• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.393-403
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• 2013

The purpose of this study was to investigate the perception of school teachers in science research ethics and perception of science research ethics education. A survey was administered for this study and a total 167 elementary and secondary teachers studying in K University graduate school participated. The survey was organized to examine participants' 1) science research ethics awareness, 2) status of science research ethics education, and 3) needs for science research ethics education, and 4) the perception of the direction of the science research ethics education in school. Each item was responded using either 1 to 5 Likert type scale, multiple choices questionnaires. The results were as follows: both of elementary and secondary school teachers showed above average interest in science research ethics and secondary school teachers showed significantly higher interest than elementary school teachers(p<0.05). In degree of awareness of science research ethics, plagiarism (M=3.98) was the highest, followed by free-riding(M=3.78), the scientist's social responsibility(M=3.71), and forge(M=3.61). In response science research ethics problem occurs in science education activities more than the average(M=3.39). Teacher's response on the teaching of science research ethics ranges from 3.02 to 4.47, but each science research ethics elements was showed a large deviation. Elementary and secondary school teachers responded that science research ethics education needed(M=4.34). Science research ethics education should be included in the school curriculum. Eighty-five percent of the teachers responded that the science research ethics education should be started from elementary school. 'Discussion-type classes with examples' was preferred as an effective teaching. And teachers needed 'instructional materials' and 'teachers training' for science research ethics education.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.315-326
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• 2013

In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.25-39
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• 2012

The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.373-381
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• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.304-312
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• 2009

We have investigated the effects of participation in science fairs on perception, science related attitudes and science inquiry process skill of thirteen fifth-grade elementary school children in the science subjects. Questionnaires were prepared to find out student's reactions to the participation in science fairs. All participated children responded that the activities at the fairs were interesting and helpful to learning scientific knowledge and inquiring scientific questions. From the analysis of the responses we have found that the participation process including preparatory ones during the fairs may help children to enhance their science related attitudes and science inquiry process skill and can be considered as a useful science curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.134-143
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• 2008

We investigated the understanding of elementary school teachers on the current science issues. As a first step of the research, we choose 10 science issues which are influencing current society. Then we asked 119 elementary school teachers in Seoul, Inchon and Daejeon how important they think and how much they know the issues. As a result, we found that almost elementary school teachers know much on alternative energy, atomic bomb, nuclear power generation and global warming while they less know about high technology as Korean supersonic trainer($T-5^{TM}$) and Synchrotron radiation accelerator. Also we know that teachers take an interest on the articles about current science issues only for a while and forget to study on the issues for themselves. It is more important than whatever for the teachers to have exact understanding on current science issues in order to make civil society by acquiring the science literacy. Therefore elementary teachers and preliminary teachers should have a chance to study on current science issues. We suggest that teacher communities should be supported to improve the competency by cooperation.

• 한국식생활문화학회지
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• 제28권2호
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• pp.167-176
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• 2013

The objective of this study was to analyze the awareness and satisfaction regarding Korean traditional foods in elementary, middle, and high school students. In a survey of 1,030 students, 55.9% of the total respondents stated that traditional Korean food is 'Korean food that uses unique Korean recipes' (p<0.001). In terms of awareness of traditional food, most middle and high school students responded that the mass media was the biggest influence, while elementary students said that their parents were the most pervasive influence. In terms of satisfaction with traditional food served in school, 13 menus had the highest popularity among elementary school students. Most elementary school students preferred Korean traditional foods compared to middle and high school students. The awareness and satisfaction regarding Korean traditional food in elementary, middle and high school students.