• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.98-110
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• 2016

The purpose of this study is to identify pre-service elementary school teachers' difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants' guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.32-45
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• 2015

The purpose of this study is to further develop the strategies using EBS clipbank service and investigate the their effects of the science academic emotion on the student's attitude toward science. Clipbank is service for educational purpose. EBS provides clipbank that holds about 210,000 video clips made from EBS programs. Two class of 6th grade were selected and instructed. Implementing and using the teaching strategies, a test was administered to examine the science academic emotion of the students effects using clipbank teaching. It had two rounds for inspection about operation of the strategies with curriculum. In the second research, by re-supplying a more sophisticated program strategy from first in putting feedback. The result of analyzing the test was as follows. First, elementary teachers can be used in class to take advantage of a variety of educational materials clipbank contents. Result of teachers survey, clipbank teaching was effective and teachers who using clipbank service will be the continue utilize clipbank. Second, the strategy for using clipbank teaching was effective on student's science academic emotion. And strategy was effective significantly different depending on gender. In conclusion, the strategy for using clipbank teaching, made students feel that learning science was interesting. A lot of reseaches give that science can provide the ideas as a metheod to educational web-sites, educational web-sites can provide creative ideas to science learning strategy, but it is still lacking that research can be applied to education specifically on how to. This study will help elementary teachers adjust teaching to help students learn science with positive emotions.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.117-132
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• 2020

The purpose of this study is to investigate elementary school teachers' awareness of Artificial Intelligence (AI) and find out how to apply it in elementary science education. The survey was conducted online and involved 95 teachers working in the metropolitan area. The results of this study are as follows. First, teachers need to learn about the general characteristics of AI and how to apply it to education. Second, science classes had the highest preference for AI among elementary school subjects. Third, the preference for AI application by elementary science field was 68.4% for earth and space, 54.7% for exercise and energy, 32.6% for matter, 27.4% for life. Fourth, AI-based Science Education (AISE) teaching- learning strategies were developed based on AI characteristics and the changing perspective of elementary science education, AISE's teaching-learning strategies are five: 'automation', 'individualization', 'diversification', 'cooperation' and 'creativity' and teachers can use them in teaching design, class practice and evaluation stages. Finally, the creative problem-solving Doing Thinking Making Sharing (DTMS) model was devised to implement the creativity strategy in AISE. This model consists of four-steps teaching courses: Doing, Thinking, Making and Sharing based on the empirical learning theory. In the future, follow-up research is needed to verify the effectiveness of this model by applying it to elementary science education.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.352-363
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• 2014

The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.361-377
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• 2013

The purposes of this study were to develop STEAM teaching materials about 'world of small organisms' unit on elementary science education and to apply lesson using them for the 5th and 6th graders. Compared to other STEAM programs studied previously, the STEAM teaching materials of this study includes students' STEAM, teachers' guide, story-telling books and multimedia teaching aids consisted of practical resources to manage STEAM lessons. The whole program was designed from multidisciplinary integration to extradisciplinary integration through activities making creative products, meanwhile each period had discretionary S, T, E, A, M factors specifically. To examine the effects of integrated lesson on scientific knowledge, process skills, and affective domain, the study subjects were divided into two groups. The experimental group was composed of 69 individuals participated in STEAM lesson, while students of the control group were 67 individuals learned through general learning methods. The developed STEAM teaching materials affected significantly on scientific knowledge and affective domain of elementary school students, but process skills were not increased significantly. In the present study, therefore, the approach applying STEAM education could be suggested as alternative learning materials or supplementary teaching materials at the field of small organisms in elementary science sufficiently.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.261-274
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• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.160-173
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• 2005

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.