• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.47-54
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• 2010

The purpose of this study is finding examine the Thinking Maps and how to use Thinking Maps effectively in Science Education. The result of this study were as follows: First, There are 8 type Maps, Circle Map, Tree Maps, Bubble Map, Double Bubble Map, Flow Map, Multi Flow Map, Brace Map, Bridge Map. Each Maps are useful in the following activities ; Circle Map-Express their thoughts. Tree Map-Activities as like determine the structure, classification, information organization. Bubble Maps-Construction. Double Bubble Map-Comparison of similarities and differences. Flow Map-Set goals, determine the result of changes in time or place. Multi Flow Map-Analysis cause and effect, expectation and reasoning. Brace Map-Analysis whole and part. Bridge Map-Activities need analogies. Second, each element of inquiry has 1~2 appropriate type of Thinking Maps. So student can choose the desired map. Third, the result of analysing of Science Curriculum Subjects, depending on the subject variety maps can be used. Therefore the Thinking Maps can be used for a variety on activities and subject. And student can be selected according to their learning style. So Thinking Maps are effective to improve student's Self-Directed Learning.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.711-723
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• 2007

As the discourse of scientific literacy has broadly summed up the goals of science education in the current decade, this study attempts to question how we contextualize appropriate interpretations and feasible approaches to scientific literacy in K-6 science education. With respect to the complex praxis of scientific knowledge and practice, this study emphasizes the participatory framework of scientific literacy which interweaves children's everyday experiences and science learning. This study also concerns children's abilities to understand and enact scientific enterprises (i.e., children's fundamental sense of scientific literacy). As a way of developing K-6 scientific literacy, this study investigates how using science books can broaden the scope of children's understandings of science in life connections and promote a fundamental sense of scientific literacy through talking, reading, and writing skills in Grade two science classrooms in Canada. Second graders were engaged in learning "sound" for five weeks. During science lessons, children's talks were recorded and their writings were collected for data interpretation. This research finds that using science books can encourage children to become engaged in communicative activities such as talking, reading, and writing in science; furthermore, using science books develops children's inquiry skills. These findings open a further discussion on scientific literacy at the K-6 levels.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.375-382
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• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.253-264
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• 2016

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students' awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.1-11
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• 2011

This aim of this study was to investigate the effects of the music appreciation teaching-learning method on the musical ability of young children. The music appreciation activities were developed firstly in consideration of the 4 steps of the learning cycle (recognition, exploration, inquiry, application). One group was then taught music appreciation, taking into account the learning cycle. The results were then compared with another comparative group in terms of musical ability. The results indicated that the musical ability sum of the treatment groups improved more than the comparative group. More specifically, the treatment group for four-year-olds was seen to have improved significantly more than the comparative group in terms of musical ability. These results indicate that this music appreciation teaching-learning method has a number of positive effects upon young children`s musical ability. Therefore, it is suggested that kindergarten teachers conduct instruction with an appropriate accompanying learning cycle as part of the teaching-learning method when it comes to improving the musical ability of young children.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.700-709
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• 2014

The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.33-40
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• 2009

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and Academic Achievement by IIM. To verify research problem, the subject of this study were five-grade students selected from One classes of an elementary school located in Ulsan : the experimental group is composed of thirty-four students who were participated in IIM teaching model situation. During six weeks, the IIM learning-based instruction was executed in th experimental group. Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill. We look into detailly this, the experimental group showed a significant improvement in the basis science process skill. In particular, The sub-factor 'Observation', 'Measurement', 'expectation' of the science process skill effects a significant improvement. Second, the experimental group did showed a significant improvement in the Academic Achievement. In conclusion, IIM teaching model was more effective on science process skill and Academic Achievement. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.177-186
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• 2001

Recently, introduced open education, there are some models applied several cooperative teaming, but there is no case in applied Jigsaw Ⅱ. So this research is selected objects which are 147 students in the fifth grade in 1999' school year and 143 students in 2000's on Yongwon elementary school. It makes share a partial responsibility for planner, leader, investigator, helper, writer and reporter in the small groups, and apply the Jigsaw Ⅱ model. Qualitative and quantitative analyses show that they have effects of Jigsaw Ⅱ cooperative Learning on Student's knowledge, inquiry ability and attitudes on Elementary School Science Study. The final results are following. The significance of Knowledge has .02 in 1999 and .01 in 2000. Testification of Inquiry ability has 1.75 in 1999 and 2.25 in 2000. The significance of Attitudes has .03 in 1999 and .00 in 2000. Research that has emerged from the cooperative teaming has led us to better understandings of multi purposed roles, interactions, and communities that arise when students work together to team science. Each of students can also cooperative as co-builders, working as equal participants to create a product that is better than that while would have built by either individual alone. Upon asking their intention, cooperative loaming shows more participation.