• 한국작물학회:학술대회논문집
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• 한국작물학회 1994년도 춘계 학술대회지
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• pp.50-51
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• 1994

• 한국작물학회:학술대회논문집
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• 한국작물학회 1992년도 춘계 학술대회지
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• pp.124-125
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• 1992

• 한국작물학회:학술대회논문집
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• 한국작물학회 1991년도 추계 학술대회지
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• pp.58-59
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• 1991

• 한국작물학회:학술대회논문집
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• 한국작물학회 1991년도 추계 학술대회지
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• pp.20-21
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• 1991

• 한국작물학회:학술대회논문집
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• 한국작물학회 1998년도 춘계 학술대회지
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• pp.143-144
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• 1998

• 한국작물학회:학술대회논문집
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• 한국작물학회 2003년도 춘계 학술대회지
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• pp.60-60
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• 2003

• 한국작물학회:학술대회논문집
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• 한국작물학회 1996년도 추계 학술대회지
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• pp.114-115
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• 1996

• 한국작물학회:학술대회논문집
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• 한국작물학회 1990년도 추계 학술대회지
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• pp.26-27
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• 1990

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.316-325
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• 2010

The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.