• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.166-174
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• 2012

This study is purposed to survey on astronomical observation experiences of elementary students and teachers. Survey samples are 182 elementary students and 51 elementary teachers, and 8 students and 2 teachers among them are interviewed. The results of this study show that most elementary students are not interested in observing constellations, planets, and moon. Also most elementary students and teachers are not taught to observe astronomical objects. Finally, regarding the difficulty of astronomical practice, teachers pointed out that lack of knowledge about astronomy.

• Journal of the Korean Applied Science and Technology
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• v.39 no.2
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• pp.261-270
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• 2022

This study was to analyze the related contents by securing 32 volumes of 8 types of physical education textbooks for grades 3, 4, 5, 6 that are being used in the school field for the revitalization of dance education. As a result, the 3rd grade expression area organized textbooks focusing on movement language and expression elements. For the 4th grade, most textbooks suggested gymnastics using balls, hoops, and ribbons. In the 5th grade, Ganggangsullae and Mask dance were suggested in relation to Korean folk dances, and Tinikling and Gustaf's skoal suggested in relation to foreign folk dances. had been In the case of 6th graders, the exploration of expression elements and the expression process were presented in relation to thematic expression, and the subject expression was made possible with a focus on creative gymnastics. Also, line dance among practical dances was presented in most textbooks. Despite the importance of the expression domain, field teachers at school are complaining of difficulties in teaching and learning due to various internal and external problems. The need for activation is raised in that the expression domain can exert effects in all cognitive, mental, and affective domains.

• Journal of Science Education
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• v.39 no.3
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• pp.321-332
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• 2015

This study was intended to determine how developed Smart learning teaching-learning program on the unit of Solar system and Star affected on science-related attitude, science learning interest and academic achievement. The unit of Solar system and Star was selected among 5th grade science curriculum contents to design smart learning teaching-learning program. Smart learning instruction program utilized a various contents of smart equipment and made learners to do problem solving through their interaction and cooperation. The results of this study were as follows: First, smart learning instruction improved the science-related attitude and the science learning interest and the academic achievement of the experimental group students significantly. Sencond, the survey and the individual face-to-face data shows the positive effects of smart learning instruction. Especially, the satisfaction was high on the attitudes and interests in the classroom and the students regarded the classroom activities as interesting games by using the smart devices. On the basic of the conclusions, this work suggested the direction of the future studies, such as necessity of developments and researches on Smart learning teaching-learning program about other units or other subjects, such as measures of the increasing the intrinsic interest on science rather than Smart learning elicit simple interest and attitude.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.765-780
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• 2018

The purpose of this study is to synthesize the theoretical perspectives, research methods, and research results of teachers' professional vision by reviewing and analyzing previous research papers and to suggest implications for science teacher education and research. Three databases were used to search peer reviewed journal articles published between 1997-2017, which include 'teachers' and 'professional vision' explicitly in abstracts and empirical studies only. 21 articles in total were analyzed and review results are as follows. First, researchers regarded professional vision as a new concept of teacher professionalism. Previous research viewed professional vision as integrated structure of teachers' knowledge or ability activated at specific moment. Second, the analytical framework of professional vision included two aspects; 'selective attention' and 'reasoning'. Several aspects of lessons or the desirable teaching and learning factors are suggested as the subcategories of selective attention. Hierarchical levels or independent reasoning ability factors are suggested as the subcategories of reasoning process. Third, research on teachers' professional vision focused more on middle school teachers than elementary teachers and on various subject areas. Most studies used video clips and more cases of using videos of non-participants were found. In case of measurement of professional vision, most quantitative scoring methods were whether the responses of experts and teachers on video clips were consistent. Last, most studies examined or assessed teachers' professional vision. It is reported that in-service teachers' professional vision was evaluated higher than novice teachers' and using video clips were effective to examine and improve teachers' professional vision.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.3
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• pp.408-417
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• 2012

This study examined the satisfaction of a school milk program as well as the preference of school milk and flavored milk. The subjects of this study were $4^{th}$ , $5^{th}$ and $6^{th}$ grade students in 4 different elementary schools, who were attending the school milk program in Ulsan. The survey was conducted from April 10, 2009 to April 30, 2009. Of the 403 questionnaires distributed, 347 responded and analyzed (usage rate: 86%). The results were as follows. Of the 347 respondents, 53.9% were boys and 46.1% were girls. 34%, 31.1% and 34.9% of the students were $4^{th}$, $5^{th}$ and $6^{th}$ graders, respectively. Second, 80.1% of the students reported 'have milk everyday', and 89.9% of the students reported 'have milk as it is'. Third, the overall satisfaction with the school milk program was 3.32 based on a 5-point likert scale, the 'guidance of nutrition teachers and class teacher' was 3.21 and 'taste of school milk' was 3.37. There were significant positive correlations between the school milk satisfaction variables and overall satisfaction (p<0.01). Fourth, the preference for school milk was 3.33. The preference for flavored-milk were 3.63 (coffee milk), 4.44 (chocolate milk), 4.16 (strawberry milk), 4.26 (banana milk) and 3.53 (black bean milk). Fifth, to improve the school milk program, 85.9% of students wanted a provision for flavored milk. In conclusion, schools need to find a way to increase the satisfaction of the school milk program and the preference of school milk to increase the milk intake of students. Nutrition education for students and parents should be conducted systematically and choices for various kinds of milk and milk products should be given to the students.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.379-393
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• 2014

This study aimed to investigate how child neglect abuse by parents, children's intimacy with teachers and peer attachment influenced boys' and girls' psycho-social maladjustment(aggression, social withdrawal and depression). The subjects were 2,264 elementary school students(boys: 1,180, girls: 1,084) in upper grades participating in the Korea Child Youth Panel Surveys. The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of children's sex, as child abuse levels by parents are higher, so children's aggression levels are higher. Also, children's intimacy with teachers and peer attachment moderated the effects of child neglect abuse by parents on both boys' and girls' aggression. But the patters of moderating effects were differed in children's sex. Secondly, child neglect abuse by parents didn't influence boys' and girls' social withdrawal and boys' peer attachment moderated the effects of child neglect by parents on boys' social withdrawal. Finally, child abuse by parents strongly influenced boys' depression, but child neglect by parents strongly influenced girls' depression. Also, there were no moderating effects of children's intimacy with teachers and peer attachment on the relation between child abuse neglect by parents, and boys' and girls' depression.

• Journal of the Health Care and Life Science
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• v.11 no.1
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• pp.33-48
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• 2023

This study used the data from the 10th, 13th, and 16th child supplementary surveys of the Korea Welfare Panel to confirm the causal changes between social relationships, academic achievement, and school adjustment from elementary school to middle school and high school. Elementary school, which is childhood, and middle school, and high school, which is adolescence, are when relationships with parents, school teachers, and friends at home change very sensitively. is to check whether As a result of the analysis, the effect of the relationship between parents, teachers, and friends, who are important others, on academic achievement and school adjustment shows relatively different results according to each school level and gender group. The results of this study can confirm the effect of social relationships in childhood and adolescence on academic achievement and school adaptation, and furthermore, it is judged that it can be used as information to help healthy development of children and adolescents.