Browse > Article
http://dx.doi.org/10.15267/keses.2014.33.3.597

An Analysis of Teachers and Students' Difficulties in the Classes on 'Electric Circuit' Unit of Elementary School Science Curriculum  

Lim, Ahreum (Seoul National University of Education)
Jhun, Youngseok (Seoul National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.33, no.3, 2014 , pp. 597-606 More about this Journal
Abstract
The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.
Keywords
electric circuit; teaching difficulty; learning difficulty;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Park, J. (2012). A survey of elementary-students'' concepts about electric circuits. Journal of Sae Mulli in The Korean Physical Society, 62(8), 848-855.   DOI   ScienceOn
2 Ryu, S. (2009). The solidity of elementary school student's concept of electricity. Master's Thesis of Graduate School of Education in Kongju National University of Education.
3 Shipstone, D. M., Jung, W., Karrqvist, C. & Johsua, S. (1998). A study of student's understandings of electric circuits. International Journal of Science Education, 19(3), 303-316.
4 Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
5 Crosgrove. M. & Osborne, R (1985). A teaching sequence on electric current. InR. Osborne and P. Freyberg(Eds). Learning in science. London: Heinemann.
6 Education Science Technology Department (2011). A guide for teaching and learning of elementary science text book 5-1 [초등학교 교사용 지도서 과학 5-1], Seoul: KumSeongchulpansa.
7 Ham, J. (2006). Difficulty in science teaching of primary school teachers in the material areas and their factors. Master's Thesis of Graduate School of Education in Dae-gu National University of Education.
8 Jung, H. (2003). A study on the degree of difficulty in the elementary school science teaching and learning. Master's Thesis of Graduate School of Education in Seoul National University of Education.
9 Jung, H. (2011). An analysis on the teaching and learning difficulties in elementary school science class on the chapter titled "Speed of Objects". Master's Thesis of Graduate School of Education in Seoul National University of Education.
10 Kim, J. (2009). Research of teachers and students' recognition about difficulties in elementary school senior science classes. Master's Thesis of Graduate School of Education in Korean National University of Education.
11 Kim, O. (2006). Characteristics of good science class from elementary school teacher's points of view. Master's Thesis of Graduate School of Education in Korean National University of Education.
12 Kwak, J. (2009). The analysis of the teachers' and students' views about the difficulties on geology units in elementary school science. Master's Thesis of Graduate School of Education in Korean National University of Education.
13 Kwak, Y. & Chio, S. (2007). The research on pedagogical content knowledge in science teaching. Seoul: Korea Institute of Curriculim & Evaluation. PRI 2007 3-3.
14 Lee, S., Hong, J., Shin Y., Choi, J. & Lee, I. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-107.   과학기술학회마을
15 Sergiovani, T. J. & Starratt, R. J. (1983). Supervision: A redefinition(6th ed). Boston: Mc Graw Hill.
16 Loughran, J., Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.   DOI   ScienceOn
17 Kim, H. & Lee, B. (2006). Why do secondary students perceive physics is uninteresting and difficult? Journal of Sae Mulli in The Korean Physical Society, 52(6), 521-529.   과학기술학회마을
18 Kim, B. & Kwon, J. (1995). The influence of types of scientific concepts and the patterns of cognitive conflict on the change of students conceptions. Journal of Korean Association for Science Education, 15(4), 472-486.   과학기술학회마을
19 Kim, E., Sim, J., Jeong, B. & Jeong, Y. (1999). Analysis and suggestions for elementary textbooks based on the elementary students' understanding of electric circuit. Journal of Korean Elementary Science Education, 19(4), 570-584.   과학기술학회마을