• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.209-218
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• 2010

In this study, we investigate the effects of instruction using science magic program on the scientific attitude and scientific inquiry ability in elementary students. For this study, it was chosen two classes of the forth grades J elementary school in Seoul. Instruction using science magic program was applied to the experimental group for 8 weeks during the school hours. The results of this study were as follows : 1. Science tasks applied science magic had influence on elementary learners' scientific attitude in positive way. 2. Science tasks applied science magic had valuable significance to observation, classification, data intepretation ability. However it had no valuable significance to scientific integrated inquiry.

• International Journal of Computer Science & Network Security
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• v.21 no.5
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• pp.90-97
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• 2021

The study aimed to analyze the reality of the scientific publishing of the faculty members of the Northern Border University, in both the Web of Science database and the SCOPUS database, with the analysis of publishing indicators and trends for the period between 2008-2020, and the researcher's keenness to apply the bibliometric study research methodology to obtain an account Full and detailed publications indicators under the two databases, including a full analysis of scientific publishing through objective, temporal, quantitative, authors, languages, open access journals, information forms, the most productive authors, the most published scientific journals, the most scientific bodies involved with the university. The study found results, the most important of which is the existence of a high increase in scientific publishing, starting from 2015, with an increase in publishing in the scientific field compared to other disciplines, and that the vast majority of publishing is in the form of articles, as well as publishing in English for the rest of the languages.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.631-639
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• 2009

This study examines how the project approach utilizing beans as the subject matter influences young children's scientific research capabilities and scientific attitudes. This examination ultimately aims at developing effective teaching methods and programs that can promote children's scientific research capabilities and scientific attitudes. Thirty six children at H kindergarten in Gunsan, Jeollabuk-do were selected as subjects of this study. The children aged five were divided into an experiment group and a comparison group, with eighteen for each group. Before the experiment, a pre-test was conducted on the children's scientific research capabilities and scientific attitudes. The pre-test results were subject to a t test to identify whether there were differences between the two groups in age as well as the levels of scientific research capabilities and attitudes. A post-test was also conducted to determine the differences between the two groups in these categories. These results have led to the conclusion that the project approach utilizing beans as the subject matter has a positive impact on improving young children's scientific research capabilities and scientific attitudes.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.382-398
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• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.

• 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.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.1-14
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• 2015

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.16-30
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• 2019

This study aimed to develop and apply the process-focused assessment, and verify the assessment's effectiveness for improving scientific communication skills in elementary science learning. To achieve the aims of this study, the unit "Action of Electricity" in elementary science text book for 5-6th students was selected, and then 13 process-focused assessments were developed to improve scientific communication skills. 119 elementary school students in 6th grade participated in this research. it was performed to compare between 60 students on the general assessment and 59 students on the process-focused assessment in the results of achievement levels on scientific concept and scientific communication skills. The results were as follows: First, this study showed that process-focused assessment had higher educational effectiveness in specific area of scientific communication skills than the general assessment. Second, the process-focused assessment can help to form students' scientific concepts as the general assessment. Furthermore, the process-focused assessment group was more effective at reducing the non-scientific concept than the general assessment.

• Proceedings of the Korean Society of Food Hygiene and Safety Conference
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• 2002.05a
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• pp.221-221
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• 2002

• Journal of Science Education
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• v.38 no.2
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• pp.286-301
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• 2014

The purpose of this study is to examine the influence of argumentation for elementary students' scientific writing. Using nine subjects that were comprised of scientific situations and social scientific situations, this study was applied to four 5th grade students utilizing argumentation and scientific writing. The students' scientific writing and argumentation were collected and analyzed based on three domains of scientific writing: scientific thinking, logic, and creativity. The results from this study are as follows. First, the various contents of argumentation positively affected all of the scientific writing domains in post-argumentation scientific writing. Second, the contents of argumentation appeared in the post-argumentation scientific writing as three different forms: 1) Each individual's scientific concepts, claims, and ideas, which were newly mentioned in the process of argumentation, were expressed, 2) Their classmates' claims, grounds and ideas, which were discussed in the process of argumentation, were expressed through internalization, and 3) Expanded ideas, new claims and inferences based on the argumentation were expressed.