• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.329-336
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• 2005

The purpose of this study was to investigate the elementary school student's recognition of informal science education program : 'Korea Junior Engineering Achievement (KJEA)'case. The subjects were 807, 4th, 5th, 6th grade elementary school students who participated KJEA program. We developed questionnaires and explored the students' preference and the reason to KJEA (compared with school science lesson), attitude on informal elements of KJEA (non-school teachers and non-curricular content), interest in the each KJEA program, outcome of the KJEA. The result of this study showed that the students' recognition of the informal science education program was strongly affirmative. Students preferred KJEA program to school science lessons for that reason why they could make and do by themselves and the KJEA program had novelty. They expected more teaming opportunities by non-school teachers on non-curricular content. Though KJEA had little effect on career interests, students showed willingness to continue to participate. We could get implication for informal science education that the quality of the program is the most important factors than others. The novelty and the doing by oneselves were also important factors for students.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.22-22
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• 2010

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.399-408
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• 2023

This study developed and applied a maker education program for an elementary school's science unit on 'Animal Life'. It examined the program's impact on students' academic achievement and creative problem-solving ability. The theme of the maker education program was 'creating a robot virtual reality (VR) exhibition hall mimicking animal characteristics'. It explored scientific concepts and creatively created a robot VR exhibition hall in accordance with the TMI maker education model. Findings revealed that the program significantly improved students' academic achievement and creative problem-solving ability (p<.05). This study provides evidence for the effectiveness of maker education in elementary school science classes and suggests that using maker education can increase students' interest in and engagement with science learning. To implement maker education more actively in elementary school science classes, stakeholders should develop various topics and programs. Additional research investigating the effectiveness of maker education in different age groups and various other areas of elementary science education is required to generalize the results of this study. Moreover, educational and teacher capacity building is required for educators to utilize maker education effectively.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.73-86
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• 2023

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.89-103
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• 1998

We study that what kind of the concepts of evaporation and condensation students of elementary school have. The results are following. (1) The students have simple concepts of evaporation on natural circumstance. However, they don't understand about various effect on evaporation. (2) They don't know where the evaporized water is comming from. (3) They have experiences on observing condensation of wale. (70%), however don't know that the water is evaporized in the air. (4) They have more understanding about evaporation, more correct concepts on condensation in circulation of water.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.143-152
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• 2023

This study was conducted on 115 students from 4 classes of 2nd year intensive courses at B University of Education. Elementary preservice teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Elementary preservice teachers complained of difficulties in teaching methods in the astronomy area among various areas of the science department. The purpose of this study was to find out what difficulties elementary preservice teachers have in teaching elementary science astronomy topics, and to find more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preparatory elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the earth and the moon. 'What does the earth look like?' in Unit 4 (1/10) of the 3rd year, 1st semester In Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as 'What does the moon look like?'. Candidly describe how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preparatory elementary teachers. The results of these surveys were visualized and displayed using Netminer as a language analysis method, and the contents of the responses to the actual surveys by pre-service elementary school teachers were described and interpreted. Based on these results, preparatory elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to pre-service elementary teachers was suggested.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.171-174
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• 2012

이 연구는 협동학습의 수행과정에서 학습자들이 느끼는 어려움을 해소하고 협동학습 활동을 돕기 위해 협동학습 구조의 활용방안을 제안하고 그 효과성을 검증하고자 하였다. 이를 위해 먼저 구조 활용 협동학습을 설계하고, 초등학교 4학년 1학기 과학과에서 실험단원을 선정하여 구조 활용 협동학습의 각 단계에 따라 수업을 하고, 학업성취도와 과학에 관련된 태도의 관점에서 효과성을 분석하였다. 연구대상은 경기도 소재 'ㅎ' 초등학교 4학년 학생들 중 사전 학업성취도와 과학에 관련된 태도 검사에서 동질집단으로 확인된 2개 학급 56명이었다. 연구결과 첫째, 구조 활용 협동학습은 실험집단과 통제집단의 학업성취도에 있어서 통계적으로 유의한 차이가 있었으며 특히 과학 탐구 능력 영역에서 차이가 있었다. 둘째, 과학에 관련된 태도 변화에 있어서도 두 집단 간에 유의한 차이가 있었으며 학습자의 과학에 관련된 태도를 향상시키는데 효과가 있다고 할 수 있다.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.199-216
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• 2022

This study explored the possibility of introducing modern physics into the elementary school science curriculum. The study discussed the need of introducing modern physics to elementary school students and examined the results of certain projects and studies on teaching modern physics to elementary school students. Furthermore, this study proposes several teaching and learning techniques to introduce modern physics into the elementary school science curriculum. Modern physics can be linked to various everyday situations experienced by students and can increase their interest and curiosity in science. Additionally, introducing modern physics to elementary school students who are yet to establish a background on the classical view of nature can help them build a new perspective. Recently, several global projects to introduce modern physics at the elementary level have also reported positive results regarding the increase in student understanding and interest in modern physics. The study briefly proposed specific topics and teaching and learning techniques that could be suitable for the elementary school level. These proposals are expected to advance discussions on the possibility of introducing modern physics. However, appropriate follow-up studies are warranted to confirm the possibility and effectiveness of this initiative.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.30-42
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• 2023

The purpose of this study is to quantitatively and qualitatively analyze the science journals written by pre-service elementary school teachers, and to categorize the view on the nature of science and the process of their change. For this purpose, 112 science journals written by 13 pre-service elementary school teachers were analyzed. The frequency of each area was analyzed using the research framework of the four areas of the nature of science, and the pattern of change in perspective on the nature of science was inductively derived and classified using the VNOS-C test analysis framework. As a result, The nature of scientific thinking, nature of scientific knowledge, nature of STS, and nature of scientific inquiry were described in relatively similar proportions, but among them, The nature of scientific thinking appeared in the largest percentage, and the nature of scientific inquiry was described in the smallest percentage. The variability of scientific knowledge, the importance of empirical evidence, and the positive and negative effects of science were especially intensively addressed. In addition, the changing aspects of pre-service elementary school teachers' perspectives on the nature of science could be categorized into 'naive view maintenance type', 'informed view maintenance type', 'regression type', 'development type', and 'mixed type'. The element of 'the empirical nature of scientific knowledge' showed various patterns of change depending on the students, and most of the students maintained a informed view on the tentativeness of scientific knowledge for several sessions.