teachers conceived correctly that growth of individual depends on mitosis and increase in cell number. The rest of them, however, misunderstood that it is due to the increase of tell volume.

The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

This study was performed to examine the effects of daily commodities on student's scientific knowledges, inquiring abilities and attitude toward science in elementary school science classes. Daily commodities were collected and sorted properly so as to be readily utilized as experimental instruments in science classes. 164 students of elementary school 5th grade in Taejon City were selected for the study and they were evenly divided into two different groups, one for experiment and the other for comparation respectively. In every science classes throughout the school semester, the experimental group was supplied with daily commodities in addition to conventional instruments while the controlled group for comparation was supplied only with conventional instruments. Student's responses to the questionnaire were treated by statistical analysis and for that purpose the computer programme of SPSS WIN(6.0) was employed. The results of the study are as follows; 1. There is no expressive disparity appeared in the increments of scientific knowledge between experimental and controlled (comparing) groups. 2. The disparity of increments in inquiring ability between experimental and controlled groups is fairly expressive (P<0.05). The experimental group with daily commodities in science classes attained 5% more in increment of inquiring ability than the controlled group. 3. The disparity of the changes in student's attitudes toward science between two groups is remarkable (P<0.001). Student's attitude toward science was much more improved in experimental group than controlled group. The difference in improvement rate between two groups is 8%. The facts mentioned above make it evident that in elementary school science course daily commodities are very effective to enhance student's positiveness as far as both inquiring ability and attitude toward science are concerned. In this respect, a lot of efforts are expected to be made in searching and supplying further the proper daily commodities for elementary science courses. In addition, it is also called for that the examples of replacing conventional instruments with daily commodities will be introduced in future editions of elementary school science book and its guide book if possible.

In this study, it was purposed to investigate that the student's understading and usage of weather information for the students of elementary, middle and high school The questionaire of 20 questions of 5 categories which included how to get weather information, the understanding of reason for variation of weather elements, the abilities of reading weather map, understanding of weather forecast and the necessity and usefulness of weather map and clouds pictures of weather satellite were prepared and 2 classes of elementary school 5th grade each one class of 2nd and 3rd grade of middle school and 2 classes of high school were tested. followings were revealed in this study; 1) Students of all school are fond of TV watching to get weather information as they used to. 2) They think air temperatures is the most important weather elements and then rainfall. 5ut they seems to unknown the reason why weather elements are vary. 3) They seems to have poor ability of reading weather symbols in weather map and the distribution of air pressure systems. 4) They can read and understand about the reports of words on weather forecast, but most of them can't make weather forecast by the reading of weather map. 5) More than half of students think that the weather map is helpful and especially the cloud pictures from weather satellite is useful for usage of weather information.