• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.181-191
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• 2007

The purposes of this study were as follows; to investigate elementary school teachers' understanding of scientific inquiry, experiences in learning/teaching, their educational experience of scientific inquiry, and to study the difficulties they experience in teaching scientific inquiry methods to elementary students and their suggestions for future inquiry materials. For the purposes of this study, 157 elementary school teachers participated in a survey and 10 teachers were interviewed in-depth in relation to their ideas and experiences of scientific inquiry. The results show that most elementary school teachers had a lack of understanding of scientific inquiry skills, and lacked educational experiences of inquiry methods in general. They generally perceived the 7th science text-books as being inappropriate and inadequate for teaching students scientific inquiry processes. The educational implications are discussed to help practitioners implement scientific inquiries successfully through the various types of teaching materials and professional developments.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.583-594
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• 2005

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

• 과학교육연구지
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• 제38권3호
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• pp.555-568
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• 2014

본 연구는 초등학교 과학 수업에서 교사의 과학학습에 대한 신념이 교수 실제와 어떤 관계가 있는지를 알아보고자 하였다. 이를 위하여 초등학교 교사 4명을 대상으로 리커트식 설문 조사와 면담을 통하여 교사의 과학학습에 대한 신념을 알아보았다. 그리고 각 교사당 2차시의 수업에 대하여 실제 수업 관찰 및 수업 후 면담을 통하여 수업 분석을 실시하였다. 분석 결과, 과학학습에 대한 신념에서 전통적 관점을 보인 A교사와 B교사는 교수 실제에서도 교사 중심의 설명식 수업을 진행하였다. 반면에 상대적으로 구성주의적인 신념을 보인 C교사와 D교사는 교수 실제에서 교과서 내용을 재구성하고 다양한 교수 방법과 전략을 활용하는 수업을 진행하였다. 초등 교사의 과학학습에 대한 신념에는 교사간에 차이가 있었으며, 이러한 신념의 차이는 대체적으로 과학 수업의 실제와도 관련이 깊은 것으로 나타났다. 이를 토대로 초등 과학수업에서 교사의 과학학습에 대한 신념의 중요성에 대하여 시사점을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.75-89
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• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.402-415
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• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

• 대한지구과학교육학회지
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• 제16권1호
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• pp.143-152
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• 2023

본 연구는 B 교육대학교의 2학년 심화과정 4개반 115명을 대상으로 하였다. 초등예비교사들은 초등과학 천문영역 주제에 대해서 어떤 교수 방법을 인식하고 있는지 조사하였다. 설문이 수집된 80명의 인식자료를 분석하였다. 본 연구를 위해 5일간의 설문조사를 하였다. 초등예비교사들은 과학과의 다양한 영역 중에서 천문영역 교수방법에 대해 어려움을 호소하고 있었다. 초등예비교사들이 초등과학 천문영역의 주제를 교수하는데 어떠한 어려움이 있는지 파악하고자 하였으며 천문영역 주제를 교수하는데 보다 효율적인 교수방법을 찾고자 연구하였다. 초등과학 천문영역의 주제를 교수하는데 어떠한 설문을 할 것인지에 대해서도 초등예비교사들과 함께 토의하여 설문에 대한 주제를 설정하였다. 초등과학 천문영역에 대한 주제는 여러 가지가 있으나 지구와 달에 대한 단원을 중심으로 2가지의 설문을 작성하였다. 3학년 1학기 4단원(1/10)에서 '지구는 어떤 모습일까요?'. 6학년 1학기 2단원(1/11)에서 '달은 어떤 모습일까요?'로 설정하였다. 초등예비교사들의 배경지식을 총동원하여 초등학생들에게 천문영역 주제를 어떻게 교수할 것인가에 대해서 솔직하게 서술하시오. 이러한 설문에 대한 결과 처리는 언어 분석방법으로 넷마이너를 활용하여 언어 표현을 가시화하여 나타내었으며, 초등예비교사들이 실제 설문에 응답한 내용을 기술하고 해석하였다. 이러한 결과를 바탕으로 초등예비교사들이 초등과학 천문영역 주제에 대해 보다 효율적인 교수방법을 제시하고자 하였다. 또한 초등과학 천문영역 주제를 강의하기 위한 기본적인 절차와 방법을 제시하였다. 초등예비교사들에게 초등과학 천문영역 주제를 교수하는데 보다 효율적인 교수방법을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권3호
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• pp.297-324
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• 2015

In this study, we summarized and analyzed domestic research papers including science-related attitude in science education over the past 30 years, mainly teaching & learning methods. We reviewed 240 papers of experimental design in Journal of the Korean Association for Research in Science Education and Journal of Korean Elementary Science Education until the last volume of 2014 with results of statistical significance. The results are that students preferred group compensation rather than individual compensation. Also, students' active participation in class activities were effective in promoting students' science-related attitude. On the other hand, students' attitudes related to science did not show significant effectiveness in science class focusing on conceptual understanding. The results of this study regarding the positive or negative influence of teaching & learning methods in science will be expected to be useful when science teacher makes a selection the proper teaching methods.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.99-109
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• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.