This study aims to investigate the research trend of elementary environmental education. Thus, author keywords were extracted from a total of 197 academic these related to elementary environmental education during two different periods when detailed goals were applied to the 2007 and 2009 revised curriculums respectively, and then this study analyzed the network of author keywords. The results of this study can be summarized as below. Firstly, as a result of analyzing the frequency of author keywords from academic theses related to elementary environmental education, this study discovered 369 author keywords from the period when detailed goals were applied to 2009 revised curriculum. Out of them, it was found that the keyword, 'climate change education', showed the highest frequency, followed by 'environmental literacy' and 'environmental perception', except such central keywords as 'environmental education' and 'elementary school student'. From the period when detailed goals were applied to the 2007 revised curriculum, a total of 394 author keywords were discovered, and the keyword, 'environmental literacy', showed the highest frequency, followed by 'environmental perception' and 'ESD (education for sustainable development)'. Secondly, as a result of analyzing the network of author keywords, this study found out that in the total number of network connections, average connection degree, density and clique, the period when detailed goals were applied to the 2007 revised curriculum was somewhat higher than the period when detailed goals were applied to the 2009 revised curriculum. As a result of analyzing the centrality of author keywords, this study found out that during both the periods, 'environmental perception' and 'environmental literacy' were high in degree centrality and betweenness centrality, except such central keywords as 'environmental education' and 'elementary school student'. As a result of analyzing the components of author keywords as sub-networks, this study discovered 9 components from the period when detailed goals were applied to the 2009 revised curriculum and 6 components from the period when detailed goals were applied to the 2007 revised curriculum. During both the periods, the largest component was composed of keywords high in degree centrality and betweenness centrality.

In this study, the characteristics of the reading materials in elementary school science textbooks developed under the 2009 revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of topic, purpose, students' activity, and presentation. The visual images in the reading materials were also analyzed from the viewpoint of type, role, caption type, and proximity type. The results indicated that the number of the reading materials in the 2009 revised science textbooks decreased compared to that of the 2007 revised science textbooks. It was also found that the frequencies of the reading materials expanding concepts of the text and/or requiring corresponding students' inquiry increased. More visual images were used in the reading materials of the 2009 revised science textbooks. However, several limitations were still found to exist; most visual images were illustration and/or picture; many visual images were presented without a caption; there was a problem in the proximity of visual image to text.

The purpose of this study is to examine the educational effects of STEAM class by focusing on $21^{st}$ century learner competencies based on burning and extinguishing unit. Two 6th grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using STEAM class. General class according to teacher manual was implemented for the comparison group. Elementary science class applying STEAM class was conducted for 9 lessons throughout the experimental period. The result of this study are as follows. Elementary science class with STEAM class had significant effect on 21st century learner competencies compared to traditional instructor-led classroom. Looking specifically, it was a significant difference in the three domains of the seven domains (problem solving, collaboration, flexibility). The study results indicated that STEAM class was effective in improving learners'recognition of 21st century learner competencies.

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.

This study is to examine whether elementary science textbooks in Korea and Singapore are applicable to flipped learning. By comparative study we sought to identifying appropriate features of science textbooks for learner-centered teaching. We analyzed text pages on the unit of 'Working of electricity' in Korean elementary science textbook for sixth grade and three chapters of 'Electric circuits, Using electricity, Conductors of electricity' in Singaporean elementary textbook, 'Science : My pals are here!'. We designed evaluating frameworks for science textbooks based on the four pillars of flipped learning. and applied it to 10 elementary teachers evaluate two textbooks. They evaluated textbooks with Likert Scale items and wrote detailed statements and exemplars about their choices. We analyzed the teachers' evaluative descriptions inductively and chose commonly mentioned characteristics. Based on the analysis, we got to the conclusion about specific features of two elementary science textbooks in terms of flexible environment, learning culture, intentional contents, and teachers' expertises. Implications for improving science textbooks towards flipped learning and learner-centered teaching through comparative study were discussed.