• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.514-523
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• 2011

The purpose of this study was to investigation the elementary school teachers' perception in STEAM(Science, Technology, Engineering, Arts, Mathematics) Education. For this study, 93 elementary school teachers who have taught mathematics/science in gifted class were selected and a fifteen items questionnaire designed to elicit teachers' perception of steam education was to administered to them. The major findings are as follows: First, the ratio of teachers who understood a steam education exactly is very low. But teachers have positive thoughts about the need of steam education. Second, teachers thought that steam education has a good effect on elementary education. Third, teachers thought that steam education will be an alternative teaching and learning method. Fourth, teachers have negative thoughts to participate in class work related on steam education. To improve negative attitudes on steam education, incentives for teachers seems to be required. In order to spread steam education among the elementary school teachers successfully, the expansion of school facilities, administrators and staff in mind, improving financial support, strengthening education through the development of content and teaching strategies were analyzed as a challenge.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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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.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 과학교육연구지
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• 제34권2호
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• pp.383-395
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• 2010

이 연구는 초등학교 과학 수업에서 한국과학사 자료의 활용에 대한 교사들의 인식을 조사한 것이다. 한국과학사 자료를 활용한 과학수업의 교육적 가치와 활용 실태를 알아보기 위해 기초단계로 초등학교 과학 교과서 분석을 하였으며 5단계의 리커트 형식의 설문지를 개발하여 202명의 초등학교 교사를 대상으로 설문을 실시하였다. 연구결과 4학년의 과학교과서에는 한국과학사 자료가 없었으며 대부분의 교사들은 한국과학사를 활용한 교육적 가치에 대해 높게 인식하고 있었으나 4학년 담임교사의 경우는 다른 학년에 비해 낮게 나타났다. 또한 한국과학사 자료를 교육과정에서 본 차시내용으로 다루어져야 한다고 인식하고 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.210-223
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• 2015

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.93-101
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• 2011

The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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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.

• 과학교육연구지
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• 제40권3호
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• pp.238-253
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• 2016

본 연구는 인쇄물 형태의 학습안내 제시물을 활용하여 초등학교 과학 수업에서 거꾸로 수업을 실시했을 때 어떤 효과가 있는 지를 알아보기 위한 것이다. 연구는 6학년 학생을 대상으로 실시하였으며, 학급의 학습 분위기와 성취가 유사한 2개 반을 선정하여 연구반(27명)과 비교반(26명)으로 각각 1학급씩 선정하였다. 연구반의 경우 인쇄물 형태의 학습안내 제시물을 활용한 거꾸로 수업을 적용한 과학 수업이 진행되었고, 비교반의 경우 기존 과학 수업의 형태로 진행되었다. 연구 결과 학습안내 제시물을 활용한 거꾸로 수업의 학습동기 측면에서 효과를 살펴본 결과, 내적 동기 영역에서 학생들의 호기심을 향상시키고, 과제가치 영역에서의 과학 수업 내용에 대한 관심을 높이는데 효과적이었으나 학업성취도에는 큰 차이가 없었다. 그러나 인쇄물 형태의 학습안내 제시물을 활용한 거꾸로 수업은 의사소통과 교육환경 측면에서 가장 큰 만족을 느끼는 것으로 나타났다.

• 한국환경과학회지
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• 제23권8호
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• pp.1507-1512
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• 2014

Recognition of Korean pre-service elementary school teachers concerning the factor for the environmental class was investigated and analyzed by the factorial analysis. Korean pre-service elementary school teachers are aware of the factor of 'participation in environment' as well as the factor of 'environmental knowledge' for the environmental class. Furthermore, they had a very positive attitude about the factor of 'participation in environment'.

• 대한지구과학교육학회지
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• 제10권2호
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• pp.173-184
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• 2017

본 연구는 지역의 지질 자료를 활용한 과학 수업이 초등학생들의 학업 성취도와 과학적 태도에 어떠한 영향을 미치는지 알아보고자 하였다. 연구 대상은 G광역시 G초등학교에 재학 중인 3학년 47명이다. 이 중 실험집단은 23명, 비교집단은 24명으로 구성하여 실험집단에는 지역의 지질 자료를 활용한 수업을 실시하고 비교집단에는 교과서에 제시된 사진 및 기존에 비치되어 있는 암석과 화석표본 또는 모형을 활용하여 수업하였다. 연구결과는 다음과 같다. 첫째, 지역의 지질 자료를 활용한 과학 수업이 학업 성취도에 미치는 효과를 알아본 결과 실험집단의 점수가 비교집단보다 통계적으로 유의하게 높은 것으로 나타났다. 둘째, 지역의 지질 자료를 활용한 과학 수업이 과학적 태도에 미치는 효과를 알아본 결과 과학적 태도 전체 점수 및 하위 요소인 과학수업의 즐거움, 과학 탐구에 대한 태도 및 관심에서도 실험집단의 점수가 비교집단 보다 통계적으로 유의하게 높은 것으로 나타났다. 이상과 같은 연구결과를 바탕으로 추후 연구에 대한 제언을 하면 다음과 같다. 첫째, 지역의 지질 자료를 활용한 과학수업에 참여한 학생들의 변화 양상을 심도 있게 들여다보는 질적 연구가 이루어질 필요가 있다. 둘째, 지역의 지질 자료를 활용한 수업을 효과적으로 실시하기 위해서는 지역별로 다양한 자료에 대한 개발 및 보급이 되어야 하고 수업자료 개발 및 적용을 위해서는 관련 교사교육의 기회가 이루어질 필요가 있다. 셋째, 실내에서 지역의 지질에 대해 소개하고 실제 분포하는 지질 자료를 활용한 과학 수업을 야외학습으로 연결할 경우 야외 지질학습 활동의 준비단계 활동으로서 적용이 가능하므로 이에 대한 추후 연구가 이루어질 필요가 있다.