• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1028-1038
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• 2004

This study investigated how the 7th national elementary school science curriculum was implemented at science classrooms. Data from surveys with 140 elementary schools, 18 science classroom observations, and in-depth interviews with teachers were used to examine the characteristics of elementary school science instruction. Based on the data, I explored (1)how science curriculum is operated in terms of objectives, contents, methods and evaluation of school science, and (2)how student-centeredness and localization themes are reflected on the reconstructed school science curriculum. It was found that the degree of the reorganization of the national curriculum at the teacher level was minimal. And most of the elementary teachers followed the directions and contents of the science textbook and teacher's guidebook regardless of their own local situations. For most teachers, restructuring science curriculum meant reordering the sequences of the contents, and adding or deleting some units or topics. I also examined why elementary teachers have difficulty in reconstructing science curriculum at the classroom level. The necessity of curriculum reconstruction at the teacher level is also discussed.

• Journal of Science Education
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• v.36 no.1
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• pp.84-93
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• 2012

We have studied possibilities of Peer Instruction(PI) to train in-service science teachers in elementary and middle schools through both degree of conceptual changes and investigating responses to questionaries. 169 teachers were attended and the subject for training was about light propagation to teach scientific conception about a pin hole camera. 6 conceptests were developed. Degree of conceptual changes was analyzed from results obtained from 24 elementary and 32 middle school teachers among them. On the other hand, answers to questionaries were obtained from 135. Relatively high gain near to about 0.7 in conceptual changes was obtained even though their initial levels were quite low. Interesting point is that elementary teachers have higher initial level and larger gain than middle school teachers. Teachers have very much enjoyed and showed strong support to PI for helping conceptual change, and willing to use PI to their own class. Also they conceived dealing concept in teacher training is very important and evaluated PI very positively for teacher training.

• Journal of the Korean earth science society
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• v.22 no.4
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• pp.268-277
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• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.186-194
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• 2010

The purpose of this study is developing a Science Drawing Program to improve Science Process Skills and examining the effect of it. For this study two classes (missed classes with boys and girls) of 3th grade students participated and the subject of the instruction was domain of Air and Weather. The result of this study were as follows: First, the Science Drawing Program was effective in improving the science process skills. Development and Application of the Science Drawing Program brought positive effects especially on the observation, measurement, reasoning power. Second, student showed positive recognition on the Science Drawing Program. Many students showed interests and want to use it in class. And they thought Drawing Program helpful in their learning. Therefore the Science Drawing Program is very effective method in science education.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.336-347
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• 2016

The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.331-337
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• 2006

This study examined the elementary school teachers' present utilization of science museums in teaching-learning and their perceptions of the educational programs in science museums. The results indicate that teachers have not utilized science museums as intimately as possible with formal instruction, therefore, the students' experiences of science museums are usually limited. The main reasons for lower than optimum usage of science museums in their teaching and learning is not because of its insignificant educational effects, but because of the lack of external and administrative support mechanisms. The elementary school teachers prefer to commit to programs in science museums such as science camps or experiment activities, and those exhibitions which have some kind of clear and discernable relation to the school curriculum. The results also indicate that most teachers want to participate in the various activities of science museums, such as developing and managing the programs or pre- and post activities for museum field trips, participating in the teachers' community in science museums, and so on.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.