• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.103-110
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• 2005

The purpose of this study was to investigate the relation between the learning styles and science process skills of students of the gifted class in elementary school. Subjects were forty-eight students of the gifted class who are in the fifth grade studying at the gifted class of S elementary school in Bucheon, M and Y elementary school in Incheon on learning styles and science process skills of students. Learning Style Profile (LSP) was used as instrument to survey learning style of students of the gifted class which was developed by NASSP, and consists of four categories (cognitive skills, perceptual response, orientation and teaming preferences) and twenty-four subscales. The results of this study were as follows: 1. In the learning styles test, students of the gifted class have higher scores of spatial skill, sequential processing skill, persistence orientation, manipulative preference, temperature preference and afternoon preference than general class students, but they have lower scores of discrimination skill and lighting preference, and there were statistically significant difference. 2. In science process skills test, there were statistically significant difference between students of the gifted class and general students. 3. In the correlation between the learning styles and science process skills, there was positive correlation of observing skill with spatial skill and manipulate skill of cognitive skill domain. For classifying skill, there was positive correlation with visual perceptual response, but was negative correlations with auditory and emotive perceptual response of perceptual response domain and with evening preference and verbal risk orientation of study preference domain. For measuring skill, there was positive correlation with sequential processing skill of cognitive skill domain. For formulating hypotheses, there was controlling variables, there was positive correlation with sequential processing skill and simultaneous processing skill of cognitive skill domain, and with verbal-spatial preference and early morning study preference of study preference domain. When planning and managing the gifted class, it will be beneficial and effective to consider the meaningful relations between the elements of loaming style and science process skills in order to improve science process skills.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.123-130
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• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• Journal of Science Education
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• v.37 no.2
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• pp.261-277
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• 2013

This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.225-234
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• 2012

The Purpose of this study is searching the effect of the flow level increasing by using flow learning on scientific achievement and attitude toward science in 4rd grade elementary school student's scientific learning factors, and the better way to approach scientific institude than now in used. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a flow learning instructions. Two chapter were selected, 'Plant's World' and 'Fossil and Rock', for this study. Students were treated for 18 hours. The results were as follows: First, flow learning related program about plant's world, fossil and rock is increasing 4rd grade elementary school students' flow level in science class. Second, students are not increasing their scientific achievement according to increasing their flow level. Third, students are not increasing their attitude toward science according to increasing their flow level. But in attitude toward scientific inquiry, adoption of attitude toward science and preference of job related science subordinated, students are increasing subordinate factors of attitude toward science.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.455-465
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• 2018

The purpose of this study is to investigate the effect of 'strata-fossils' STEAM program with questions on the academic achievement, creative problem-solving ability and scientific interests of elementary students. For this purpose, the STEAM program with questions was developed and applied to the third and fourth graders in elementary school. As a result, the academic achievement, creative problem-solving ability and scientific interests of the group applying the program showed a significant improvement in the post-test than the pre-test. The result of learner satisfaction survey of the STEAM program was also high. This means that the STEAM program class with questions for 'strata-fossils' could be meaningful works to encourage students' academic achievement as well as their creative problem-solving ability and scientific interests. Therefore, it seems necessary to apply for other themes in elementary science continuously.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.141-148
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• 2006

The purpose of this study is to examine the efforts of cooperative loaming through a student team-achievement division(STAD) model on elementary school students' learning achievements and science ,elated attitudes toward the field of astronomy. This study was conducted using 72 students of the fifth-grade class in a elementary school in Busan. The 18 science lessons of the 'Family of the sun' were executed over 6 weeks in the fifth-year students classes. In this study, the experimental group were exposed to cooperative learning through STAD and the contrast group were exposed to a traditional teacher-centered class. The results show that the STAD class of the experimental group had a greater effect upon the elementary school students' science learning achievement and science related attitudes toward the field of astronomy than those of the comparison group. Additionally, the students recognized that cooperative learning provokes both interest in loaming and in their studies generally and also they expressed a desire to continue with cooperative teaming methods.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.287-295
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• 2008

Elementary students' behaviors classifying leaves have been analyzed according to the material types provided for the classification class. 199 sixth grade students were participated in the task classifying the leaves of various plants for the research. The three types of materials provided to them for the class were real leaves, photos of the leaves and explanation cards including the photos of leaves. One of the research findings was that the only material made students handle in the observed behaviors was the real leave of the material types given as classifying. Three were differences between groups in the time required and the number of using criteria for the class. The numbers of criteria had been applied to analyzing their behaviors as classifying the real leaves which were less than those with photo materials. The amount of taken time to classify the real leaves and photo materials were less than those of another material. Finally, the contents of criteria did not differ between groups except appearing properties presented to the task with photo and explanation materials. It is expected that the research can be contributed for elementary school teachers and for curriculum developers to choose appropriate instructional materials as constructing curriculum contents for elementary science to make elementary school students acquire classifying skill in science classes.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.519-531
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• 2010

In this study, we investigated the elementary school students' images of science class and the factors influencing their formations. 280 sixth graders were selected from nine elementary schools in Gyeonggi province and Gangwon province and the DASCT-C (Draw-A-Science-Class-Test Checklist) was administered. In addition, four students were individually interviewed in order to investigate their responses deeply. Analyses of the results revealed that the students' images of science class for four science subjects (physics, chemistry, biology, and earth science) were more 'student-centered' than 'teacher-centered' or 'neutral'. The students of the teacher with student-centered image of science class had also more student-centered images than those with teacher-centered images. Many students answered that the main factors affecting their images of science class were the experiences of impressed or funny science classes, the perceptions of wanted science classes, the active science learning experiences, the educational experiences outside the school curriculum, and the negative science learning experiences. Educational implications of these findings are discussed.