• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.301-321
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• 2024

This study aims to elucidate the historical origins of the long-term demand for the integration of "science subject classes" and "science-related events" within the context of science education for teachers. During the 1970s, science education in elementary schools faced a dual challenge marked by the tension between implementing the third curriculum, which emphasized fundamental science, and the "Pan-National Scientification Movement," which focused on technology education. The Ministry of Education was compelled to integrate the sudden demands of the Yushin regime into the ongoing third curriculum. As these demands emerged from dual policy directives, activities related to elementary science education were subsequently categorized into formal science subject classes and extracurricular science-related events. Although the movement did not directly alter the curriculum, it instigated modifications in personnel structure, activity spaces, and evaluation systems within schools. The introduction of the Pan-National Scientification Movement in elementary schools resulted in changes including the establishment of a new "science lead teacher system," the creation of a dedicated "science corner," and the implementation of a "science badge system." Although the movement was abruptly introduced, it ostensibly contributed to the advancement of the inquiry-oriented approach promoted by the third curriculum. Paradoxically, this advancement was facilitated by the integration of the consequences of the movement into schools' autonomous, extracurricular activities spearheaded by frontline education offices and schools. Although the movement represented a government-driven policy at a particular juncture in time, the manner in which science education practitioners responded to urgent governmental mandates, while preserving the integrity of the long-established third curriculum framework, involved dividing education activities into subject-specific classes and extracurricular science activities. Examining how science education practitioners in the 1970s proactively addressed these challenges offers valuable insights for the science education community in adapting to the current rapidly evolving educational landscape.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.252-260
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• 2019

The purpose of this study is to assist school science class by investigating effective Earth's rotation experiments of districts by school level. The researcher investigated or developed nine experiments for learning Earth's rotation, and conducted and discussed these experiments with 26 elementary school teachers. Each teachers chose an effective Earth's rotation experiment for the district and wrote the reason. As a result, elementary school teachers chose the experiment that is easy to prepare and to do. And elementary school students are interested in the experiments by conducting them on their own. Middle and high school teachers chose more difficult experiments that could be connected with other concepts. University teachers chose effective experiments based on application of knowledge, active exploration, computer literacy, and difficulty.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.857-870
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• 2015

Concerning elementary school science subject electric circuit units, which are regarded as difficult by teachers and students, this study aims to use the knowledge state analysis method along with interviews to analyze the knowledge state and hierarchy of inquiry abilities. Before and after applying the electric circuit inquiry abilities module, the question items aimed at assessing the basic inquiry abilities and integrative inquiry abilities for electric circuits were presented to students, and their knowledge state was analyzed along with interviews. Through analysis of the knowledge structure and hierarchy of inquiry abilities about electric circuits, the way of thinking of teachers who taught inquiry abilities, and the way of thinking of students were found to be visually different from each other, and this is an important factor that should not be neglected in the process of teaching and learning about inquiry abilities and should be considered. In addition, the presentation of the knowledge state of and hierarchical relations between inquiry abilities factors can offer implications for guidance on students' learning about inquiry abilities.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.446-459
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• 2024

This study aims to examine the development and learning process of the argumentative abilities in elementary school students with regards to learning science. Toward this end, the SSI argumentation education program was implemented in conjunction with the science curriculum for sixth-grade students across 10 months. In this process, the scoring criteria in terms of formal and content aspects were developed and used to assess their argumentative text analysis and expression abilities. The results were as follows: First, the type of SSI influenced their ability to analyze argumentative texts. However, their formal and content aspects improved as learning progressed. Second, with regards to the formal aspect associated with the ability to express argumentative texts, reasons were initially most frequently cited. Over time, incorporating evidence to support these reasons and the use of rebuttal also increased. Third, in terms of content aspect, the level of use of all elements increased as learning progressed; however, level of acknowledgments and rebuttal elements exhibited a relatively slower progress. In summary, ability of the students to analyze and express argumentative texts improved as they increasingly gained experience in learning about argumentation. The study deduced that elementary school students can develop their argumentative abilities through appropriate learning support, such as teacher feedback, along with implementation of the SSI argumentation education program over an extended period. Based on these results, the study proposes the development of SSI materials and incorporation of SSI argumentative writing in the science curriculum.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.23-33
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• 2008

The computer education has not to remain literacy education but to change with object of training a member of real society which is logic in thinking, initiativeness in suit with the knowledge information-oriented society by teaching the theory of computer science. This study examined effects and applied by means of developing project- based programming teaching model for elementary students in a classroom when teachers instruct programming education This study is expected to contribute to make computer teaching methods better, by providing teachers with teaching models of computer programming education for elementary students.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.265-276
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• 2023

The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students' attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers' professionalism in developing students' basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.49-59
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• 2008

The purpose of this study was to invent a quotient equation which could quantitatively evaluate individual's hypothesis evaluating ability. The equation was induced by the analysis of the classification types about hypothesis evaluation knowledges generated by 15 pre-service elementary school teachers and the construction of the quotient equation on hypothesis evaluating ability. The hypothesis evaluation task administered to subjects was dealt with the woodpecker behavior. The task was initiated by generating hypothesis on the following question: 'Why don't woodpecker have brain damage after pecking wood?' Subjects then were asked to design and perform experiments for testing hypothesis. Finally they were asked to evaluate their own hypothesis based on the collected, analyzed and interpreted data. The knowledges generated from their evaluating hypothesis were analyzed by 4 major categories (richness, type, level and accuracy). Then, a general equation which could quantitatively and systematically evaluate individual's hypothesis evaluating ability was invented by an inductive process. After combining all the categories the following quotient equation was proposed; '$VQ\;=\;{\sum}(TE_n\;{\times}\;AE_n)\;{\times}\;LE$'. According to this results, woodpecker task and hypothesis evaluating ability quotient equation (VQ) which invented in this study could be applied to a practical use of measuring students' ability of scientific hypothesis evaluation.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.79-90
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• 1998

The purpose of this study is to investigate degree of the concept formation on cell in elementary school teachers and to clarify the patterns of their misconceptions. Data were collected by interview with 120 elementary school teachers, ranged from twenties to fifties in age, working in Taegu city. The instrument was developed by researchers and was categorized into four: cell as the basic units of life, morphology of cell, function of cell, growth of individual from the viewpoint of cell. The results are as follows: First, about 80% of teachers had two perspective outcome of cell: Cells are the basic units of life on earth. But the potato and meat, which we used to eat as food, are not constructed of cells but aggregated of nutrients. Second, most of elementary school teachers recognized that shapes of the cell in organisms were diverse, but some of them only could present several kinds of shape on cell. The 35% of teachers had misconception that shape of cell is all the same in a individual. It shows that this result is caused by lack of opportunity to observe the various kinds of cells. Third, most teachers understood tell can be seen only through a microscope. Yet in comparison with relative size, it was revealed that misconception of cell size was induced by the term of 'basic unit'. In addition, they thought that large organisms are built from large cells, and small organisms from small cells. Fourth, Elementary school teachers used to confuse the terms between chloroplast and chlorophyll, and believed that the genetic material was contained only in the reproductive cells and seeds. It was also revealed that they thought the nutrients such as starch and fat are located at intercellular space. Fifth, the 60% of teachers conceived correctly that growth of individual depends on mitosis and increase in cell number. The rest of them, however, misunderstood that it is due to the increase of tell volume.