• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.113-129
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• 2000

The purposes of this study were to investigate children's preconception about matter, to analyze children's conceptual change. of ,matter by science learning activities, and to investigate understanding possibility about mallet The subjects of this study were the second grade students of an elementary school and science learning activities were conducted to 2 boys and 3 girls for investigating their conceptual change. Video tape recording, interview, drawing pictures and writing statements were used to collect data. The concepts in this study were properties of matter, states of matter, uses of matter and origins and changes in matter. Then, the collected data were analyzed by the way of categorization and qualitative method. The conclusions of this study are as follows: science loaming activities were effective for changing misconceptions of matter to scientific concepts. Conceptual changes of high achievers happened easier and more than of low achievers. In the ideas about matter, some children had supernatural ideas and animism, which were most second grade students' characteristics.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.415-425
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• 2019

The purpose of this study is to analyse of elementary student experience in software education based on computational thinking framework. A total of 27 students (5th grade) were interviewed who took software education during 4 months in A elementary school which located in Seoul. The findings revealed were as follows: First, the elementary learners were able to perform scratch projects and learn basic concepts for computing thinking. elementary students' studied basic concepts for computational thinking by the process of carrying out their Scratch project. Second, elementary learners were able to confirm the execution of computing accidents in the process of implementing scratch projects. Third, elementary students had change in creative expression and interactive connectivity in terms of learners' computing thinking. The result of this study is meaningful in that it analyzes the educational experience of elementary school students qualitatively and suggests the direction of software education for enhancing computing thinking ability.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.627-633
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• 2003

This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.21-37
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• 2018

The purpose of the study is to visualize the concept of water circulation in elementary school students through science behavioral system. Elementary school students found it difficult to understand concepts related to the water cycle. Most of the elementary school children think it rains because the clouds are heavier. It is most difficult to explain invisible concepts to elementary school children. Also, experiments in current textbooks are likely to disrupt scientific concepts. Accordingly, conventional water cycle, dew, fog, and cloud experiments were integrated into one system. The researchers then developed a device that allowed students to see the water's circulation at a glance. It is intended to enable integrated thinking on evaporation, condensation and precipitation. In addition, a instruction program to guide students using the system has been developed to demonstrate its effectiveness. Employing a quasi-experimental design, the participants were measured on their concepts of evaporation, condensation, and water circulation before and after participation. The findings indicated that the experiment is more effective in changing the concepts of evaporation, condensation, and water circulation than in previous experiments. Also, the optimal conditions for making use of the device were found, and there were no various experimental parameters, such as condensation.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.476-484
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• 2007

The purpose of this study is to examine the misconception profiles of the scientifically-gifted and non-gifted children in terms of basic physics concepts and to compare them in terms of the types of differences in misconception as well as in their understanding of the concepts themselves. The subjects of this study were 75 scientifically-gifted children attending the Educational Center of Gifted Children in DNUE and 148 non-gifted children in elementary schools in Daegu city. For the purposes of this study, the basic concepts of physics (heat, electromagnetism, force, and light) which should be learned in an elementary school were selected with a review of related previous research and with an analysis of the 7th science curriculum. Next, a questionnaire was made which was made up of 20 multiple choice statement based items. Analysis of the results of the statement sections in the test, it was hoped, would reveal the difference between the scientifically-gifted and the non-gifted children's understanding, while the responses in the multiple choice items would suggest the differences between the two groups in terms of the misconceptions regarding physics concepts. The results of this study are as follows: First, although both the gifted and non-gifted children showed a low level of understanding of the concepts of heat, electromagnetism, force, and light, the gifted children' level of understanding of those physics concepts was proved to be significantly higher than the non-gifted, so it seems that the scientifically-gifted children have fundamentally understood the concepts in physics and have a higher level of understanding of them. Additionally, both the scientifically-gifted and non-gifted children' level of understanding of all the concepts was lower in the order of electromagnetism, heat, force, and light. This shows that both the scientifically-gifted and the non-gifted children have no difference in the level of understanding of any specific physics concept, but have similar levels of difficulty in every concept. Second, both the scientifically-gifted and non-gifted children showed similar types of misconceptions. However, the scientifically-gifted children had fewer misconceptions than the non-gifted. We suggest that scientifically-gifted children's misconceptions were not fixed yet, so there remained a possibility of them being corrected easily with appropriate instruction.

• Journal of Science Education
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• v.38 no.2
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• pp.331-343
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• 2014

The types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits were investigated. The misconceptions of the elementary school teachers about them could be divided into three types. Among the respondents of the 96 elementary school teachers for this study, the 2 elementary school teachers consistently understood the characteristics of currents on the basis of the misconception type of focusing only the number of batteries connected regardless of the connection methods of batteries, the 8 elementary school teachers did on the basis of the misconception type of confusing the series connection and the parallel connection of batteries, and the 4 elementary school teachers did on the basis of the misconception type of confusing the series and parallel connection of batteries with those of resistors. Also, they consistently applied these misconception types to not only the situations to use the learned concepts but the situations to use the differentiated concepts about the connection methods of batteries.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.188-196
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• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.186-198
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• 2022

With the science curriculum about to be revised in 2022, this study aimed to guide curriculum revision by addressing suggested approaches to the electromagnetism education in elementary school science curriculum. The core concepts of electromagnetism are "electric field" and "magnetic field" as a medium of force, but the current curriculum does not properly describe the core concepts of electromagnetism. Mechanics and electromagnetism should be linked in elementary schools to form science curriculum based on core concepts to solve this problem. Additionally, the nine aspects of technology extracted in this study offer various educational contexts to match the development of engineering technology based on electromagnetism. However, the current curriculum does not comprise these various contexts and focuses on the limited content of electric circuits using light bulbs. Therefore, it is necessary to expand the scope of the curriculum to better mirror real-life technology. Through the use of more diverse materials and contexts, the scope and level of STS education as well as conceptual learning could be expanded. Finally, in the case of electric circuit learning, various issues such as difficulty in connecting electric circuits and electric field concepts, representativeness of electric circuit, students' learning difficulty, and phenomena-oriented learning should be considered.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.345-365
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• 2006

This study, to effectively teach the concepts, principles and problem solving ability of the 2nd graders' learning of numbers and operations, offers realistic problem situation and focuses on the learning based on 'mathematization', one of the most important principles of RME (Realistic Mathematics Education) which is the mathematics education trend of Netherlands influenced by Freudenthal's theory. The instruction is applied to forty-one students of the 2nd grader for six weeks in twelve series in an elementary school, located in Seoul. To investigate the effects of the mathematising experience instruction for improving mathematical abilities, the group takes tests before and after the instruction. Also the qualitative analysis on the students' mathematising aspects through students' output at the instruction process is taken into account to evaluate the instruction's effects. The result shows that the mathematising experience instruction for improving mathematical abilities is proved to improve students' understanding of mathematical concepts and principles and their problem solving ability in learning numbers and operations after carrying out this instruction. Also the result indicates that students' mathematising aspects are mostly horizontal and vertical mathematization.