• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.184-197
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• 2019

The purpose of this study is to explore needs and the direction for the development of localization data in the geological field of elementary school. Many studies show that geology-related learning is highly effective in the form of direct learning, and It is reported that this learning has a positive effect on students' scientific attitudes. As such, the first-hand experience of the geological learning is outdoor geology learning and is the basis and core of the development of localization materials. However, the analysis of this study shows that the development of outdoor geology learning site is mainly conducted in some regions. In addition, considering that geological sites are distributed evenly throughout Korea, it is necessary to actively develop geological-related localization materials to learn elementary school geology-related units. In addition, some areas where outdoor geological study grounds were developed are composed only of learning places and no specific learning materials have been developed. In this regard, not only geological researchers but also field teachers working in the area need much effort. Development of localization material in the geological field needs to be developed at the level of material presented in the geology unit of the textbook. And in the actual class, it is desirable to use the textbook data and the developed localization data at the same time. In addition, the development of the outdoor geology field should be developed in consideration of the pre-experience-post activities so that learners can have various geological experiences.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.449-463
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• 2020

This study was to analysis teaching strategies, types of inquiry activities and the relationship between science concepts and inquiry activities presented in science textbooks. As a result of the study, first, the inquiry-based teaching strategies presented in science textbooks were experiment, simulation, demonstration, and field study. Second, there were 53 inquiry activities presented in 8 units related to the earth science area of science textbooks, and the types of inquiry activities were experimental observation (EO) 18, mock activity (SA) 20, investigation discussion and presentation (IP). It was analyzed as 12, data interpretation (ID) 2, and express (EX) 1 piece. Third, the relationship between inquiry activities and science concepts presented in science textbooks was analyzed. As a result of the analysis, out of a total of 42 inquiry activities, 21 inquiry activities corresponded to EA (explicit activities), in which the result of inquiry activities was directly and explicitly linked to science concepts. And IA (implicit activities), which is an implicit inquiry activity in which science concepts must be inferred using the results of inquiry activities, were analyzed as 21. In particular, IA (implicit activities), which is an implicit inquiry activity, can be said to be the result of reflecting the characteristics of earth science areas where many simulated activities (SA) are used. This is considered to be a matter to be considered in the process of developing various elementary science textbooks in the future.

• 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 Science Education
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• v.45 no.3
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• pp.317-325
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• 2021

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.642-657
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• 2022

This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.102-112
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• 2011

The purpose of this study is to investigate how $3^{rd}$ and $4^{th}$ grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred $4^{th}$ graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.202-212
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• 2004

The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.