• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.288-304
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• 2016

The purpose of this study is a review of previous studies and principles of eye-tracking techniques that are actively applied in recent elementary science education. Also it proposes to utilize the direction of eye tracking techniques in elementary science education research. Recent eye-tracking technology was developed, using the infrared pupil and the corneal reflection can be safely and accurately track the eye movements of the participants. Eye tracking has the advantage of higher temporal resolution, accessibility, convenience, objectivity, stability and safety. Analysis of the previous studies, there was a difference in the study design and analysis. The workshops and seminars are needed for accurate understanding of eye-tracking method in elementary science education research. In conclusion, the eye-tracking can be utilized such as effectiveness analysis of teaching materials and media, behaviors analysis of teachers and students in a real class, cognitive strategies and attention analysis of the student, discriminating tool of various education evaluation, etc.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.41-51
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• 1999

The purpose of this study was to Investigate about current status of authentic science performance assessment in elementary schools. A total of 707 elementary teachers was involved and the data from questionnaire was gathered. The questionnaire was comprised two categories: items on the epistemological aspect & items on the actual condition. The major findings are as follows: 1. There are some elementary teachers who don't have a clear understanding on what authentic science performance assessment is even though most of teachers admit the importance of authentic performance assessment in their science teaching. 2. Malty teachers have chosen and have used experimental activities or performance tasks rather than they have developed tasks of their own. 3. Malty teachers have pointed out 'tile lack of time for performance assessment preparation' and 'the limitation of class time' as tile problems of working on science performance assessment in elementary schools.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.106-117
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• 2022

This study analyzes the characteristics of the "Conclusions" section of a thesis in elementary science education and presents a conclusion model that can be used in elementary science education. In the "Elementary Science Education" journal published by the Elementary Science Education Association, the conclusion section was analyzed on the four-year academic papers published. First, the title of the concluding chapter and the number of conclusions frequently used in elementary science education were identified. Results showed that most commonly used title for the conclusion section was "Conclusion and Suggestion," and the length of the section was 85.4 lines or 2.1 pages.. Then, as a result of analyzing the conclusions of elementary science journals in sentence units, we found stages as a kind of semantic unit frequently used in elementary science education papers. Further, we obtained that these stages are often used in connection with specific stages. Finally, a conclusion template for papers commonly used in elementary science education was presented. The results of this study can be used as basic data when drafting elementary science education papers. Furthermore, specific thesis regarding education plans and educational materials might be prepared for elementary science education graduate students based on the present results.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.89-97
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• 2016

Science contest is one of the important programs of extracurricular school science activities which give various experience for science learning. In order to understand teachers' perceptions on science contests in elementary school, this study investigated teachers' awareness of science contests, perceptions and difficulties in carrying out science contests in each school, their perceptions on the preparing process of statewide science contest, and the preference of the types of preliminary science contests. 196 teachers were responded to survey, and 8 teachers were interviewed. The results showed that elementary teachers were aware of various science contests through their in-school experiences. The main difficulties of teacher on science contests was lack of professionalism on science and science contests. While teachers preferred the preliminary round of contest by contest's host to the preliminaries of science contest in each school. They also worried about the intimidation of science month's festival in schools. Based on the understanding of the teachers' perceptions on science contests, educational implications were discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.147-160
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• 2018

The purpose of this study is to compare the elementary science curriculum and textbooks of Korea, the United States, Japan, and Singapore to know how the contents on particulate concept of matter is introduced and expressed. In Korea, particulate concept of matter was adopted as a term for 'molecules' in the 3rd through 6th curriculum, and the term for 'particles' was adopted in the 2009 revised curriculum. In the United States, NGSS adopted the term 'particle' in fifth grade. Japan presented the concept of 'particle' as a core concept of matter in the commentary, and the expressions 'particles' were being introduced in the textbooks. But it did not cover particulate nature of matter at the elementary school level in Singapore. An analysis of elementary textbooks in Korea, the United States and Japan except Singapore showed particulate expressions in 'dissolution', 'state change of water', 'gas pressure and volume', 'combustion and extinguishment' units. Korean textbook was only being introduced in 'dissolution' and 'gas pressure and volume', but in the textbooks of Japan and the United States, water was expressed as particles in 'state change of water' unit. Discussion and implication on the introduction of particulate concept to elementary science curriculum and textbooks were suggested based on the results.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.89-101
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• 2007

The purpose of this study was to analysis natural disasters which can be applied environmental education for elementary students. For this study, the elementary society and science textbooks were selected. The results of this study are as follows. the society textbooks contain 2 units of the natural disaster in the 4th and 5th grades. In the science textbooks, 5 units of the natural disaster were showed in 3rd, 5th and 6th grades. The learning quantities were 4 hours in society textbooks and 7 hours in science textbooks. In society textbooks, the contents relating meteorological disasters were dominance. But the science textbooks were showed both meteorological and geological disasters. In aims of learning, while the society textbooks were focused as damages, prevention, counter-plan and restoring plan of the natural disaster, the science textbooks were emphasized damages. the photos in society textbooks, meteorological disasters were superiority in number; especially the flood and heavy rain were 76%. In science textbooks, the photos about earthquake were prominent as 40%. For activating environmental education in elementary school based on these results, it can be suggested that the effects of natural damage as tsunami and global warming should add to elementary textbooks. And the elementary teachers need to understand contents and photos relating environment problem in the elementary textbooks.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.243-252
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• 2012

The purpose of this study was to examine the effect of utilization of creative techniques in elementary science class on science learning motivation and science academic achievement. To verify this study, the subjects of this study were sixth-grade students selected from four classes of an elementary school located in U Metropolitan city. First, the experimental group showed a significant improvement in their science learning motivation compared to the comparative group. Second, the experimental group showed a significant improvement in their science academic achievement compared to the comparative group.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.