• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.163-175
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• 2020

The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.231-245
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• 2017

This study is to review current state of web-based simulations for science learning about magnets and magnetic field, and evaluate the appropriateness of simulations in terms of contents, strategies and design. We designed a set of criteria for evaluating science simulations and applied it to 14 simulations about magnets and magnetic field. For the evaluation, eight elementary teachers participated and they described specific characteristics of each simulation according to the criteria. Based on the evaluation, we divided the simulations into two groups, excellent vs. normal groups. We analyzed strengths from the simulations in excellent group and weaknesses from the simulations in normal group according to the contents, learning strategies, screen format, and technical features. Implications for ways of improvement in developing web-based science simulations effective to science teaching and learning about magnets and magnetic field were discussed.

• Journal of Science Education
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• v.34 no.1
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• pp.105-112
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• 2010

The purpose of this research was to investigate relations between prior knowledge and primary grade science brilliant intellect's observation and inquiry. The subjects were selected 'Spider and cobweb' that self-regulation quest is available. Subjects were divided into two groups with one group having no prior knowledge about research subject. Compared observation method question type and level that appear between subject achievement to group. Target learning group are 5 ~ 6 school year 17 people for national university for the gifted center of local middle city. Researcher collected and analyzed data using summer vacation concentration education period. Source collection subject's research recording paper, subject's voice recording device, interview data etc. A data analysis tool took advantage of observation method that is studied in existing, question type, question level. Research was able to conclude : First, observation of prior knowledge happened than mass of students who many mass of students are few relatively vigorously. Second, primary grade science brilliant intellect students used more mainly manufacturing observation than simplicity observation that use senses regardless of relative quantity of prior knowledge. Third, prior knowledge expressed variety when many mass of students observe operation relatively.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.1-12
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• 2020

In scientific argumentation, students can use rebuttals to escape uncertainty, which, in this case, can be defined as a vague and fuzzy feeling about other students' explanations. As rebuttals can play a critical role in the sophistication of arguments and the alleviation of uncertainty, this study aims to understand the dynamics of uncertainty and rebuttals by exploring the context of the uncertainty experienced by elementary school students in the argumentation of "Why did the kidney beans not germinate?" and to get insights based on the research results. Twenty fourth-grade students and their homeroom teacher in Kyong-Ki province, South Korea, took part in the research. Students engaged in argumentation in five small groups of four students. The researcher collected qualitative data through video transcriptions, student interviews, and field notes. In the data analysis, the researcher employed the constant comparative method to explore in what context students experienced uncertainty and how they used rebuttals. The results of this study were as follows: First, students tried to reduce their uncertainty through argumentation on why the kidney beans did not germinate. Second, students used elaboration-oriented rebuttals, personal opinion-oriented rebuttals, and blame-oriented rebuttals to reduce this uncertainty. However, when they used blame-oriented rebuttals, their uncertainty and negative emotions increased. Third, intervention by the teacher led students to stop using blame-oriented rebuttals. Instead, they employed elaboration-oriented rebuttals to explore why the kidney beans would not sprout, and finally, they escaped uncertainty by discovering an appropriate explanation. Based on the findings of this study, the researcher discussed how the interaction between uncertainty and elaboration-oriented rebuttals could shape and facilitate argument development in elementary school students.

• Journal of Science and Technology Studies
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• v.19 no.3
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• pp.201-246
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• 2019

Information technology is sometimes considered as a cause that puts education in a big crisis, or it can be seen as a savior. In 2011, the Korean government announced that it would innovate education and build a talented nation by bringing IT into schools of public education system through the SMART education policy. The policy initiative aimed to establish a standard classroom models that can be diffused all over the country's schools so that teachers and students may become familiar of using devices such as tablet PCs and laptops. This paper analyzes how the smart classrooms caused friction in the actual education practices. To this end, I analyzed the direction and ideals of the SMART education policy by reading government policy document and design guidelines officially published, and visited three elementary schools that are actually building and operating a smart classroom environment to visit the facilities and have in-depth interviews with teachers and technicians. The ideal type of classroom proposed by the smart education policy was a package equipped with various functions at once in a neatly designed space like a "model house", but it was difficult to be used as a normal classroom in everyday life of school. Instead of copying and installing the model, each school decided to get "smart" in its own way, depending on how factors such as size, local characteristics, socioeconomic conditions of students and teachers, teacher experiences, and the level of existing infrastructure were combined. In Elementary School A, the machines tamed specific space of the school to create their own space, while following the rules of the school for being mobile. Although Elementary School B could not construct fully supported environment that encompassed the entire school, the system was organized with the help of well trained teacher's experiences in other schools. In Elementary School C, the machines are concentrated on specific classrooms and they promote teacher's professionalism. The components of the smart classroom were disassembled and recombined in context to make each school's classroom "smart".

• Journal of Science Education
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• v.33 no.1
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• pp.111-121
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• 2009

The purpose of this research is to survey elementary pre-service teachers' in understand the legal Units, focusing on seven basic unit such a 'm', 'm2', 'L', 'kg', 'K', 'cd', 's'. This study specifically investigates whether the students understand the legal units. The subjects were 1096 students from the University of Education in Jinju, Gyeongnam. Data was collected through a questionnaire which was designed by this research and checked by authority, and the frequency and percentage of responses to each question were obtained and analysed. The survey was the legal units on interesting, using the experience of confusing and understanding of elementary pre-service teachers. The Korea Government is regulating using traditional measures such as 'pyeong' or 'don' in commercial transactions change to adopt the metric system for as a subsidiary the first of July, 2007. The interesting of the legal units dose not exceed a positive answer to the question 52.1%. Their were answered that the experience of the confused of 60.1% in the life. How to do efforts for the settle down of the legal units that answered broadcasting>in class>a campaign>study and training by an academic year in oder. Findings show regardless of academic year, gender and from the department of liberal arts or the science department all the students knew very well that 'm' '$m^2$', 'L', 'kg' are included in the legal units, compared to the others low percentage of 'K', 'cd' and 's' the legal units. In case of time(s), women has correct answered 2.7 times than man. In case of academic year, except for the third-year students was not to exceed 50%. In case of from the department of liberal arts or the science department contrary to one's expectations increase of 50% or more correct answer while half the students scored in science. The elementary pre-service teachers are seems to thinking separate the legal units with their in university life. Also elementary pre-service teachers are the lack of interest on society. Their should be for settle down of the legal units through learning to class in university, newspapers, strengthen publicity activities of broadcast media's further more by maintenance efforts of the government.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.131-142
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• 2015

The purposes of this study are to develop a measuring instrument for the analysis of science classroom culture from the perspective of Community of Practice (CoP) and to confirm its feasibility. We set the structural factors of CoP and developed preliminary questions through literature review. The validity and reliability of the instrument were examined and modified through the pilot survey participated by a total of 219, 4th, 6th, and 8th grade students. The modified instrument consisted of 5 factors of 'responsibility for learning', 'common interest', 'mutual relationships', 'open participation', and 'practice', comprising a total of 27 items. As the main survey, confirmatory factor analysis and reliability analysis of the instrument were carried out with a total 706 students of the 4th and 6th grade. This measuring instrument was validated and used for analyzing the culture of science classroom CoP of elementary school by comparing the data from the main survey in terms of structural factors, grade, gender, and teacher type. The measuring instrument is expected to be used not only for analyzing science classroom culture from the perspective of CoP, but also for offering implications for the desirable science classroom culture.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.206-218
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• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.184-197
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• 2019

The purpose of this study is to explore needs and the direction for the development of localization data in the geological field of elementary school. Many studies show that geology-related learning is highly effective in the form of direct learning, and It is reported that this learning has a positive effect on students' scientific attitudes. As such, the first-hand experience of the geological learning is outdoor geology learning and is the basis and core of the development of localization materials. However, the analysis of this study shows that the development of outdoor geology learning site is mainly conducted in some regions. In addition, considering that geological sites are distributed evenly throughout Korea, it is necessary to actively develop geological-related localization materials to learn elementary school geology-related units. In addition, some areas where outdoor geological study grounds were developed are composed only of learning places and no specific learning materials have been developed. In this regard, not only geological researchers but also field teachers working in the area need much effort. Development of localization material in the geological field needs to be developed at the level of material presented in the geology unit of the textbook. And in the actual class, it is desirable to use the textbook data and the developed localization data at the same time. In addition, the development of the outdoor geology field should be developed in consideration of the pre-experience-post activities so that learners can have various geological experiences.