• Title/Summary/Keyword: Korean Scientific Journal

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Elementary School Teachers' Teaching Experience of Scientific Inquiry (과학 탐구에 대한 초등 교사들의 지도 경험)

  • Jin, Sun-Hi;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.26 no.2
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    • pp.181-191
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    • 2007
  • The purposes of this study were as follows; to investigate elementary school teachers' understanding of scientific inquiry, experiences in learning/teaching, their educational experience of scientific inquiry, and to study the difficulties they experience in teaching scientific inquiry methods to elementary students and their suggestions for future inquiry materials. For the purposes of this study, 157 elementary school teachers participated in a survey and 10 teachers were interviewed in-depth in relation to their ideas and experiences of scientific inquiry. The results show that most elementary school teachers had a lack of understanding of scientific inquiry skills, and lacked educational experiences of inquiry methods in general. They generally perceived the 7th science text-books as being inappropriate and inadequate for teaching students scientific inquiry processes. The educational implications are discussed to help practitioners implement scientific inquiries successfully through the various types of teaching materials and professional developments.

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Relationships among Sense of Humor, Creativity, Creativity in Scientific Humor, and Perceptions of Educational Benefits for Making Scientific Humor of Elementary Students (초등학생의 유머 감각과 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계)

  • Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.39 no.4
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    • pp.465-474
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    • 2020
  • This study investigated the relationships among 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at gifted science education institutes in Seoul were selected. Tests for 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that all subcategories of 'sense of humor' had significantly positive relationships with all subcategories of 'creativity' except 'openness'. However, all subcategories of 'sense of humor' were not significantly correlated with all subcategories of 'creativity in scientific humor' and 'perception of educational benefits for making scientific humor'. Educational implications of these findings are discussed.

Gender Differences in the Factors Affecting Elementary School Students' Ability to Identify Scientific Problems (초등학교 아동의 과학적 문제 발견 능력에 영향을 미치는 관련 변인에서의 남녀 차이)

  • Lee, Hye-Joo
    • Journal of Korean Elementary Science Education
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    • v.25 no.4
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    • pp.419-429
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    • 2006
  • This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

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The Effect of Scientific Discussion Classes Focusing Problem Finding on the Primary School Students' Scientific Creative Problem Solving Ability and Science Process Skills (문제발견 중심의 과학토론수업이 초등학생들의 과학 창의적 문제해결력과 과학탐구능력에 미치는 영향)

  • Kim, Soon-Shik;Lee, Yong-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.133-143
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    • 2014
  • The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

Analysis of Students' Processes of Generating Scientific Explanatory Hypothesis - Focused on the Definition and the Characteristics of Scientific Hypothesis - (학생의 과학적 설명가설의 생성과정 분석 - 과학적 가설의 정의와 특성을 중심으로 -)

  • Park, Jong-Won
    • Journal of The Korean Association For Science Education
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    • v.20 no.4
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    • pp.667-679
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    • 2000
  • One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

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Scientific Reasoning Types and Levels in Science Writings of Elementary School Students (초등학생들의 과학 글쓰기에 나타난 과학적 추론의 유형과 수준)

  • Lim, Ok-Ki;Kim, Hyo-Nam
    • Journal of Korean Elementary Science Education
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    • v.37 no.4
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    • pp.372-390
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    • 2018
  • The purpose of this research is to know the scientific reasoning ability of elementary students. In order to find it, 320 elementary students wrote a report about germination of the 700 or 2,000 years old seeds. Their writings were analyzed by scientific writing analysis frameworks, Scientific Reasoning Types and Scientific Reasoning Level Criteria developed by Lim (2018). Minto Pyramid Principles was used to show statements and relations of statements related to scientific reasoning. This paper showed scientific reasoning statements of elementary students about germination of seeds. The characteristics of scientific reasoning of elementary students were as follows. In the process of logical writing by the types of scientific reasoning, many students showed various characteristics and different levels. In the writings based on inductive reasoning, they did not distinguish between common features and differences of cases, and did not derive the rules based on common features and differences of the cases. In the writings based on deductive reasoning, there were cases where the major premise corresponding to the principle or rule was omitted and only the phenomenon was described, or the rule was presented but not connected with the case. In the writings based on abductive reasoning, the ability to selectively use the background knowledge related to the question situation was not sufficient, and borrowing of similar background knowledge, which was commonly used in other situations, was very rare.

An Analysis of Types of Scientific Humors Made by Scientifically-gifted Elementary School Students and Their Perceptions of the Making Scientific Humor (초등 과학영재학생들이 만든 과학 유머의 유형 및 과학 유머 만들기에 대한 인식 분석)

  • Lee, Jee-yun;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.37 no.3
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    • pp.267-284
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    • 2018
  • This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.

The Role of The Prefrontal Lobes in Scientific Reasoning (과학적 추론 능력의 발달에서 전두엽연합령의 역할)

  • Hur, Myoung;Lawson, Anton E.;Kwon, Young-Ju
    • Journal of The Korean Association For Science Education
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    • v.17 no.4
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    • pp.525-540
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    • 1997
  • The present study tested the hypothesis that maturation of the prefrontal lobes is a crucial factor determining the performance of scientific reasoning tasks, Functions of the prefrontal lobes, such as activating relevant information, sequential planning and monitoring, and inhibiting irrelevant information, are related thinking patterns with scientific reasoning. Therefore, we inferred the idea that the prefrontal lobes play an important role in scientific reasoning. To test the hypothesis. the present study investigated a prefrontal lobe patient's task solving procedures in scientific reasoning tasks and the correlation and regression analysis between a test of prefrontal lobe function and two scientific reasoning tasks, The perseverative errors in the Wisconsin Card Sorting Test(WCST) was used as a measure of the prefrontal lobe function, The Melinark Type Task and the Classroom Test of Scientific Reasoning were used as measures of scientific reasoning abilities. Ages and Group Embedded Figure Test were also used as measures of two alternative hypotheses, general maturation and field independency respectively. The prefrontal lobe patient showed a crucial deficiency in solving scientific reasoning tasks. In the tasks, the patient could not used the reasoning of If... and... then... therefore pattern. In correlation study, the perseveration errors of the WCST showed a significantly negative correlation with two scientific reasoning tasks. Multiple regression study also showed that the perseveration errors measured as a function of the prefrontal lobes have more contribution to scientific reasoning ability than contributions of alternative hypotheses. Therefore, the present study supported the hypothesis that prefrontal lobes play a crucial role in scientific reasoning ability, What function of the prefrontal lobes do play crucial role in scientific reasoning? The present study provided an explanation for the question, which inhibiting ability of the prefrontal lobes is responsible for the scientific reasoning ability, in a part at least. That is, perseverative tendency in task-solving procedures causes a deficiency of an ability to inhibit the wrong information to solve a task. The present study provided a possibility of neuropsychological approach in science education research. The present study also showed an importance of the prefrontal lobe development in the performance of scientific reasoning task.

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An Analysis of the Attitudes toward Science and Support for Scientific Activities of Scientific Gifted and General Students' Parents in Elementary Schools (초등학교 과학 영재와 일반 학생 부모의 과학에 대한 태도 및 과학 활동 지원 정도 분석 연구)

  • Lee, Soo-Jin;Shim, Bong-Sup;Jeong, Jin-Su;Kang, Sang-Sun;Paik, Seoung-Hey;Lee, Kyung-Hwa;Chun, Jae-Sun
    • Journal of Korean Elementary Science Education
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    • v.27 no.3
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    • pp.296-306
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    • 2008
  • The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

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