• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.219-227
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• 2020

The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제40권3호
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• pp.407-419
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• 2021

본 연구에서는 광역시 및 도소재의 초등교사 150명을 대상으로 과학철학교육에 대한 인식을 조사하였다. 과학철학교육에 대한 인식 조사 문항은 과학철학에 대한 관심과 경험, 과학철학의 활용이 어려운 이유, 과학철학을 과학교육에 도입할 수 있는 방안, 과학교육에서 과학철학 활용의 기대 효과에 대한 내용을 바탕으로 5점 Likert 척도로 구성하였다. 조사 결과, 과학철학의 관심과 필요성에 대한 초등교사들의 인식은 대체로 높은 것으로 나타난 반면, 과학철학의 학습 및 지도 경험은 적은 것으로 나타났다. 또한, 과학철학 활용이 어려운 이유에 대해 교사들은 교사 연수와 교수 학습 방법 개발이 부족하다고 응답하였다. 과학교육에서 과학철학을 도입하는 방안으로 개념 학습 및 탐구 방법과 병행하는 것이 필요하다고 생각하고 있었으며, 과학철학 활용의 기대 효과에 대한 초등교사의 인식은 전반적으로 높았다. 본 연구 결과는 초등과학교육에서의 과학철학 도입 방향에 대한 기초적인 자료를 제공한다는 점에서 의의를 찾을 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.535-550
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• 2007

The purpose of this study was the identifying differences between physicists' expectations and teachers' representations about the primary physics concepts in elementary schools. For this, the material subjects analyzed were the 7th curriculum, the textbooks of elementary school and the texts using at the department of physics in many universities. The primary physics concepts extracted from the texts were to be fundamental and basic. Also, they were restricted to the domain of dynamics. And besides, the human subjects were physicists, professors and students majoring physics of the graduate school, researchers of institutes or laboratories and elementary school teachers. At the result of this study showed the scholars and teachers have the different opinions.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.227-245
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• 2017

The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.535-544
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• 2013

The purpose of this study is to analyze the elementary teachers' professional performance about science teaching practice according to their personal variables. For this study, professional performance test was modified based on Woo's 'framework for progression and learning in the professional development of elementary teachers' science teaching practice', which included 6 elements such as 'lesson plans', 'creating the learning environment', 'inquiry', 'conceptual understanding', 'practical application', and 'assessment'. And then it conducted to 79 elementary teachers. The collected data were analyzed by the statistical package SPSS. The results of this study were as follows: There was statistically significant difference in the sub-domains of professional performance according to teachers' career, experience of training program, deciding method of exclusive subject. But there was almost no significant difference in other personal variables, such as gender, major, etc. Findings suggest that there are needs of further study about interaction effects of personal variables affecting teachers' professional performance of science teaching practice in detail.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.683-699
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• 2014

The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.

• 대한지구과학교육학회지
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• 제13권2호
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• pp.134-146
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• 2020

이 연구의 목적은 초등 예비교사들은 '과학'에 대해 어떻게 이해하고 있는지를 알아보기 위한 것이다. 특히 이번 연구에서는 초등 예비교사들의 '과학'에 대한 이해를 구체적으로 알아보기 위해 포토 내러티브의 방법을 이용하였다. 포토 내러티브는 연구참여자가 이야기하고자 하는 것을 사진을 찍어 설명하는 방법을 말한다. 연구참여자는 초등 예비교사 66명이었다. 연구 결과, 첫째, 초등 예비교사들은 과학을 설명하기 위해 현상, 원리와 같은 과학적 용어뿐만 아니라, 사람, 생활, 일상과 같은 단어를 많이 사용하였다. 둘째, 초등 예비교사들이 과학을 설명하기 위해 사용한 사진에는 생활용품, 자연현상, 첨단기기, 생물 등이 있었다. 셋째, 초등 예비교사들은 과학을 학문과 지식, 탐구, 편리함, 과학의 본성 등으로 설명하고 있었다. 이러한 결과를 통해 초등 예비교사들이 과학을 생활과 밀접하고 필요한 학문으로 인식하고 있음을 알게 되었으며, 이번 연구결과가 앞으로 초중등 과학교육의 교육과정 구성 및 교과 내용 편성은 물론 교사양성을 위한 교육과정 편성에도 도움을 줄 수 있을 것이라 생각된다.