• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.459-467
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• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.305-314
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• 2011

In this study, the analogies on saturated solution generated by elementary school teachers were analyzed in their numbers, materials, and types aspects. The results were also compared with those of general and science-gifted elementary students. A test on the self-generating analogies on the target concept was administered to 111 elementary school teachers, 60 fifth graders at four science-gifted education institutes and 91 fifth graders at three elementary schools. The results revealed that the teachers made more analogies than the general and science-gifted students. In general, both the teachers and the students tended to make the analogies using the materials in family, riding, digestive, and school situations. However, there were a little difference between the teachers and the students in the cases of the analogies using other situations including body/physical activity. Similarly to the cases of the students, the teachers made more functional analogies than structural or structural/functional ones and did more concrete ones than abstract ones. However, they made more verbal, artificial, and enriched analogies than the students. They also made more highly systematic analogies than the general students, and did less ones than the science-gifted students. Educational implications of these findings are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.36-46
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• 2013

The creative thinking and emotional trainings are very important educational issues in the knowledge-information-based future society. Recently STEAM education is suggested as one of the educational solutions to prepare the future society. The aims of this study are to develop STEAM teaching-learning program and analyze its effects on the creativity and emotional intelligence of science-gifted and general students in elementary school. Four different subject matters based on the 2007-revised curriculum were selected to construct the brain-based STEAM teaching-learning program consisting of 12 class hours. The program was applied to 50 elementary general students and 19 science-gifted elementary students. The findings of this research are as follows. The brain-based STEAM programs is effective to improve the creativity and emotional intelligence of science-gifted and general elementary students after class. The creativity of two groups was not statistically different before the class. However after class, the creativity of gifted-science students is significantly higher than that of general students. The emotional intelligence of gifted-science students was higher than that of general students before the class. Therefore in oder to analyze the different effects of the program on two groups in emotional intelligence, the test results of both group of students were analyzed by ANCOVA after class. This analysis also showed that the program is more effective in gifted-science students to improve the emotional intelligence compared to general students.

• 동아시아식생활학회지
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• 제16권1호
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• pp.13-22
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• 2006

To analyze the dietary behavior and food preference of Korean youth, we surveyed 140 elementary school 6th grade students and 154 high school first grade students in Youngnam Provinces. The average height and weight for the elementary school students were 153cm and 45.3kg for boys and 153.4cm and 44.6kg for girls. The body types depending on the body mass index(BMI) were 45.7% for under-weight, 47.1% for standard, 3.6% for overweight and 3.6% for obesity. The average height and weight for the high school students were 172.5cm and 64.5kg for boys and 160.1cm and 51.7kg for girls. The body types depending on the BMI were 11.0% for under-weight, 70.8% for standard, 13.0% for overweight and 5.2% for obesity. In their food preference, they preferred one-dish food to main dishes and rice with cereals was more popular among high school students. There were higher standard scores in fruit, snack, fried, and Kimchi dishes and high school students showed a high preference especially for snack and fried foods. The Kimchi dishes were more popular among elementary school students and they showed high scores in those dishes regardless of how they were cooked. There was the lowest preference for Korean vegetable salad and the highest for food cooked with meat In conclusion, a difference was found in the food preference of elementary school and high school students and the nutrient intake of elementary school students was lower than that of high school students. Therefore, elementary schools should provide proper nutritional education for students.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.262-276
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• 2010

The purpose of this study was to investigate and analyze the elementary teachers' views and students' views about the difficulties in teaching and learning on open inquiry activities of elementary school science. Semi-structured interviews were conducted individually with three elementary teachers who have serviced more than three years, and with twenty four elementary students attending schools located in Cheongju City. And their anecdotes were collected and analyzed. The interview questions were developed through Seidman's steps to acquire the reliability in the interview data. From the interviews and anecdotes, we found that elementary teachers' views about the difficulties of teaching open inquiry activities: the difficulties of teaching in finding inquiry problem and planning inquiry, the difficulties of managing group activities, the difficulties of managing class hours for inquiry, the lack of the students' inquiry abilities, and problems on students' affective characteristics. And the students have the views about the difficulties in doing open inquiry activities: the difficulties of finding inquiry problem and planning inquiry, being unaccustomed to write reports, the troubles with investigating, problems on affective characteristics, the difficulties of joining in a group, and the lack of inquiry abilities. The teachers give suggestions for effective application of the open inquiry activities: first, the teachers must encourage students' emotion and will in doing open inquiry activities, second, there must be the steady inquiry teaching and learning in ordinary elementary science classes. Based on the results, this study suggested that elementary teachers should concern specially about students' being unaccustomed to write reports and the troubles in doing scientific investigation.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.145-153
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• 2020

Students' engagement is very important for effect science learning. Multidimensional approaches on students' engagement defines engagement in three ways which includes cognitive, behavioral, and cognitive engagement. Based on the multidimensional approaches on students' engagement, this study identified latent groups of elementary students characterized by patterns of cognitive, behavioral, and emotional engagement in science classes. This study also compared students' perceptions of their engagement in general science classes and small-group activities by the latent groups. 377 elementary students were involved in this study. 5-scale Likert survey were used in order to investigate students' engagement in science classes. Latent class analysis using Mplus program identified 3 latent groups of students engagement in science classes: Highly engaged, moderately engaged, and minimally engaged in three ways of engagement. The mean scores of cognitive, behavioral, and emotional engagement were significantly different by three latent groups. In addition, there were significant difference in students perceptions on participating experiments activities and carefully listening of teacher among latent groups. However, there was no significant difference in students' perceptions on their actions during small-group activities. Educational implications were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.12-23
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• 2007

The purpose of this study was to research the effects of students' evaluation results on teachers' teaching activities. The subjects were 431 elementary school students of 4th, 5th and 6th grade, and 14 teachers of 7 schools located in Seoul, Cheongju, and Daejeon city. The experimental design included pre and post-tests with the control group. Our results found that most of the students had positive thoughts towards science classes. In particular, activities where the teachers provided support in the conduct of experiments and the learning atmosphere generally were evaluated higher than other activities. However, unrestricted experiments were evaluated lower by the students. The feedback from the students' evaluation results of their teachers affected the teachers' teaching activities statistically. The teachers' support during experiments, unrestricted activity during experiments, and evaluation activities were changed positively following the students' feedback. However, the loaming atmosphere and unrestricted activity during experiments were observed to change negatively when the teachers were not given the students' feedback.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.503-514
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• 2013

The purpose of this study is to investigate the perception on fossil in elementary science 'Earth and Space' domain for elementary school students. For this purpose, the fossil perception inventory was developed. And the fossil perception was examined for random sampling of 5th and 6th grade 635 students. As a result, students chosen incorrect answer of the average 30.8% for questions of fossil perception. Over the average rate of incorrect answers in 20 questions were 8 questions(3 in the definitions for fossil, 2 in the creation of fossil, 2 in the fossil, sedimentary, stratum, 1 in the understanding for fossil). When the results were analyzed by residence and grade, there were significant differences in 7 questions between students in urban and rural areas, and between 5th and 6th students, there were important contrasts in 4 questions. The data that understanding of elementary students fossil can be provided for form the basis planning the teaching method to correct student's scientific concepts in elementary school. The results are also contributed to find an effective way for modify misconceptions of fossils to the scientific concepts.

• 대한지역사회영양학회지
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• 제15권1호
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• pp.1-14
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• 2010

It is suggested that evaluation of diet quality may be a great indicator of nutritional assessment. The aim of this study was to evaluate the diet quality of children and adolescents based on nutrient and food group intake and Diet Quality Index-International (DQI-I). This survey was conducted through questionnaires and diet record survey to 477 students (elementary school students; n = 131, middle school students; n = 136, and high school students; n = 210). The results showed that high school students were significantly more often to skip breakfast compared with the other groups. The middle and high school students consumed significantly higher intakes of food and energy compared to the elementary school students. Also the number of nutrients in Index of Nutritional Quality (INQ) < 1.0 of high school students were significantly higher than that of elementary and middle school students. The Korean's dietary diversity score (KDDS) of elementary school, middle school and high school students were 4.1, 4.4 and 4.3 respectively. The average DQI-I of elementary school, middle school and high school students were 66.7, 65.5, and 63.7, respectively and there was significant difference. Also, middle school students showed to have higher score in variety and adequacy category compared with the other groups, and elementary school students appeared to have higher score in moderation category. In conclusion, high school students appeared to have unhealthy dietary habits in terms of high frequency of skipping breakfast and lower INQ and DQI-I score compared to the elementary school and middle school students. Therefore, the proper dietary management should be needed for high school students.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.23-31
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• 1998

The purpose of the present study was to investigate the development of elementary school student's reasoning strategies used in proportional tasks. Three hundred and ninety elementary students were sampled to investigate their reasoning strategies used in Pouring Water Tasks. Results showed that 4 percentage of students used proportional reasoning strategy. By the way, about 80 % of students used qualitative guess or additive strategies to solve proportion tasks. Further, about fifth-grade or 11-year-old students began to use proportional reasoning strategy. Also, female and malt students' development of reasoning strategies improved from 1st grade across 5th grade and from 6-year-old across 11-year-old. However, female did not show the improvement of strategy development after 5th-grade or 11-year-old. However, male students showed a continuous improvement after the grade or age. In addition, students showed developmental patterns of spurts and plateau, ra thor than a linear developmental pattern. The present study also discussed educational implications of this findings in school curriculum.