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http://dx.doi.org/10.15267/keses.2020.39.4.475

Is Science Experience Enough for Early Elementary Students? - A Case Study on the Perception of Science and Science Experience of Early Elementary Students -  

Lee, Ga Ram (Seoul National University of Education)
Park, Il-Woo (Seoul National University of Education)
Ju, Eunjeong (Seoul National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.39, no.4, 2020 , pp. 475-493 More about this Journal
Abstract
In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.
Keywords
lower elementary grades; science perception; scientific experience; science curriculum;
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