• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.291-301
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• 2023

In this study, the STEAM elements and convergence types which appeared in the creative and convergent activities in authorized elementary school science textbooks for 5^th and 6^th graders were analyzed. For this study, creative and convergence activities presented in 9 different science textbooks for 5^th and 6^th graders were selected and the STEAM elements and convergence types were analyzed by each publisher, grade-semester, and science field. The results of this study are as follows. First, there was a large variation by publisher in the total frequency of STEAM elements and the frequency of each element in creative and convergence activities. Second, the ratio of convergence type consisting of two elements was very high, and the higher the number of fused elements, the lower the ratio appeared in overall. Third, the art (A) element had the highest frequency in all grade-semesters, and the technology (T), engineering (E), mathematics (M) elements differed in the distribution of frequency by grade-semesters. Fourth, the engineering (E) element in the 'integration' field, and the art (A) element in the fields of 'movement and energy', 'material', 'earth and universe', and 'life' had the highest frequency.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.244-256
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• 2006

Elementary teachers should lower their levels of expectation and indeed perspectives to those of elementary students. Even in relation to basic symbols, such as an arrow, can be read differently by teachers or students. Semiotics deals with the creation of meaning in rotation to symbols and signs. This study introduces semiotic analysis to the study of science textbooks. Elementary science textbooks contain a great many inscriptions, such as photographs and cartoons, even more than texts, such as words and sentences. Inscriptions employ various social conventions such as arrows, auxiliary lines, etc. Some conventional signs, however, hold different or indeed multiple meanings than the textbook author intended the sign to have. The arrows used in science textbook, mainly in the inscriptions, were analyzed and classified according to their intended meaning. The results indicated that teachers should use such arrows more carefully in lessons with elementary students.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.197-205
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• 2004

요즘 과학, 수학 교과 등은 기초 교육 강조는 물론 창의성 교육에까지 관심을 가지고 있다. 7차 교육과정의 등장과 사회의 변화 흐름을 통해 '창의성'이 강조되고 있고, 교육에서도 창의성 교육이 대두되고 있다. 그러나 우리나라의 컴퓨터 교육 현황을 살펴보면 창의성과는 거리가 멀 뿐만 아니라, 다른 교과를 배우는데 도움을 주는 교과로서의 역할만을 하고 있다. 또한 컴퓨터 활용 교육이 이루어짐에 따라 저학년에서 고학년까지 유사한 내용의 교육을 반복해서 받는 경우가 생기고, 특히 5, 6학년은 실과 시간과 재량 시간의 교육 내용이 서로 중복되어 교육 효율이 떨어지고 있다. 이에 본 연구에서는 교육의 기초를 다지는 시기인 초등학교에서부터 창의적인 컴퓨터 교육이 이루어질 수 있도록 하고자 하며 이를 위해 초등학교 수준에 맞는 프로그래밍 관련 교육을 살펴보고, 초등 컴퓨터 창의성 향상 교육을 뒷받침할 수 있는 프로그래밍 관련 교재 개발 방안을 제안한다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.1-13
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• 2022

This study aimed to explore 'Becoming Science Teachers' seen in pre-service elementary teachers' inquiry into the features and roles of tree stems, based on Deleuze's Theory of Becoming. As research subjects, this study selected 30 pre-service elementary teachers and made them carry out textbook activities and advanced activities for about a month. Based on the results of these activities, they kept reflective inquiry diaries, and this study analyzed them and found out how far they attained according to Deleuze's mechanism of generating differences. Interestingly, it was found out that most of them attained the phase of escape and even the phase of deterritorialization and showed the highest frequency of establishing various know-hows about inquiries needed to teach students in the future. However, it was also analyzed that over 60% of the diaries still remained in phases prior to the phase of deterritorialization through escape. When analyzing rhizomatic thought that helped attain deterritorialization through escape, this study found out that all the 6 types were seen and functioned to attain deterritorialization. Therefore, it is necessary to provide challenging inquiry environments that pre-service elementary teachers have never experienced before so that they can go through a phased process for overcoming striated space in inquiry and attain reterritorialization.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.235-247
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• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.38-50
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• 2011

As the rate of foreign workers increasing, the rates of their children are rising, as well. The children's native countries vary from Japan, China to Indonesia, and difficulty of learning is expected in their entering the regular education due to the differences in the contents and curriculum they had learnt. This study analyzed the science textbooks of five Asian elementary schools including Korea, China, Indonesia, Thailand, and Iran-in diversified sides focusing on the content of earth science, for the children of foreign workers. The characteristics of the elementary science textbooks of the subject countries were compared in seven criteria-the rate of earth science in the textbooks, how units are arranged, whether the earth science contents are included, the contents highly related to their socio-cultural traits, photographs, scientific inquiries, and test items. The textbooks showed numerous differences with their own characteristics, and it is expected that the children of foreign workers would face difficulties in studies taking parts in the Korean formal education. Hereupon, this study proposes the needs of development of sub-materials for the children of foreign workers adapting to schools, and reinforcement of educating teachers for understanding children, with a national plan for the children excluded from education due to problems such as an illegal residence.