• 제목/요약/키워드: SCIENCE

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초등학교 과학수업에서 과학동시를 활용하는 전략의 개발과 적용 (The Development and Application of Strategies using Children's Science Verses in Elementary Science Teaching)

  • 정신애;권난주
    • 한국과학교육학회지
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    • 제28권8호
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    • pp.814-822
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    • 2008

  • This study plans to develop strategies using children's verse in science education and investigate the effects of instruction using children's verses on the attitude toward science. The study tried to determine strategies using children's science verse in order to find out their value. For the purpose of this, two classes of the 6th grade were selected in an elementary school for tests. The results from this research showed that strategies using children's verse in science education were developed and applied in teaching/learning purposes as well as in the area of literature. A strategy for remembering was applied widely. A strategy for understanding scientific principles and for quest methods, writing children's science verses directly helped in scientific conceptual formation. Instruction using children's science verses had a positive effect on the attitudes toward science. Students maintained positive attitudes throughout instruction that used children's science verses. In conclusion, instruction using children's science verses can be applied to science education, and the attitudes toward science and learning achievements can be improved.

  • https://doi.org/10.14697/jkase.2008.28.8.814 인용 PDF KSCI

유치원 교사의 과학교수효능감에 영향을 미치는 관련 변인 연구 (Self-Efficacy Beliefs of Kindergarten Science Teachers)

  • 조부경;서소영
    • 아동학회지
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    • 제22권2호
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    • pp.361-373
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    • 2001

  • This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.

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