• Journal of Science Education
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• v.40 no.1
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• pp.31-51
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• 2016

The purpose of this study was to develop "Movie Production Project" Science-Arts convergence STEAM program for elementary students and investigate the effects of the program on career orientation of science, career awareness and creative personality. Participants were 82 elementary school students. The results of this study were as follows: First, experimental group's total score of career orientation of science was significantly higher than that of comparative group. Among sub-areas, science learning preference, science career preference and perception on science career worth were significantly different between two groups. Experimental group's scores were significantly higher than those of comparative group. Second, experimental group's career awareness total score was significantly higher than that of comparative group including all sub-areas. Third, experimental group's creative personality total score was significantly higher than that of comparative group including 2 sub-areas, independence, openness. Finally, experimental group student's perception on the program showed that it was interesting, a little easy and they hoped to study again.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Journal of the Korea Society of Computer and Information
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• v.17 no.10
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• pp.217-226
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• 2012

This study intends to analyse the programming class with visual-basic, scratch and pico-cricket in elementary school. The study analyses cognitive domain by creativity tests and instructional process by student task engagement and the required factor of student's activity-nowadays, a lot of encouragement of learning use-. According to the result, The creativity of groups who use three teaching aid improves, but it hasn't any meaning. according to the student task engagement analysis by instructional process, According to the student task engagement analysis by instructional process, The concentration of group that uses pico-cricket and scratch falls down a little, but The concentration of group that uses visual-basic falls down remarkably. At last, according to the result of the required factor of student's activity, scratch and pico-cricket spend time discussing and programming, but visual-basic spends time correcting coding error. But pico-cricket spends much time preparing teaching aid or checking instrument, so this fact has to reflect when teacher plans his class. Through this fact, scratch and pico-cricket are better than visual basic as effective teaching aid when teacher teaches programming.

• Journal of Science Education
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• v.32 no.1
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• pp.85-100
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• 2008

Korea has begun institutional education for the gifted since 2002. It has quantitatively expanded, but needs rather qualitative growth. The purpose of this study is investigating a case of scientific education for the gifted in Russia. Three principal of Russian science academy, one educational psychologist, and one education-government official had in-depth interviews for this study. All data from interviews were carefully analyzed. The Science education for the gifted in Russia gives us full assurance that students should reveal their potential ability with the specialized program in school. The Russian run various, particular academies because they try to search for potential ability in manifold areas. The people in charge of scientific education in Korea should make an effort to seek for varied routes in the way of searching for hidden originality and potential ability.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.157-165
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• 2000

The Science Gifted Education Center of Chongju National University of Education used the chemical experiments for selecting gifted children in the area of science. There are two kinds of experiments, 'the observing the dissolution of cube sugar (Exp1)' and the guessing the concentration of solutions (Exp2)'. Students basic skills of observation, problem recognition and the ability using the models were verified through Exp1. Exp2 was used to verify the practical problem solving skill of children. Besides, the affective facts of the interests, adhesive power of the problems were evaluated through the teacher abservation. The evaluation using experiments turned out to be valuable for the identification of the gifted children who have the creativity, originality, and fluency in the field of science.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.95-108
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• 2015

Studies showed that elementary school students had difficulties in the idea generation for creative problem solving, and they were also not to go through with the verification process for selecting idea. Thus, it may be more effective to provide an actualized idea generation and verification methods. In this study, we developed the creativity problem solving program with the attribute listing and PMI skills in the idea generation and verification stages respectively and applied it to six groups consisting of 5th elementary school students. We analyzed the creativity and the verbal interactions among the students at the level of interaction units. The analyses of the results revealed that the problem solving program with the creative thinking skills had significant effects on the fluency and originality that were sub-elements consisting creativity. In the analyses of interaction unit, the frequencies of the 'making suggestion' at the idea generation stage were high. And at the idea verification stage, the frequencies of the 'making suggestion' and 'receiving opinion' were high. Educational implications of these findings were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.99-110
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• 2008

The purpose of this study was to develop an instructional module for creativity(lMC) which was mainly based on a unit ('Sun's family' in the 2nd semester of the 5th grade in the textbook), to verify the effect of this module on Elementary student's creativity and attitudes related to science. The subject in this study was two 5th grade classes from J elementary school located in Busan. One of the group took the lessons which were designed for the IMC, and the other group took the normal classes. The effect of this subject for the experimental group and controlled group was verified by post-test: creativity and attitude related to science. The results of this study are as follows. First, the experimental group showed more creativity than controlled group on the post-test. The IMC was more effective to enhance student's creativity than general class. Second, the IMC was effective to enhance student's creativity without the difference in academic ability level. Third, the IMC was effective to enhance student's creativity without the difference in the gender. Fourth, the IMC was more effective to change student's attitude related to science than general class in the module application.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.697-709
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• 2015

This paper aims at shaping remote observatory system environment for schools, developing astronomical observation program using that system and applying it to science-gifted elementary students in order to figure out effects on their scientific investigation ability and attitude. in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students, test was conducted on gifted students class of 5th grade in A Elementary School(15) and those of 5th grade in B Elementary School(20). The summary of this paper's results are as follows. First, in order to compose remote observatory system, an astronomical telescope available for remote control to transfer actual observed images in real-time was manufactured. Second, learning program for using remote observatory system wad developed by selecting contents through analysis of the curriculum. Third, in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students. As a result, both of basic investigation ability and integrated investigation abilit, sub-elements of scientific investigation ability, showed significant differences and scientific investigation ability combining basic and integrated investigation abilities showed significant differences as well. Effects of astronomical observation program applying remote observatory also showed significant differences and its sub-elements, openness, collaboration, patience and creativeness did not show significant differences while curiosity, critics and volunteering showed significant differences.