• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.255-267
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• 2020

Students' engagement is important for meaningful learning and it has multifaceted aspects for their science learning. This study investigated elementary students' perceptions of science learning engagement. The subjects of this study were 341 4^th to 6^th elementary students. The survey questionnaires were 5-Likert scale questions and free response questions on science learning engagement. The results showed that elementary students' perceptions of behavioral engagement were higher than emotional and cognitive engagement. Keyword network analysis with NetMiner program showed that the frequent key words of science learning engagement were 'experiment', 'listening', and 'teachers' explanation', which were mostly the behavioral types of engagement. The degree centrality and eigenvector centrality of these key words appeared high. 'Interest', which is emotional engagement, were also one of the frequent key words, but the centralities of this word were relatively low. The Frequent key words of science learning disengagement were mostly related with off-tasks, not doing expected behaviors and negative emotions about science and science learning. Educational implications on science learning engagement were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.277-291
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• 2010

In this study, we investigated the effects of explicit instruction about nature of science by elementary school students' cognitive level. Participants were six classes, 187 sixth graders at elementary schools in Daegu. Three classes were assigned to control groups and the other classes to treatment groups. Control groups were provided normal instructions and treatment groups were provided instructions integrated with nature of science about chapter 'electromagnet' for 9 class periods. The results of this study were as follow. Both low-cognitive level students and high-cognitive level students in the treatment groups are improved in understanding about nature of science by the explicit instructions about nature of science. Especially, the high-cognitive level students had more improvement than the low-cognitive level students in understanding about nature of science by the explicit instructions about nature of science. There were no significant differences between the test scores of the two groups in the science interest sub-domain of the science-related affective domain. But, there were significant differences between the test scores of the two groups in curiosity and open-mindedness of the scientific attitudes sub-domain of the science-related affective domain.

• 한국초등과학교육학회지:초등과학교육
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• 제32권2호
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• pp.159-168
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• 2013

The purpose of this study was to investigate the elementary school students' perception about "the aims of school science experiments". For this study, the perceptions were surveyed from 193 elementary school students (96 boys and 97 girls) in one school located in Gyeonggi-Do. The responses were analyzed with categorization based on their gender, school science test scores. The results from this study were as follows; in relation to the aims of school science experiments, the elementary school students considered intrinsic values of doing experiments were more worthy than the extrinsic values of it. It was found that 25.4% of the students had ideas that students do science experiments for understanding science theory. Up to 70% of the students responded that they do science experiments for understanding and memorizing the contents of science textbooks. School science experiments were regarded as an educational tool for the science study. It is recommended that teacher need to make clear the aims of laboratory work and help students to understand of it.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.166-185
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• 2010

Astronomy areas in the elementary science textbooks of Korea and the U.S.A. have been compared to find advantages and disadvantages of Korean textbooks. The analysis objects are the 7th national curriculum science textbooks for Korea and the Macmillan McGraw-Hill(MMH) science textbooks for the U.S.A. The results are as follows: First, in contexts, Korean science textbooks contain mostly inquiry activities and partly reading materials. However, MMH ones contain mostly explanations including photographs, related activities, and various reading materials. Second, in the contents and order, the observation activities of constellations are emphasized in Korean science textbooks, while the MMH ones explain solar system up to the universe in details. In addition, Korean science textbooks deal with one subject only once during the whole elementary course while MMH ones deal with one subject repeatedly in several grades. Third, in the frameworks of the international mathematics and science study (TIMSS) 2007, Korean science textbooks do not introduce some contents presented in TIMSS 2007, whereas MMH textbooks introduce every one of them in time. Fourth, the major subjects such as change of moon phases, constellations, the solar system, and change of seasons are handled independently in Korean science textbooks without strong correlation, while they are systematically done related with the rotation and the revolution of the earth in MMH ones.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.391-401
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• 2018

This study investigated elementary students' perception of the suitability of inquiry activities related to the science inquiry, essential features of the inquiry and essential features of the inquiry by science inquiry activities. First, 5-6th grade elementary students' perception of the suitability of inquiry activities to the science inquiry was positive in this study and especially the score of experiment and field trip was high. The lowest score was on the discussion and elementary students thought that discussion might be wrong, because they just talked when they participated in the discussion. Second, perception of the essential features of science inquiry was positive. Especially, engaging students in evaluating their explanations in the light of alternative explanations was the highest. Students thought that explanation is important, but it is too hard to perform the science inquiry with only the explanation. Third, the score of research and experiment was high in essential features of science inquiry by science inquiry activities. The score of the field trip was low, so a more meaningful field trip should be carried out in the school.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• 한국과학교육학회지
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• 제12권2호
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.

• 한국초등과학교육학회지:초등과학교육
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• 제40권3호
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• pp.311-325
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• 2021

현대 사회는 새로운 과학 교사상을 요구한다. 초등학생은 다른 학령기에 비하여 교사의 영향력이 크게 작용하는 시기이면서 과학 교과를 처음으로 접하는 시기이다. 초등 과학 교사에 의해 과학 학습에 대한 초기 이미지와 과학에 대한 태도 등이 정형화되어 가는 시작점으로 과학 교사의 역할이 매우 중요하다고 할 수 있다. 이에 초등학교 과학 교사에 대한 이미지를 올바르게 정립하는 것은 매우 중요하다. 본 연구의 목적은 초등학생이 수업 상황에 따라 선호하고, 기피하는 과학 교사 이미지에 대해 분석하고자 하는 것이다. 이를 위하여 초등학생 534명을 대상으로 수업 상황을 수업 형태, 수업 자료 제시 방법, 교과 지도 방법, 교과 내용 설명 방식, 수업 분위기 조성의 5가지로 나누어 선호, 기피하는 과학 교사의 이미지를 개방형으로 기술하도록 하였다. 초등학생들에 의해 제시된 개념들은 언어 네트워크 분석법을 통해 분석이 이루어졌다. 본 연구의 결론은 다음과 같다. 첫째, 과학 교사가 수업을 어떻게 하느냐에 따라 초등학생들이 선호하거나 기피하는 과학 교사의 이미지가 결정되었다. 둘째, 초등학생들은 실험 수업과 같은 활동 중심의 수업을 선호하며, 이와 같은 방식으로 수업이 이루어질 필요성이 있다. 마지막으로 초등학생들이 선호하는 과학 수업으로의 변화가 이루어질 수 있도록 수업 방법에 대한 교사들의 작은 변화와 노력이 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.155-162
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• 2017

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.

• 한국초등과학교육학회지:초등과학교육
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• 제24권3호
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• pp.226-235
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• 2005

In this study, we applied the elementary performance assessment instrument on 575 theme in science instruction which it had been developed on the previous study. Sixty-seven elementary students participated in this study and were assigned into two groups: One was assigned to an experimental group since they were taught with the instrument (N=32) and the other was assigned to the comparison group since they followed teachers guide of 7th Korean National Curriculum (N=35). Prior to and after teaching, tests on the science attitude, science process skill, and science knowledge domains were administrated. The results were analyzed quantitatively. Further, we also investigated students recognition about the instrument and the science class qualitatively according to the instrument. The results showed that there were statistically significant improvements on science process skills and aspects of the understanding of science knowledge. Many students were aware of them positively as well. However, a few problems, including too many amounts of writing and difficulties in communication with one another, were appeared.