This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

The purpose of this study was to research applying possibility of the R.G.B. technique for combined thinking learning in the elementary science classes. For this, R.G.B. technique which was designed to mark students' output with red, green and blue colors depending one's judgement was developed and applied in elementary science classes. The results were follows. Firstly, the propriety of questionnaires constitution which was developed to achieve study objects in science classes was given credit by experts. Secondly, the evaluating results of student's outputs which had been done during science classes were credible on focused achieving the objects of science classes. Thirdly, in a point of view achieving creative thinking skill as well as knowledge, R.G.B. technique was effective. Fourthly, the combined thinking learning joined R.G.B. technique has possibility of applying to general science classes. Fifthly, the students who were participating in combined thinking learning science classes based on R.G.B. technique said with great satisfaction. Consequently, combined thinking learning based on R.G.B. technique should be paid attention to the value of possibility to achieve study effects both creative thinking skill and knowledge.

In this study, we analyzed the problems of grade 3~4 science textbooks developed for the 2007 revised national curriculum raised by elementary school teachers. 53 elementary school teachers were selected and asked to complete the open questionnaire to find out the problems they experienced or perceived when they taught the corresponding unit of the science textbooks. The responses were coded and categorized through researchers' cross analysis. The result revealed various problems in using the science textbooks in real classroom context. The problems were divided into three dimensions as inquiry activity aspect, science knowledge aspect, and science learning assessment aspect. Each dimension consisted of several categories. We explained the frequency and representative examples of the problems in each category. These can provide some guidelines and implications for new science textbook developers and science education policy makers.

The creative thinking and emotional trainings are very important educational issues in the knowledge-information-based future society. Recently STEAM education is suggested as one of the educational solutions to prepare the future society. The aims of this study are to develop STEAM teaching-learning program and analyze its effects on the creativity and emotional intelligence of science-gifted and general students in elementary school. Four different subject matters based on the 2007-revised curriculum were selected to construct the brain-based STEAM teaching-learning program consisting of 12 class hours. The program was applied to 50 elementary general students and 19 science-gifted elementary students. The findings of this research are as follows. The brain-based STEAM programs is effective to improve the creativity and emotional intelligence of science-gifted and general elementary students after class. The creativity of two groups was not statistically different before the class. However after class, the creativity of gifted-science students is significantly higher than that of general students. The emotional intelligence of gifted-science students was higher than that of general students before the class. Therefore in oder to analyze the different effects of the program on two groups in emotional intelligence, the test results of both group of students were analyzed by ANCOVA after class. This analysis also showed that the program is more effective in gifted-science students to improve the emotional intelligence compared to general students.

The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

This study described a teacher's dilemma case caused by students' questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students' questions: Students' meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher's dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.

We examined the strategies to stimulate the reflective thinking using science notebook for the improvement of problem solving ability which is one of the core skills for the future. The strategies we derived have four steps which are input, output, solving mission and reflection as my own mirror. We applied the strategies to the 6th grade class for autumn semester in order to examine the students learning process and the result. We could observe that students looked into their own learning and had a time to look back their activities in the class. We could also confirmed that science notebook would be effective to improve the problem solving as stimulating the reflective thinking. In addition, we could specify the strategy of using science notebook in the class. At a 'input' stage, students should be able to choose their own learning style as their preference and teacher need to give them proper feedback. Interaction with peers should be emphasized during the activities as 'question attack' and 'question defense' in 'output' stage and 'solving mission' stage. You should suggest the students various method to record their thought from looking back their classroom activities instead of mere writing. We also examine the students achievement from the students' notebook and Meta Cognitive Awareness test. As a result, students who had studied using science notebook showed statistically meaningful higher achievement than controlled students.