The purpose of this study was to examine the questioning styles of $3rd{\sim}6th$ elementary science textbooks in terms of frequency, type, and placement of questions. This paper also sought to analyse and compare the kinds of scientific inquiry processes elicited by the questions in the content domains of textbooks. The instrument used was the Textbook Questioning Strategies Assessment Instrument (TQSAI). The average number of questions per book was 129 and the ratio of questions to sentences was 31.9%. The results were summarized as followings. First, many science textbook questions were used for the purposes of explanation or identifying levels of teaming. Second, process skills were located in each content domain, although it was not affected meaningfully. Third, the number of text question was below 3 in each elementary science class. Therefore, an effective questioning development framework is clearly needed for elementary science instruction.

본 연구의 목적은 초등학교 과학 영재들의 학교교육 과정의 난이도와 흥미, 학습에 도움이 되는 수업 활동, 각 교과에서 선호하는 학습 양식과 그룹 활동을 알아보는데 있다. 연구를 위한 자료 수집은 전남대학교 과학영재교육원 초등 과학반과 초등수학반 54명, 광주광역시 초등영재교육원 95명, 보통 학생 98명을 대상으로 이루어졌다. 연구 결과 집단 간에 학교 교과 내용의 난이도에 대한 반응에서 차이가 있었다($X^2(4)=33.180$, p<.001). 교과 내용에 대한 관심과 흥미는 세 집단에서 유의한 차이가 나타나지 않았으나 전체 학생의 34.6%가 '흥미 없다'고 답하였다. 교과 내용에 대한 중요도 인식은 영재들에서 비교적 낮게($X^2(4)=12.443$, p<.05) 나타났다. 수업 내용과 수업 방법에 대한 가치 비교에서는 각 집단별 유의한 차이($X^2(4)=9.112$, p<.06)가 있었는데 영재들은 수업의 내용보다 방법을 더 중요하게 생각하였다. 또한 각 교과목에 대한 학습 양식에서도 영재들은 실험, 과제 및 작품 발표, 사물 가지고 활동하기 등을 통해 보다 많은 도움을 받는다. 교과목에 따른 학습 양식 선호도 조사 결과 사회, 과학, 수학에서 영재들은 '자신의 진도에 따라 배우는 것'을 선호하였다. 연구 결과에 기초하여 학교 교육 과정을 기초로 한 차별화된 교육 과정의 도입이 제언되었다.

본 연구는 '가설 생성 과정에서 귀추법 사용을 유도하는 틀', 즉 '귀추법 양식'을 고안하고, 그 틀을 사용하여 생성한 가설의 특징을 틀을 사용하지 않고 생성한 가설의 특징과 비교하여 분석하는 것을 목적으로 하였다. '귀추법 양식'은 Peirce가 제시한 귀추법의 의미와 형식에 관한 고찰을 통해 (i) 의심의 대상을 명기하는 단계, (ii) 의심의 대상을 믿음의 대상이 되게 하는 설명을 명기하는 단계, 그리고 (iii) 그 설명을 가설로 명기하는 단계로 구성되었다. 예비 교사 34명을 대상으로 하여 동일한 대상에게 두 가지 방법을 모두 사용하게 한 결과, 고안된 '귀추법 양식'을 사용하여 가설을 생성한 경우는, 첫째, 가설의 의미를 혼동하거나 충실히 반영하지 못한 경우로 볼 수 있는 유형들이 전혀 발견되지 않거나 상대적으로 적었고, 둘째, '부분적으로 유사성을 지닌 다른 현상이나 상황에 관한 기존 지식으로부터 유추하여 문제 상황의 원인에 관해 설명하는 유형'의 비율이 특정한 틀을 제공하지 않은 경우에 비해 두 배 이상 높았다. 결국, '귀추법 양식'을 사용하여 생성된 가설은 그렇지 않은 경우보다 상대적으로 '현상의 원인에 관한 설명과 지식의 확장 초래'라는 가설의 본래적 의미에 좀 더 충실한 특징을 가지고 있었다. 이는 '귀추법 양식'이, 그 형태가 비교적 간단함에도 불구하고, 과학 수업 현장에서 바람직한 형태의 가설이 생성되도록 돕는 하나의 방안이 될 수 있음을 보여주는 것이기도 한다.

The purpose of this study is to examine the efforts of cooperative loaming through a student team-achievement division(STAD) model on elementary school students' learning achievements and science ,elated attitudes toward the field of astronomy. This study was conducted using 72 students of the fifth-grade class in a elementary school in Busan. The 18 science lessons of the 'Family of the sun' were executed over 6 weeks in the fifth-year students classes. In this study, the experimental group were exposed to cooperative learning through STAD and the contrast group were exposed to a traditional teacher-centered class. The results show that the STAD class of the experimental group had a greater effect upon the elementary school students' science learning achievement and science related attitudes toward the field of astronomy than those of the comparison group. Additionally, the students recognized that cooperative learning provokes both interest in loaming and in their studies generally and also they expressed a desire to continue with cooperative teaming methods.

The purpose of this study was to analyze the analogies used in elementary science textbooks. For this, the analogies were classified into the following criteria : analogy-related contents included in elementary science text-books, types of representation style, and the role of analogy. The results of this study were as follows : the total of analogies was 154 in the 6th and 166 in the 7th curriculum. Most of them were expressed in textbooks and experimental texts. More structural/functional, verbal/pictorial, concrete/concrete, concrete/abstract, simple and enriched analogies were included in the science textbooks of the 7th than those of the 6th. Most of them took the role as an aid to understanding. According to the domain of science content, energy, material, life domains were increased in the 7th than the 6th, with the exception of the earth science domain. The ratio of used analogies in the life domain was higher than the others, and in the material domain it was the lowest. From these results, it can be said that, in order to help students' understanding, further research into the application of analogies is needed.

Changes in the brain activities following pre-service elementary teachers' learning hypothesis-generation were investigated using the analysis of EEG relative power and EEG coherence. In this study, the experimental group (n=16) were trained using learning methods for hypothesis-generation and the control group(n=16) were trained using learning methods for hypothesis-reception over the course of 8 weeks. EEG was measured before and following the learning process for both groups. Decreased theta ($4{\sim}7.9Hz$)/alpha 1 ($8{\sim}9.9Hz$) power and increased alpha 2 ($10{\sim}l2.9Hz$)/beta ($13{\sim}29.9Hz$)/gamma ($30{\sim}50Hz$) power were showed in the experimental group. Additionally, many changes in brian activities were observed for theta, beta and gamma coherence in the experimental group. In particular, fronto-parietal coherence increased in the experimental group. These differences in brain activities between the two groups suggest that the learning for subjects' hypothesis generation presumably leads to interesting changes in some types of brain activities in pre-service elementary teachers.

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.

While most previous studies have developed educational programs for science gifted children and have analyzed the differences between science gifted children and ordinary children using quantitative research methods, few have investigated the differences among the science gifted, especially in terms of the scientific thinking process. The present study was conducted to explore the thinking characteristics of the elementary science gifted according to the three scientific thinking process types during the scientific problem solving process. The study resulted in the collected of quantitative and qualitative data through tests and an interview with questions and scientific problems which required the use of one of the three scientific thinking processes. Ten elementary science gifted children served as interviewees. Two types as an opistemological basis for solving the problems are revealed on inductive thinking problems. Three types are on abductive thinking, and Three or Four types are on deductive. The results are expected to have an influence on the teaching and the evaluation of the elementary science gifted.

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

The purpose of this study was to investigate science related attitudes, scientific knowledge, and scientific inquiry skills of middle school students when HASA(3H-hand, head, heart-at Science Activity) programs were applied to them. The HASA program is a program developed as an alternative to the current educational system. There are some basic principles for developing this program; it should be fun or of interest to students; it should be a manual activity that students can do with their own hands; it should be found in everyday life; and it's final goal is to improve scientific attitudes. The learning program consists of a series of 10 activities (10 periods). One hundred and sixty-two middle school students (7th graders) participated in the study and were divided into three groups. The HASA group (N=58) was exposed to the HASA program and the Lecture group (N=59) was exposed to the expository method of learning scientific knowledge, and the Lab group (N=45) was exposed to the experiment through textbooks. The results were as follows: 1) the HASA group was marginally higher than others but with no significant difference in science related attitudes; 2) the Lecture group had a significantly greater level of achievement in science knowledge; 3) There was no difference in the improvement of scientific inquiry skills.