• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.147-160
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• 2018

The purpose of this study is to compare the elementary science curriculum and textbooks of Korea, the United States, Japan, and Singapore to know how the contents on particulate concept of matter is introduced and expressed. In Korea, particulate concept of matter was adopted as a term for 'molecules' in the 3rd through 6th curriculum, and the term for 'particles' was adopted in the 2009 revised curriculum. In the United States, NGSS adopted the term 'particle' in fifth grade. Japan presented the concept of 'particle' as a core concept of matter in the commentary, and the expressions 'particles' were being introduced in the textbooks. But it did not cover particulate nature of matter at the elementary school level in Singapore. An analysis of elementary textbooks in Korea, the United States and Japan except Singapore showed particulate expressions in 'dissolution', 'state change of water', 'gas pressure and volume', 'combustion and extinguishment' units. Korean textbook was only being introduced in 'dissolution' and 'gas pressure and volume', but in the textbooks of Japan and the United States, water was expressed as particles in 'state change of water' unit. Discussion and implication on the introduction of particulate concept to elementary science curriculum and textbooks were suggested based on the results.

• 수산해양교육연구
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• 제29권1호
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• pp.209-223
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• 2017

The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• 한국지구과학회지
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• 제24권7호
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• pp.595-603
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• 2003

이 연구는 서울 지역 소재 3개 초등학교 103명의 4학년 학생들을 대상으로 사회적 구성주의 교수학습모형을 적용한 후 학생들이 가지는 개념의 변화를 분석하였다. 특히, 사회적 구성주의 교수학습모형의 개념원도 활용 수업 전후 학생들의 개념 변화를 지필고사로 평가, 조사하였다. 103명을 대상으로 개념원도를 도입한 수업을 1개월 동안 실시한 전후 지필고사를 실시하였다. 연구결과에 따르면, 개념원도를 적용한 수업은 유의미하게 학생들의 개념을 신장시킨 것으로 나타났다. 결론적으로, 개념원도를 적용한 사회적 구성주의 교수-학습모형은 진단평가, 형성평가에 도입할 가치가있는 것으로 고찰되었다.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• 대한지구과학교육학회지
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• 제12권2호
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• pp.165-173
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• 2019

본 연구의 목적은 토의 토론 중심 과학수업이 과학적 개념 습득 및 과학교수효능감에 미치는 효과를 알아보는데 있다. 연구의 대상은 B 교육대학교의 2학년 학생 27명을 대상으로 연구집단을 구성하였다. 토의 토론 중심을 활용한 과학수업을 위해 2015 개정교육과정을 분석하여 지구와 우주영역인 '태양계와 별', '지구와 달의 운동', '계절의 변화' 단원에서 20개의 과학개념을 추출하였다. 그리고 과학주제를 토의 토론 중심 과학수업 12차시로 나누었으며, 12주간의 실험처치를 하였다. 연구집단에 사전-사후검사로 과학개념 검사, 과학교수효능감 검사를 하였다. 토의 토론 중심 과학수업을 통해 자연스럽게 과학개념의 습득과 과학교수효능감이 향상될 수 있도록 연구절차를 설정하여 연구를 진행하였다. 이에 대한 연구 결과는 다음과 같다. 첫째, 초등예비교사들의 토의 토론 중심 과학수업은 과학개념 습득에 효과가 있었다. 둘째, 초등예비교사들의 토의 토론 중심 과학수업이 과학교수효능감 함양에 효과가 있었다. 셋째, 초등예비교사들의 토의 토론 중심 과학수업에 대한 인식 변화를 분석한 결과 참가한 학생 대부분이 토의 토론 중심의 과학수업에 대해 긍정적으로 인식하고 있었다. 이러한 연구 결과를 통하여 토의 토론 중심 과학수업이 초등예비교사들의 과학 개념 습득 및 과학교수효능감에 긍정적인 영향을 미친다는 것을 확인할 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• 통합자연과학논문집
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• 제13권4호
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• pp.147-151
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• 2020

In this paper, we propose a method to detect concept drift by applying Convolutional Neural Network (CNN) in a data stream environment. Since the conventional method compares only the final output value of the CNN and detects it as a concept drift if there is a difference, there is a problem in that the actual input value of the data stream reacts sensitively even if there is no significant difference and is incorrectly detected as a concept drift. Therefore, in this paper, in order to reduce such errors, not only the output value of CNN but also the probability vector are used. First, the data entered into the data stream is patterned to learn from the neural network model, and the difference between the output value and probability vector of the current data and the historical data of these learned neural network models is compared to detect the concept drift. The proposed method confirmed that only CNN output values could be used to reduce detection errors compared to how concept drift were detected.

• 한국과학교육학회지
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• 제32권6호
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• pp.1027-1038
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• 2012

We investigated the effect of Science Writing Heuristic (SWH) on elementary students' concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n=25) had been instructed with SWH lessons for six periods while a control group (n=25) taught according to the normal science lessons based on the Korean national curriculum using teacher's guides published by the Ministry of Education. Results of pre- and post-test of understanding the concept of mirrors and lenses showed a positive impact of SWH on both male and female students. However, the retention effect after post-test revealed that SWH only had an effect on female students' scientific attitudes. SWH, therefore, could be an effective teaching approach especially on concept formation, retention effects by fostering female students' scientific attitudes.

• 한국지역사회생활과학회지
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• 제17권4호
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• pp.137-149
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• 2006

The purpose of this study was to examine the relation of middle school students' stress in relation to certain variables, those of grade, gender, academic achievement, coping behavior and self-concept. The subjects were 574 students selected from 4 middle schools in the Incheon area. The instruments included a stress index, coping behavior questionnaire and self-concept inventory. The statistics used from this data were t-test, one-way ANOVA (Scheff test), correlation analysis and multiple regression analysis. This study showed that middle school students' stress was influenced significantly by the grade, gender and achievement in school. Also, coping behavior and self-concept were influenced significantly by the grade, gender, and achievement in school. Correlation analysis indicated that student's stress and certain coping behavior were postively correlated, especially avoidance coping behavior indicated a higher correlation to students' stress than active coping behavior. The relationship between stress and self-concept indicated a negative high correlation. It was also found that avoidance coping behavior, family self-concept, general self-concept, school and class self-concept, grade and academic achievement were significant predictors of middle school students' stress.

• 한국임상보건과학회지
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• 제4권4호
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• pp.730-736
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• 2016

Purpose. The aim of this study was to provide Aromatherapist with analysis of the effect of natural aroma essential oil on middle school students' self-concept. Methods. In total, 20 students were recruited to answer a self-administered questionnaire in pre and post. The questionnaire was composed of questions about general self-concept, class self-concept, achievement self-concept, ability self-concept, social self-concept, family self-concept, emotional self-concept, physical self-concept. The natural aroma essential oil program was operational in a 90-minute once a week for ten weeks. Results. As a result, the score of emotional self-concept(t=-2.60, p<.05) is higher than pre the experiment post experiment. Conclusions. This study is to get a basic data of natural aroma should be applied to improve self-concept of middle school students.