• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.15-25
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• 2020

In this study, we investigated elementary and preservice elementary school teachers' actual and preferred types of science assessment focusing on the purpose and the method of assessment. Participants were 75 elementary school teachers and 93 preservice elementary school teachers. The questionnaire adopted from previous relevant studies was administerd in order to examine the types of assessment which the teachers have actually implemented and the preferred types of assessment for hypothetical situations known as the prototypical examples of constructivist assessment. The results revealed that most teachers and preservice teachers tend to possess the summative-oriented purpose of assessment. An affective assessment purpose focused on evaluating students' interest, attitude, and curiosity toward science was newly identified in this study. In analyzing teachers' responses from the viewpoint of the method of science assessment, responses of an informal mode such as observation and portfolio were noticeable. However, most of them were found to correspond to the traditional summative-oriented purpose of assessment. For prototypical constuctivist assessment situations, teachers and preservice teachers were found to prefer the performance and the informal modes than the measurement mode of the assessment methods, whereas their purposes of the assessment were not found to be constructivist.

• 국제교류와 융합교육
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• 제2권2호
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.173-180
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• 2003

The purpose of this study was to investigate about current status of science field study in elementary schools. A total of 72 elementary teachers in Busan and Gyungnam districts were involved and the data from questionnaire was gathered. The questionnaire was comprised two parts: items on general level include the epistemological aspect and actual condition and items on concrete level according to chapters of elementary school science curriculum. The major findings are as follows: 1. Many teachers cognize the requirement of science field study in 7th Korean elementary school science curriculum is larger than 6th one. But they respond the actual number of science field study in 7th curriculum is nearly equal to 6th. 2. In analysis to grades, the actual number of field study decrease as grade is high. 3. In the science content aspects, the requirement of field study is the largest on biology domain and earth science domain. 4. Many teachers have pointed out “the difficulty of administration for field study” and “inappropriated surrounding of their school” as the problems of science field study in elementary school.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.65-80
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• 2003

The purpose of this research was to survey and compare the status of science preference of elementary school students with that of middle school students. Preference for science was defined theoretically. According to theoretical model, a questionnaire was developed with piloting and consisted of three parts. First part was for background information, second part, for measurement of science preference and third for measurement of the relevant factors of science preference. The questionnaire was modified for primary school students. In July 2002, the questionnaire was administered to one class per grade of randomly selected 8 elementary and 8 middle schools all over the country and analyzed result of collected 696 elementary school students and 819 middle school students. Middle school students' science preference was low compared with elementary school students, especially in 'emotional response and 'valuational comprehension'. The preference for science became lower especially from 4th to 5th grade and from 8th to 9th grade. The differences of mean science preference were significant by gender. perception of science achievement. and future career choice. The average of science preference relevant factors of middle school students also became lower than elementary students, especially in 'educational factor'. Multiple regression analysis on the science preference showed that important factors were personal ability, the personal traits, rewards in school science and contents of school science, slightly different in elementary and secondary school. The way to promote students' preference for science was suggested on the analysis result.

• 과학교육연구지
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• 제47권2호
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• pp.117-126
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• 2023

초등 과학 교사용 지도서에서 초등교사들이 과학수업을 준비하고 진행하는 과정에서 느끼는 어려움을 해결하는 데 도움을 줄 수 있는 각론은 중요하다. 2022 개정 교육과정 초등 과학 교사용 지도서를 개발하는 데 시사점을 얻기 위해서는 지도서 각론에 대한 초등교사들의 인식과 요구 조사가 필요하다. 이에 본 연구에서는 초등 과학 교사용 지도서 각론의 구성 요소와 디자인에 대한 분석을 바탕으로 설문지를 개발하여 초등교사들의 인식과 요구를 알아보고자 하였다. 이를 위해 먼저 초등교사들이 현재 사용하고 있는 지도서 각론의 구성 요소별 필요성, 만족도와 활용도에 대한 인식을 조사하였다. 다음으로 지도서 각론의 구성 요소와 디자인 등에 관한 교사들의 요구를 조사하였다. 연구 결과는 다음과 같았다. 첫째, 수업 준비와 진행에 도움이 되는 구성 요소들에 대해 초등교사들의 만족도가 상대적으로 높았다. 둘째, 초등교사들은 수업에 필요한 구성 요소들을 한눈에 파악할 수 있는 배치와 가독성 높은 디자인 구성을 원하였다. 결론적으로 초등 과학 교사용 지도서 각론은 과학 교수·학습에 필요한 수업 준비, 수업 흐름, 교수·학습 자료 등을 한눈에 파악하고, 가독성 높게 구성해야 함을 알 수 있었다. 이 연구 결과를 토대로 향후 초등교사들이 실제 수업에 활용할 수 있는 교과용도서가 될 수 있게 새로운 접근과 시도를 해야 할 것이다.

• 아동학회지
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• 제27권6호
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• pp.235-248
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• 2006

Using qualitative methods of interviewing, documentation, and participant observation, this study explored kindergarten children's understanding on their transition into elementary school. Phenomenologically, results showed that children understood that the transition into elementary school means thrownness (Geworfenheit) and projection (Entwurf). When children answered the question about why they want to go to elementary school, their responses demonstrated an understanding of the inevitability (thrownness) of transition. That is, they understood that entering elementary school was an unavoidable step for growing up. They expected(projected) that they would enjoy new activities and opportunities in elementary school. While they felt anxious about stem teachers and difficult studies, they looked forward to intellectual development, various indoor activities, outdoor exercises, and multi-layered encounters.

• 한국컴퓨터정보학회논문지
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• 제21권10호
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• pp.167-174
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• 2016

This study aims to reveal the influence of praise effects of elementary school students on their self-esteem and school adjustment resilience. First, it conducted theoretical study and reviewed the preceding studies and assumed that verbal and physical praise which are sub-factors of praise effects in elementary school students affected their self-esteem and school adjustment resilience. It was also assumed that there was a mediating effects of self-esteem between praise effect and school adjustment resilience of elementary school students. As a result of study on praise effects of elementary school students, it was found that verbal praise had an influence on their self-esteem and school adjustment resilience and physical praise affected their learning attitude. Self-esteem of elementary school students had an influence on their school adjustment resilience. Verbal praise of elementary school students had the greatest influence on their learning attitude. This study proposed policy suggestions of self-esteem and school adjustment resilience as an alternative based on the results of the study.

• 정보교육학회논문지
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• 제8권3호
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• pp.433-446
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• 2004

컴퓨터를 배우고 이해하며 효과적으로 사용하기 위해서는 컴퓨터 용어를 바르게 알고 있어야 한다. 처음으로 컴퓨터를 배우는 초등학교 학생에게 있어서 컴퓨터 용어의 바른 이해는 매우 중요하다. 본 연구에서는 현재 초등학교에서 사용되고 있는 컴퓨터 교과서에 사용된 컴퓨터 용어를 조사하여 초등학생에게 적합한 컴퓨터 용어를 선정하였고, 이를 분석하여 초등학교 컴퓨터 교육과정에 맞게 1 2학년 용어, 3 4학년 용어, 5 6학년 용어로 분류하였고, 분야별로는 정보윤리 용어, 컴퓨터 기초 용어, 응용소프트웨어 용어, 컴퓨터 통신 용어로 분류하였다. 본 연구의 시사점은 다음과 같다. 첫째, 교사들에게 초등학교 컴퓨터 수업 지도에 필수적인 컴퓨터 용어 사용 지침을 제공한다. 둘째, 초등학교 컴퓨터 교과서나 연수 교재 그리고 학습 자료제작 시에 참고 자료가 된다. 셋째, 초등학교에서 컴퓨터 인정 교과서를 선정할 때 중요한 기준을 제공한다.

• 한국초등과학교육학회지:초등과학교육
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• 제40권3호
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• pp.295-310
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• 2021

학생들의 지속적인 성장과 발전을 위해서 학교급에 따른 학습 내용의 연계성은 필수적이라 할 수 있다. 그러나 유아교육과 초등학교 과학과 교육과정의 연계성에 대한 연구는 상대적으로 부족한 편이다. 이러한 측면에서 유아교육에서 전체적으로 제시하고 있는 과학 관련 학습 내용과 초등학교 과학과 교과 과정 간의 연속성에 대한 분석이 선행될 필요가 있다. 본 연구에서는 2015 과학과 교육과정을 중심으로 14개의 소영역으로 구성하고, 유치원과 초등학교 과학교육의 핵심 내용을 대응 관계로 제시하였다. 그 결과, 유치원에서만 제시된 학습 내용, 초등학교에만 제시된 학습 내용, 유치원과 초등학교의 명확한 연관성이 보이는 학습 내용으로 분류할 수 있었다. 본 연구는 유치원과 초등학교 과학과 교육과정의 연계성에 대한 시사점을 제시하고 있다는 점에서 의미가 있다.