• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.15-26
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• 2016

The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.113-128
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• 2011

The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.719-731
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• 2017

The aim of this study was to analyze a group of pre-service elementary teachers experience on the cognitive terms of biology inquiry subjects, and experience on living materials related with the domain of life in the Korea elementary school science textbook. Firstly, elementary school pre-service teachers had the confidence of inquiry subjects related with the domain of life such as 'when we take breath what will happen in human body?' and 'Can we make the model of human body?' But they did have the most diffidence of 'The search for pieris rapae, a cabbage butterfly's life', 'Can we grow the little creature?' The reason why pre-service elementary teachers had diffidence of comprehending experiment procedure and planning ability was that 'they focused on understanding the scientific concepts instead of planning experiments by themselves', and 'they carried out the least amount of experiments' Secondly, elementary school pre-service teachers had never experienced biology materials related with the domain of life in the Korea elementary school biology science textbook such as 'tradescantia reflexa', 'Caddis larva', 'hydrilla verticillata', and 'Plantain lily.' According to the findings obtained from the study, the reason why they had never seen the biology materials was that they had the least opportunity of immediately observing life creatures due to memorization-intensive classes.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.132-141
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• 2009

The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.487-499
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• 2022

This study aims to understand the trends and characteristics of elementary science textbook research. For this purpose, among the papers published in science-related journals from 2001 to 2021, 156 studies related to elementary science textbooks were analyzed to examine the research trends on textbook analysis. The analysis criteria consisted of two major categories, 'outward feature' and 'topic.' The subcategories of 'outward feature' consist of 'year of publication,' 'target curriculum,' 'target grade,' 'science content area,' 'subject of study,' and 'publishing institution.' The sub-categories of 'topic' consist of 'comparison,' 'content,' 'illustration,' 'inquiry activity,' 'perception of textbooks,' and 'others.' As a result of the analysis on 'outer feature,' textbook-related research was conducted almost every year, and the research on the 2009 revised science curriculum, on the 3-6 grades, and on the whole field of science had the most. The science textbook researches were published not only in science education-related journals but also in other areas' journals. As a result of the analysis of the 'topic,' the number of papers was higher in the order of comparative research, content analysis, illustration, inquiry activities, and perception of textbooks. Implications for accredited textbook system of elementary science were discussed based on the analyses on the elementary science textbook research trends.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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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.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.390-403
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• 2009

We have examined the perception of teachers and students in elementary schools toward the frontier science and analyzed corresponding contents in science textbooks in Korea and the U. S. in order to promote a good guidance for the frontier science education. We prepared separate questionnaires for teachers and children, respectively, and analyzed the responses obtained from 244 teachers and 1,000 students in five elementary schools. For the analysis of how to introduce the frontier science, we investigated textbooks such as Science, Society and Practical Arts of Korean elementary school, and an American science textbook published by Scott Foresman. This study revealed that teachers are well aware of the importance of the frontier science, however, they are inactive in conducting the subject in class rooms because of their insufficient scientific knowledge and poor environment for teaching. It has been found that children had strong interest in the frontier science, however, opportunities to learn the topic are not properly provided. The frontier science m the American science textbook turned out to be more systematically introduced than that in Korean ones.