• Title/Summary/Keyword: 과학 탐구활동지

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The Effect of a Scientific Inquiry Worksheet-making Class Program on Pre-service Elementary School Teachers' Attitudes toward Science and Scientific Inquiry (과학 탐구활동지 만들기 수업 프로그램이 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향)

  • Kim, Dong-Ryeul
    • Journal of Science Education
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    • v.37 no.2
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    • pp.261-277
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    • 2013
  • This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

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Development of A Checklist for Helping Students' Open Scientific Inquiry Report Writing (학생의 열린 과학 탐구 보고서 작성을 돕기 위한 점검표 개발)

  • Kim, Duk-Young;Park, Jongwon
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.1075-1083
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    • 2015
  • The purpose of this study is to develop a checklist for helping students write scientific inquiry reports after conducting open inquiry. To do this, eight scientifically gifted middle school students' worksheets for open inquiry, inquiry activities during conducting open inquiry, and final scientific inquiry reports were analyzed. Parts that were considered unsuitable in the writing inquiry reports as well as good parts were identified, and using this result, a checklist for helping students write good inquiry reports was developed. The checklist consisted of five categories and 46 items. The checklist was applied to inquiry reports written by seven other gifted students. Analyzing agreement rates of the checklists with two evaluators, high reliability could be obtained. Finally, recommendations for more effective use of the developed checklist were discussed.

The Generalization of the Area of Internal Triangles for the GSP Use of Mathematically Gifted Students (중등 영재학생들의 GSP를 활용한 내분삼각형 넓이의 일반화)

  • Lee, Heon-Soo;Lee, Kwang-Ho
    • Journal of the Korean School Mathematics Society
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    • v.15 no.3
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    • pp.565-584
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    • 2012
  • This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.

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Effects of Eco-STEAM Program on Elementary School Students' Environmental Literacy and STEAM Attitude (과학과 Eco-STEAM 수업이 초등학생들의 환경소양과 STEAM 태도에 미치는 효과)

  • Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
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    • v.10 no.1
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    • pp.62-75
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    • 2017
  • The purpose of this study is to examine the effects of Environmental literacy and STEAM Attitude through the use of the Eco-STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using Eco-STEAM Programs was developed and applied. Through the questionnaires and the analysis of students' outcomes, the effects on Environmental literacy and STEAM Attitude in both quality and quantity were verified. The results of this study are as follows: First, the improvement in the Environmental Literary score has statistically meaningful difference(p<.05). Second, the change in students' STEAM attitude by applying the Eco-STEAM program has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, Eco-STEAM Program applied in this study might be useful to improve Environmental Literacy, and can be expected to improve STEAM literacy and should be widely applied to Science education.

Development and Intervention Effect of Customized Instructional Program for Underachievers in Middle School Science (중학교 과학학습 부진 유형별 맞춤형 프로그램의 개발 및 적용 효과)

  • Lee, Kyung-Hee;Han, Mi-Jung;Kim, Min-Jeong;Choi, Byung-Soon
    • Journal of The Korean Association For Science Education
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    • v.34 no.5
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    • pp.421-436
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    • 2014
  • The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

An Analysis of the Factors that Change the Science Academic Emotion of Elementary Students in Storytelling Classes Using Fairy Tales Connected to Exhibits in Science Museum (과학관 전시물 연계 동화 활용 스토리텔링 수업이 초등학생의 과학학습정서에 변화를 가져온 요인 분석)

  • Choi, So-Young;Shin, Youngjoon
    • Journal of Science Education
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    • v.43 no.3
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    • pp.300-317
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    • 2019
  • This study aims to find how storytelling classes using fairy tales related to science museum exhibits have an effect on positive experience about science. For this study, the theoretical background and preceding studies on the relevance of science education and literature were collected and based on the characteristics of assimilation and the educational value of assimilation, naturally connected to the exhibits in relation to their own life, so that individuals could explore science even out-of-school. Four types of activities were developed by linking four fairy tales mentioned in elementary school textbooks to the G science museum exhibits. Seven elementary school teachers verified the validity of the activity materials. Classes through the developed activity materials were conducted four times in a row, one and a half hours at every turn for 10 students. A positive experience about science test was conducted on the students in a study to confirm that this activity has caused significant changes in science academic emotion among sub-domains of positive experience about science. In order to find the factors that affected the science academic emotion, we interviewed the students in the study and their parents. The results of this study show that the use of fairy tales related to science museum exhibits has led to a significant change in science academic emotion by reducing the burden of learning through the exhibition experience at the science museum, which creates scientific curiosity and recognizes them as a playground.