• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.483-492
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• 2011

'Learning with a robot' is now considered as one of the best candidates for STEAM education, which is recently growing its importance. Most of the 'learning with a robot' programs in elementary schools serve as afterschool classes. The students participating in the afterschool classes are mostly boys who are interested in science and robots. This paper mainly concerns that a robot can be helpful for improving students' interest in STEAM education. We divided the robot utilizable aspects into 5 areas with educational points of view; abstract concept understanding type, structure-oriented type, athletics-oriented type, intelligence-oriented type and value-orientated type. We extracted all robot utilizable subjects and units from elementary school curriculum, and developed lesson plans which can be applicable to regular classes. And we also verified them by applying into an elementary school for 5 months. As the result of the analysis, we can conclude that 'learning with a robot' can encourage students' interest in STEAM, and it is more effective for girls than boys. Finally, we discuss problems that teachers may face in using a robot for regular classes, and make suggestions about the use of a robot for STEAM education.

• Journal of Korea Game Society
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• v.14 no.6
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• pp.89-98
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• 2014

In this paper, we have described a survey of applications and results of serious games for science education in elementary and middle school students. We constructed the educational contents and curriculum for learning natural science principles through game contents by analyzing science course of elementary and middle schools. Based on this curriculum, we developed science educational serious games 'Science Heroes' to help teaching-learning difficulty caused by abstract science concepts or spatial-temporal limitation. In our research, we carried out a serious game evaluation test for our game contents by current teachers about applicability to the real education field and supplementary points.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.263-272
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• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.225-236
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• 2023

This study investigated the characteristics of pre-service elementary teachers' TPACK in science lesson planning using VR/AR content based on epistemic network analysis (ENA). Seven TPACK coding elements were derived inductively based on the existing TPACK framework. Then, the pre-service elementary teachers' discourse in science lesson planning was coded according to the seven TPACK coding elements and analyzed using the ENA Web Tool. The discourses of the two groups were analyzed and compared, and the differences between the two groups, which the researchers analyzed qualitatively, were clearly shown on the ENA graph. Based on these findings, the researchers argued that the ENA method is a useful research tool for analyzing the complex interactions of technology knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), which is different from previous TPACK research. Also, the researchers discussed the implications for the TPACK competency development of pre-service teachers by comparing the characteristics of the two groups' discourse.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.68-87
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• 2006

The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.169-170
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• 2014

본 논문에서는 초등학생에게 스크래치 프로그램을 처치하여 과학교육을 위한 컴퓨팅 사고력 도입에 관한 수업을 설계 제안하고자 한다. 과학교육의 반성에 시작된 컴퓨팅 사고력 도입을 위해 4학년 과학교육과정을 분석하였으며, 스크래치 프로그램을 처음 접하는 학생들이 쉽게 애니메이션 결과물을 도출할 수 있도록 식물의 한살이 단원을 재구성하여 적용하였다. 추후에 컴퓨팅 사고력을 바탕으로 한 스크래치 프로그램 적용이 초등학생의 창의성 함양과 과학 학습정서에 어떤 영향을 주는지에 대한 후속연구를 진행하고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1720-1723
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• 2012

과학기술,사회(STS, Science and Technology in Society)란 과학과 기술을 역사적이고 사회학적인 시각으로 바라보자는 관점을 뜻한다. 이는 시민들이 이런 시각을 가져야 과학기술과 관련된 사회 쟁점에 대한 올바른 판단이 가능하다는 의미이다. 이를 위해 국가 교육과정체제 이후의 평생교육으로써 성인을 대상으로 하는 과학문화 소통 프로그램이 필요하다. 본 논문은 국내와 해외의 성인 대상의 과학 문화 프로그램을 분석하여 올바른 과학문화 소통을 위한 프로그램 과정은 어떤 모습으로 설계되어야 하는지를 제안한다. 제주대학교 과학기술사회연구센터(STS연구센터)에서 연구하고 있는 제주 특성을 활용한 과학기술문화교육 프로그램을 소개하고, 향후 정보과학 기반의 연구방향도 소개하고자 한다.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.75-87
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• 1998

The problem solving processes of elementary school children who are talented in science have been seldom studied. Researchers often resort to thinking aloud method to collect data of problem solving processes. The major purpose of the study is investigating high ability elementary school students' problem solving processes through the analysis of written responses to science problems in everyday context. 67 elementary students were participated Chungcheongbuk-do Elementary Science Contest held on October, 1997. The written responses of the contest participants to science problems in everyday context were analyzed in terms of problem solving processes. The findings of the research are as follows. (1) High ability elementary students use various concepts about air and water in the process of problem solving. (2) High ability elementary students use content specific problem solving strategies. (3) The problem solving processes of the high ability elementary students consist of problem representation, problem solution, and answer stages. Problem representation stage is further divided into translation and integration phases. Problem solving stage is composed of deciding relevant knowledge, strategy, and info..ins phases. (4) High ability elementary students' problem solving processes could be categorized into 11 qualitatively different groups. (5) Students failures in problem solving are explained by many phases of problem solving processes. Deciding relevant knowledge and inferring phases play major roles in problem solving. (6) The analysis of students' written responses, although has some limitations, could provide plenty of information about high ability elementary students' problem solving precesses.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.634-645
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• 2011

The purpose of this study was to investigate the analysis on the pattern and proposition process of science inquiry problems proposed by elementary school general students and science-gifted ones. The science inquiry problems were composed of one quantitative problem and one qualitative problem. To conduct this study, general students and science-gifted ones of grade 4 and 5 in elementary schools were selected. The results of this study were as follows. In both quantitative and qualitative problem, most of the students, including all the sciencegifted students and general ones, used N-IP pattern and S2 proposition process strategy to propose inquiry problems. In the relationship between proposed problem and proposition process strategy, when using S2 strategy, N-IP problems were chiefly proposed. And when using S2, S3 strategies, more patterns of inquiry problems were generated than using any other strategies. Drawing proposition processes of inquiry problem into map, science-gifted students used much more proposition process strategies than general ones.