• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.502-518
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• 2015

In order to find out Elementary pre-service teachers' reflective thinking and experiment performance ability related with Photosynthesis Experiment in the Korea Elementary School Science Textbook, the research is conducted targeting Elementary pre-service teachers. They are asked to carry out the experiment and write their own report about the difficulties and solutions of exploration process. This study aims to analyze Elementary pre-service teachers' reflection and experiment performance ability on Photosynthesis experiment based on 10 groups' reports and presentation materials. Reflective thinking extracts 108 statements which is associated with the four types of the sentence 'Knowledge, Procedure, Orientation, Attitude' in 10 reports. There are many sentences about reflective thinking acquired through analysis of the photosynthesis experiment. reflective thinking about the newly discovered type or changed concepts through experimentation in Knowledge is at the highest frequency. 56 sentences in relation to the ability to perform experiments are extracted by adding 4 different types of reflective thinking in 10 groups shown the highest frequency group and the lowest frequency group's report through analyzing 4 steps 'Experimental preparation and safety accident prevention', 'Experiments performance', 'Experimental results and generalization', and 'Experimental results and feedback.' Results of the analysis showed that there are the biggest difference between the two groups in 'experiment results supplement and feedback step.' In the lowest group's report, there's no contents related with 'Computer-assisted information processing' in the 'Experimental results summary and generalization stage', 'Alternative reagents and materials research', and 'Devising alternative experiment methods'.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.323-340
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• 2016

The purpose of this study is to investigate the effect of observing material on the phase change of moon considering the orbits of earth and moon for elementary school students. For this study, the material which shows the orbit of moon tilted at $5^{\circ}$ with the orbit of earth is developed. 110 6th grade students in an elementary school are sampled. They are divided into the experimental group and the control group. The lessons using the material developed in this study are implemented to the experimental group, and the lessons using the material proposed in ordinary textbook are implemented to the control group. The pre, post, delayed concept tests on the phase change of moon are administered to the students of the experimental group and the control group, and semi-structured interviews are conducted for each concept level. According to students' responses, the concept levels are divided into 'Phase recognition', 'Space viewpoint', 'Earth viewpoint', and 'No recognition'. The experimental group and the control group are homogeneous in the pre-test. The result of this study shows that the experimental group gains significantly more scores than the control group in the post and delayed tests. Also, in the post and delayed tests, more students of the experimental group are in the highest level 'Phase recognition' than the control group. Finally, students of the experimental group who were in the 'Phase recognition' and 'Space viewpoint' explain more scientifically than the students of the control group. Therefore the results of this study show that the observing material on the phase change of moon considering the orbits of earth and moon is effective.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.305-316
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• 2009

Experiments to explain fossilization have been introduced in elementary and middle school science textbooks. Most of them have explained the processes by the mold and cast formed by imprint of bivalve or leaf. The processes explained in the textbooks are more similar to that of trace fossil than body fossil, because the external molds from experiment are imprints after the model was taken off. However fossils of the figures in the textbooks are mostly body fossils. Therefore, the students may be willing to equate the experiment process with the fossilization of the body fossils. The misconceptions were confirmed in this study by the questionnaire which asked 9th grade students on this subject. Many students thought that the body fossils were fossilized imprints and the fossils of terrestrial organism were formed on land without transportation, that is, they did not understand well about biostratinomy and crustal movement. The misconception about the environment in which fossils formed was already reported in a survey on the elementary school students, but has not revised until ninth grade. Therefore, to remove the misconception related to the fossilization, the fossil models in the experiments may be replaced by trace fossils, or new experiments for body fossil should be designed.

• Journal of the Korean earth science society
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• v.33 no.7
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• pp.645-657
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• 2012

The purpose of this study was to investigate pre-service elementary teachers' conceptions about the relative sizes of celestial bodies including the universe, galaxy, star, planet, satellite, asteroid, and comet, which were presented in elementary school science textbook. This study also examined the causes of their misconceptions as shown in the study. Sixty three pre-service elementary teachers participated in this study. The survey was developed for this study that asked to make an order of relative sizes of the given celestial bodies and to write scientific facts about each of the celestial bodies. The survey items were analyzed by simple descriptive statistics, and the written responses were analyzed using qualitative and inductive methods. The results showed that only five (7.9%) of the participants correctly answered about the relative size of the given celestial bodies. There were three common misconceptions identified in relation to the relative sizes of the celestial bodies; more than 20% of the participants had: (1) a planet is bigger than a star (46.0% of the participants), (2) an asteroid is bigger than satellite (58.7%), 3) a comet is bigger than a star (22.2%).

• Journal of Science Education
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• v.48 no.1
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• pp.47-62
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• 2024

The purpose of this study is to investigate the effects of classes using AlgeoMath on fifth grade elementary students' mathematical problem-solving skills and mathematical attitudes. For this purpose, the 'cuboid' section of the 5th grade elementary textbook based on AlgeoMath was reorganized. A total of 8 experimental classes were conducted using this teaching and learning material. And the quantitative data collected before and after the experimental lesson were statistically analyzed. In addition, by presenting instances of experimental lessons using AlgeoMath, we investigated the effectiveness and reality of classes using engineering in terms of mathematical problem-solving ability and attitude. The results of this study are as follows. First, in the mathematical problem-solving ability test, there was a significant difference between the experimental group and the comparison group at the significance level. In other words, lessons using AlgeoMath were found to be effective in increasing mathematical problem-solving skills. Second, in the mathematical attitude test, there was no significant difference between the experimental group and the comparison group at the significance level. However, the average score of the experimental group was found to be higher than that of the comparison group for all sub-elements of mathematical attitude.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.473-489
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• 2018

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with 'SW centered society' web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students' CIL. First of all, the evaluation framework was developed based on 'The Manual for Authorized and Approved Textbook' and 'The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework'. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students' CIL.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.383-395
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• 2006

School science is often criticized as being too remote from both learners' interests and needs and as maintaining scientist-oriented approaches rather than humanistic ones. Although science is mainly taught on the basis of textbooks inside classrooms, the learning of science can not be confined to the boundaries of curriculum and school. Firstly, this paper briefly reviews and characterizes the historical development of science education with a series of analogies, and then suggests a new analogy, a so-called 'Hearts-On' approach to science education which emphasizes the humanistic aspects and the contextual dimension of science education. Secondly, it critically examines how much traditional school science teaching, particularly in physics, is limited in terms of the context of learning (i.e. textbook, laboratory, classroom, local, and global) as well as in terms of the context of the contents (i.e. physical, personal, social, and global). Thirdly, some recent attempts initiated by the author and colleagues are explained as examples of the Hearts-On approach to science education. In particular, a series of community-based science programs led by SNU and the development of a series of books on 'Contextual Physics'(i.e. Body Physics, Wearing Physics, Dining Table Physics, and Sports Physics) are outlined. Finally, the idea of scientific humanism is explored in relation to the context-rich approaches in science education. It is hoped that this paper helps us to reconsider how we can expand the world of science education beyond the boundaries of the curriculum and school and into a more humanistic one.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.291-301
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• 2023

In this study, the STEAM elements and convergence types which appeared in the creative and convergent activities in authorized elementary school science textbooks for 5^th and 6^th graders were analyzed. For this study, creative and convergence activities presented in 9 different science textbooks for 5^th and 6^th graders were selected and the STEAM elements and convergence types were analyzed by each publisher, grade-semester, and science field. The results of this study are as follows. First, there was a large variation by publisher in the total frequency of STEAM elements and the frequency of each element in creative and convergence activities. Second, the ratio of convergence type consisting of two elements was very high, and the higher the number of fused elements, the lower the ratio appeared in overall. Third, the art (A) element had the highest frequency in all grade-semesters, and the technology (T), engineering (E), mathematics (M) elements differed in the distribution of frequency by grade-semesters. Fourth, the engineering (E) element in the 'integration' field, and the art (A) element in the fields of 'movement and energy', 'material', 'earth and universe', and 'life' had the highest frequency.