The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

The purpose of this study was to investigate the effects of STEAM program using Kinetic art. This program concentrates upon science and art in elementary school curriculum by 'Kinetic art'. The program was constructed 5 themes : Mobile, Light and Color, Rotation, Energy, Exhibition. The study was conducted 10 classes of the $5^{th}-6^{th}$ grade of the 5 school in G Metropolitan City. 5 classes (N=88) were experimental group and the other classes (N=72) were control group. The results of this study were as follows. First, the experimental group improved the STEAM literacy significantly (p<.01). Second, 10 interviewees who participated this study responded that this program was useful to understand the scientific knowledge, use their creativity, and become intimate with their friends. Third, visitors who watched the exhibition responded that this program will be useful to arose interest in science, understand the scientific knowledge, and improve convergent thinking ability.

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

In this study, we summarized and analyzed domestic research papers including science-related attitude in science education over the past 30 years, mainly teaching & learning methods. We reviewed 240 papers of experimental design in Journal of the Korean Association for Research in Science Education and Journal of Korean Elementary Science Education until the last volume of 2014 with results of statistical significance. The results are that students preferred group compensation rather than individual compensation. Also, students' active participation in class activities were effective in promoting students' science-related attitude. On the other hand, students' attitudes related to science did not show significant effectiveness in science class focusing on conceptual understanding. The results of this study regarding the positive or negative influence of teaching & learning methods in science will be expected to be useful when science teacher makes a selection the proper teaching methods.

The purpose of this study was to investigate the effects of a teaching-learning program using the history of science on elementary school students' academic achievement, science attitude, and science process skill. Subjects were 72 students of two groups in the 5th Grade. A experimental group of 36 was instructed 10 lessons in unit of 'our body' using the history of science. The history of science materials used in this program included 4 explicit method, which are Eii, Eij, Eik and Ea type, and 1 implicit method which is I type. The contents validity of this program was reviewed by the science education specialists. The results of the study were as follows: Students of experimental group showed statistically more significant increase in academic achievement and science attitude than control group students. However, there was no significant difference on science process skill between the instruction by applying a teaching-learning program using the history of science and the traditional instruction. Since this program using the history of science is effective for the attitude improvement of elementary school students as well as academic achievement, it is highly likely to be used as the science education material for students with the low affective area.

The purpose of this study is to analyze science fields and content elements of the science reports in a web portal site of Republic of Korea in view of scientific literacy. The main results of the analysis on the 679 reports sampled in a year are as follows. First, 506 reports in 46 fields were identified. Reports about technology and earth science occupies 16% respectively, and life science occupies 13%, medical science 4%, chemistry, company, others 3% and physics 1%. Almost reports show technology as associate field. Second, the frequency rate of reports including scientific literacy content elements is 52%. Reports related to 'physics' and 'chemistry' as dominant fields show relatively high rate in scientific literacy elements. The element, 'social context' is included in about 96% of the reports. Both 'data and statistics' and 'application' show relatively low rate and large gaps according to dominant fields. A few concluding remarks and proposals follow from these results. First, as almost science reports show the nature of integrated science, scientific literacy acquisition through science reports in internet requires the integrated scientific view. Especially most science reports includes the contents related to technology or medical science, so the point of view in the science-technological literacy is required. Second, the scientific literacy content elements in reports show various rates according to dominant fields. Therefore, science reports need to complement the deficient content elements to carry out the role of science reports as scientific literacy sources.

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.