• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.63-77
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• 2018

The purpose of this study was to analyze Korea STEAM Programs in the perspective of Engineering Design. A pilot study of analyzing 41 STEAM programs was conducted by using Guzey et al. (2014)'s STEM program analysis framework. Based on the pilot study result, we suggested specific criteria to analyze Korea STEAM program and developed an analysis framework by considering characteristics of Korea STEAM program we found. The analysis framework suggested by this study has 5 more criteria compared to the Guzey et al. (2014)'s framework. By using the suggested framework, we analyzed another 76 STEAM programs developed by the grant of Korea foundation for the Admin of Science & Creativity (KOFAC) in 2016. The analysis results show that only 28.5% of total 76 Korea STEAM programs are focused on Engineering Design and the programs categorized as 'Complete Engineering Design Lesson' were only 5.4%. More than half of the programs (62.3%) are focused on only science contents with crafting and/or concept drawing activities.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.192-202
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• 2014

The purpose of this study was to examine the effects of science lessons using mind mapping on creativity and academic achievement in science. The subjects of this study were fifth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students were taught using the mind mapping technique. The comparative group, also of 40 students, was taught in normal classes which used a standard text-book. Children were given a test on science processing skills and academic achievement in science to measure the effects of mind mapping. The Likert scales were used to gather student's feedback on creativity and academic achievement in science. Through these procedures, the following results were obtained: First, mind mapping had a greater effect on science processing skills than the normal classes, where a text-book was used. Second, mind mapping was effective in improving the student's academic achievements in science at a greater level than the normal classes where a text-book was used. Third, after viewing results of the Student Recognition Investigation, we found that the students showed a higher level of interest in science lessons that used mind mapping, and were better able to understand the scientific theories. As a result, the elementary science class with mind mapping developed greater science processing skills and saw higher academic achievement in science. We conclude that science classes that use mind mapping have the potential to develop better science processing skills and improve academic achievement in science.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.449-463
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• 2020

This study was to analysis teaching strategies, types of inquiry activities and the relationship between science concepts and inquiry activities presented in science textbooks. As a result of the study, first, the inquiry-based teaching strategies presented in science textbooks were experiment, simulation, demonstration, and field study. Second, there were 53 inquiry activities presented in 8 units related to the earth science area of science textbooks, and the types of inquiry activities were experimental observation (EO) 18, mock activity (SA) 20, investigation discussion and presentation (IP). It was analyzed as 12, data interpretation (ID) 2, and express (EX) 1 piece. Third, the relationship between inquiry activities and science concepts presented in science textbooks was analyzed. As a result of the analysis, out of a total of 42 inquiry activities, 21 inquiry activities corresponded to EA (explicit activities), in which the result of inquiry activities was directly and explicitly linked to science concepts. And IA (implicit activities), which is an implicit inquiry activity in which science concepts must be inferred using the results of inquiry activities, were analyzed as 21. In particular, IA (implicit activities), which is an implicit inquiry activity, can be said to be the result of reflecting the characteristics of earth science areas where many simulated activities (SA) are used. This is considered to be a matter to be considered in the process of developing various elementary science textbooks in the future.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.106-117
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• 2010

The purpose of this study was to explore students' argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students' abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students' prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students' own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students' ideas with more active teacher's inputs. The teacher in this study played a role as a helper for students to enact identities as competent "sense makers," as an elaborator rather than evaluator to extend students' ideas, and as a mentor to foster and monitor the students' development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.293-302
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• 2014

The purpose of this study is to investigate the effects of research project program of science process skills and science-related attitudes for high school students. This study were accompanied by 72 junior students of G High School who were reorganized as students whose research subject was closely related to chemistry. These students went through 28 periods of 14 sessions of research project program, were tested before and after the study on their science process skills and science-related attitudes. A simple questionnaire afterwards to get their thoughts on this program, was surveyed. The results are as follows. First, the research project program was effective in the science process skills (p<0.01). There was a statistically meaningful difference in the subcategory of deduction, setting up hypotheses, finding variables, building experiments, graphing and interpreting data. Although there was an increase in the average scores of prediction, operant definition, and generalization factors, it was not statistically meaningful (p>0.05). Second, the research project program showed an increase in the post-test of the science-related attitudes but was not statistically meaningful (p>0.05). In terms of subcategoty, the social importance of science, criterion of scientists, application of scientific attitude, and enjoyment of science classes were statistically meaningful (p<0.05). Third, according to the survey of research project program, there was an increase in creating a research problem and solving it by oneself as well as in participating with other teammates to solve a problem. But the most difficult thing was when the experiment failed during the research was processing. The curiosity and interest, towards objects around all lives and science classes after the program done, were increased.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.663-673
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• 2004

This study has developed an interactive WBI to enhance learning effects on 'the Moon motion' for middle-school students. The quality of this examined by applying it to 20 science teachers and 49 middle school students 49. As a result, over 85% of the test subjects gave an affirmative response in the interest induction, the curiosity solving, and the degree of learning participation category, the degree of difficulty item. Response of the students with negative perception on science have changed positively(p<.05) after this WBI learning. In addition, we compared the learners' of knowledge prior and subsequent to 'the Moon motion'. As a result, it was found that the case of 'no concept' was enhanced more than the case having 'partly or ambiguously concept' for 'the Moon motion'.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.109-117
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill, academic achievement and teaching learining perception by Digital Text-book in elementary science lesson. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-one students who were participated in Digital Text-book, and the other is composed of thirty students(comparison group) who were participated in teacher map based learning situation. During eight weeks, Digital Text-book instruction was executed in th experimental group while the teacher map based instruction in controled group Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill compared the comparison group. Second, the experimental group did not showed a significant improvement in the Acdemic Achievement compared th the control group. Third, the experimental group showed a significant improvement in the teaching learning perception compared the comparison group. In conclusion, Digital text-book model was more effective than the teacher map based teaching model on science process skill and teaching-learning perception. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.242-251
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• 2013

The purpose of this study was to investigate the differences of reading comprehension and science process skills between science gifted students and general students and to see the correlations between reading comprehension and science process skills of science gifted students by gender. The subjects were 57 science gifted students and 57 general students in 5th grade in U city. The results can be summarized as follows: First, the science gifted students had excellent reading comprehension skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant. Second, the science gifted students has excellent science process skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. And for boys and girls, the difference was statistically significant. Third, there was low positive correlation between the reading comprehension and science process skills of the science gifted students. By gender, boys and girls showed low positive correlation respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.