The purpose of this study is to investigate the degree of concept understanding on the stratum for elementary school students. For this objective, questions on the stratum concept were developed, and concept survey was conducted for random sampling of $5^{th}$ and $6^{th}$ grade 536 students. As a result, students chosen correct answers of the average 57.4% for 16 questions. Below the average rate of correct answers in each domain were 1 question in the definition of the stratum, 3 questions in formation of the stratum, and 4 questions in features of the stratum. Especially, the percentage of correct answers were appeared in lowly that the difference between the visible side and non visible side on the stratum, the definition and formation process of a fault and the main cause of the stratum's exposure. Also, between the residence, grade, and gender of students, there were significant differences in 2 questions, 7 questions, and 1 questions, respectively. Therefore, many elementary school students do not have high understanding about the stratum concept. Through the results of this study, it can be contributed to find an efficient ways as a basic data for modify misconceptions of the stratum to the scientific concept.

This study was to examine elementary students' expectations on informal science learning in science museums which have characteristics of free choice learning. $5^{th}$ and $6^{th}$ grade students in two different elementary schools in Gyeonggi province participated in the survey and 330 samples were collected. Subcategories for the survey were categorized on the basis of review of the literature about the learning outcomes from science museums. The survey instruments were developed following the idea of each subcategory from the learning in science museums and a content validity of the survey instruments was checked. The results were as follows: Generally students' had high expectations of all subcategories and developing their interests in science through science museums was confirmed the most. Moreover, expectations on learning in science museums were differences between gender and grade. Finally, it was found that grade differences of expectations on learning in science museums were affected by intrinsic motivation, and empirical activity were affecting the gender differences of those. Based on the results of study, elementary students could confirm that the science museums had the important values and possibility as a field of informal science learning. And this study implied that the science museums could enhance more educational roles of informal science learning.

The purpose of this study was to analyze the teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum and to support effective application according to the teachers' stages and levels. Therefore this study was conducted by the Concerns-Based Adoption Model (CBAM). The total number of 113 teachers participated in this study. The results of the study were as follows: First, most teachers were in the stage of awareness. Second, the results of the chi-square test showed that the stages were significantly different according to their positions, training experiences and final degrees (p<.05). Third, about half of teachers were in the level of orientation and preparation. The others were in the level of routine, integration and renewal. Fourth, the results of the chi-square test showed that the levels were significantly different with the categories of their gender, position, age, career in education, workplace and training experience (p<.05). Fifth, the correlation coefficient between stages of concern and levels of use (r=.59) was relatively high (p<.05). Based on these results, we suggested that the support of application should be provided according to the teachers' stages and levels.

The aim of this study was to investigate the patterns of the elementary school students' interests to animals and plants based on affinity toward animals and plants, and curiosity about animals and plants by using a cluster analysis. In addition, the differences of the big five personality traits by the identified clusters was examined. A total number of 411 elementary school students participated in the study. The students were clustered into four distinct interest groups with respect to the level of interests to animals and plants. Cluster 1 'Developed Interest to Organisms group' showed high levels in the interest to both animals and plants. Cluster 2 'Developed Interest to Animals group' showed high interest to animals and relatively low interest to plants whereas cluster 3 'Developed Interest to Plants group' showed high interest to plants and relatively low interest to animals. Lastly, cluster 4 were identified as 'Lack of Interest to Organisms group' by showing low levels of interest to both animals and plants. The four identified groups also showed different distributions of students according to gender and school year. These results support gender difference in the interest to animals and plants and suggest the decreased and specialized interest with school year. The Big Five personality traits excluding neuroticism were positively related with the interest to organisms and the identified groups showed significant differences in the traits. These findings indicate that agreeableness, conscientiousness, extraversion, and openness can be significant predictors of the interests to animals and plants.

We investigated perceptions and image analysis on scientists studying small organisms reflected in elementary student's drawing using a modified version of the Drawing-A-Scientist-Test. The participants were 530 of fifth and sixth graders consisted of 449 ordinary students and 81 science gifted students. The data were collected from associated words, images and explanatory notes depicted by students engaged in questionnaires. The results indicated that a larger number of students reminded small sized animals and/or plants as words associated with small organisms. In addition, some students depicted anthropomorphic or abstract microorganisms. In this study, more stereotypes of scientists' appearance were exhibited at sixth graders and city region group. Most of the students depicted indicators such as lab coat, glasses, scientific instruments for observing, indoor, male and young, whereas only a few students depicted collaborative work. There was statistically significant difference between girls and boys, because boys perceived male scientists only, while half of girls depicted female. More frequent research instruments and scientific captions were used when science gifted students depicted scientists studying small organisms. These results could be contributed to education on microorganisms in elementary science.

This study aims to analyze STEAM-related articles and to look into the trend of research to present implications for research directions in the future. To achieve the research purpose, the researcher searched by key words, 'STEAM' and 'Convergence Education' through the RISS. Subjects of analysis were titles of 181 articles in journal articles and conference papers published from 2011 through 2013. Through an analysis of the frequency of the texts that appeared in the titles of the papers, key words were selected, the co-occurrence matrix of the key words was established, and using network maps, degree centrality and betweenness centrality, and structural equivalence, a network text analysis was carried out. For the analysis, KrKwic, KrTitle, UCINET and NetMiner Program were used, and the results were as follows: in the result of the text frequency analysis, the key words appeared in order of 'program', 'development', 'base' and 'application'. Through the network among the texts, a network built up with core hubs such as 'program', 'development', 'elementary' and 'application' was found, and in the degree centrality analysis, 'program', 'elementary', 'development' and 'science' comprised key issues at a relatively high value, which constituted the pivot of the network. As a result of the structural equivalence analysis, regarding the types of their respective relations, it was analyzed that there was a similarity in four clusters such as the development of a program (1), analysis of effects (2) and the establishment of a theoretical base (1).

The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.

The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: 'Definition of combustion', 'The reason why a candle in a glass bottle is blown out when the bottle was closed', 'The change of gases in the bottle when a candle burns in it', 'The combustion products of a candle', 'The combustion products of steel wool', and 'The combustion products of a substance'. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers' groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers' concepts were a little higher than those of American elementary school pre-service teachers' concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

이 연구의 목적은 과학적 예상 과정에서 초등학생의 안구운동을 분석하여 과학적 예상의 인지전략을 발견하는 것이다. 예상은 관찰, 측정, 추론과 같은 기초 탐구 과정들을 통해 문제를 해결하는 중요한 탐구 능력이다. 6학년 초등학생 40명이 자발적으로 이 연구에 참여했으며, 과학적 예상 두 과제를 해결하였다. 예상 과제는 점진적으로 변화하는 모형의 다음 모양을 예상하는 것과 14일 간의 기온 그래프를 보고 다음 5일간의 기온을 예상하는 과제였다. 과학적 예상 과정에서 참가자들의 안구 운동을 기록하기 위해 SMI사의 안구운동 추적기를 사용하였다. 40명의 참가자들 중 15명(그룹 A)은 두 과제를 모두 해결하였으며, 17명(그룹 B)은 하나의 과제만 해결하였고, 8명(그룹 C)은 두 과제 모두 해결하지 못했다. 예상 능력이 높은 학생과 낮은 학생의 인지 전략의 차이를 규명하기 위해 그룹 A와 그룹 C의 안구운동을 비교 분석하였다. 연구 결과는 다음과 같다. 첫째, 그룹 A는 짧은 시간 동안 문제를 읽고 문제의 주요어에 집중했으며, 단서들을 비교하고 경향성을 찾고 답을 재확인하는 활발한 움직임을 보였다. 그룹 C는 문제 자체를 이해하는데 긴 시간이 걸렸으며, 주요어와 단서를 찾지 못하고, 무의미한 짧고 빠른 도약 안구 운동을 보였다. 둘째, 그룹 A와 C의 안구 운동의 고정, 도약, 시선 경로를 분석한 결과, 6가지의 안구 운동 패턴이 나타났다. 셋째, 안구운동 분석결과를 토대로 참가자들의 인지 전략을 유동전략과 고착전략의 두 가지로 구분하였다. 본 연구에서 규명한 과학적 예상의 인지전략은 교사들이 과학적 예상의 문제 해결 단계에서 학생들이 겪는 어려움을 이해하고, 예상 능력을 향상시키는 프로그램을 개발하는 것에 도움이 될 것이다.

The purpose of this study was to investigate the effects of science lesson applying STEAM education on the creative thinking activities and emotional intelligence of elementary school students. The study subjects were two classes of the $3^{th}$ grade of S elementary school in B Metropolitan City. One class including 26 students was experimental group and the other including 27 students was comparison group. For the purpose of study, the lesson unit 'The world of animals' was practised, the reorganized unit applying STEAM 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 creative thought activities of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the emotional intelligence of elementary school students.

In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.

In this study, we investigated elementary students' perceptions of digital science textbooks after they used the digital science textbooks based on 2009 national science curriculum. For this study, 103 $3^{rd}$ and $4^{th}$ grade students were participated. They responded to the survey items about use comfortableness and satisfaction of the digital textbook. Descriptive survey and interviews were administered to understand their perceptions of advantages and disadvantages of the digital science textbooks. The analyses of the data show that students' perceptions of the digital science textbooks were positive in general and their satisfaction appeared to be quite high. They perceived the most advantage as having chances to use multimedia like video clips, pictures, and sound. They also mentioned other advantages like viewer functions such as highlights and notes, learning support functions such as supplementary materials and videos for science experiments, and smart pad functions to operate with hands. On the other hand, they pointed out disadvantages that there were many errors and lags in operation. We also discussed the educational implications about improving digital science textbook for effective science learning.