• 한국과학교육학회지
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• 제15권3호
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• pp.291-302
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• 1995

Most middle school and high school students learns under the same study plans and educational courses. Such an equal level education policies prevent the science-gifted from developing and promoting their ability. So it is severely necessary to sort out the gifted in science and make them develop their ability. In this paper, the attitudes of teachers and parents toward the science-gifted student in middle school were investigated as well as the characteristics of the gifted. One hundred science teachers of middle school who recommended the gifted in science and their parents in Seoul area were questionnaired. The follows are the consequences of investigation. 1. Most teachers and parents of the gifted considered that the school should do a special care for the gifted in science. That is, they prefer the enrichment course to the acceleration course for it. 2. The teachers play the role of motivating the study and promotion very well, but do not well as either the advisor or the cooperator with the parents because of their excessive work and lack of professional knowledgement about education of the gifted. 3. The parents play the role of the advisor or the counselor well, but do not well as the cooperator with school. 4. Among the characteristics of the gifted, there are not any differences between boys and girls in conduct characteristics. But there are meaningful difference in emotion characteristics. 5. The education of the gifted is very important for developing of country and personal promotion. So the administrative and financial support are necessary in order to sort out the gifted in science earlier and provide various programs.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.356-366
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• 2017

The purpose of this study is to analyze whether the required cognitive levels of the current 6th graders' science textbooks conform to the children's cognitive levels and to examine the students' sensed psychological difficulty of the current science textbooks. The eighty five students (boy: 39, girl: 46) from one elementary school were participated in this study. The results of the study are as follows. First, the 2/3 out of the contents in the six graders' science textbooks require concrete level of operation and the 1/3 out of the contents in the textbooks requires the formal level of operation. So the 70% students at the concrete operational level are likely to undergo difficulties with the 1/3 contents in the textbooks. Second, the students' psychological difficulty on the science textbooks is relatively low (approximately two out of five points) and there is not any special pattern between the cognitive level of the textbooks and the students' psychological difficulty of the textbooks.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• 한국융합학회논문지
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• 제10권1호
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• pp.265-275
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• 2019

본 연구는 생태학적 모델을 바탕으로 교육대학원 체육교육전공 학생들이 임용고사 시험에 중도포기하거나 탈락할 수 있는 요소들을 탐색하는데 본 연구의 목적이 있다. 교육대학원 체육교육전공으로 학업중인 재학생 10명을 대상으로 심층면담을 실시하였다. 그 결과 개인요소 측면으로는 학업에 영향을 끼치는 현재 직업을 임용고사를 준비하는데 있어서 어떻게 긍정적으로 활용해야 하는지에 대한 노력이 필요했으며 이를 해결하기 위해 임용고사 준비를 위한 우선순위를 명확하게 결정 할 필요가 있었다. 개인 간 요소 측면으로는 주관적 규범에 의해 부정적 영향을 끼치고 있었으며 이로 인해 개인 맞춤형 멘토링 프로그램이 제공될 필요성이 있었다. 조직 간 요소 측면으로는 학비지원의 미흡과 학업을 위한 부적합한 장소가 강조되었으며 실기 지도 강사 혹은 임용시험 준비반과 같이 실질적 도움이 될 수 있는 지원이 필요했다. 이를 종합하여 본 연구에서는 '임용시험 대비 통합시스템'에 대해 소개하였다.

• 한국과학교육학회지
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• 제11권2호
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• pp.31-48
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• 1991

Lesson plan sheets were collected from letter communication of each local junior and senior high school as well as from literature. These lesson plan sheets were arranged and investigated for items of constituent element and types. The results were summarized as follows. 1. The organization of plans were constituted of three frames as early plan, unit plan, and hour plan. 2. The lecture and inquiry types among the collected lesson plan sheets showed 91.9% and 8.3% in junior high school as well as 87.9% and 3% in senior high school, respectively. The mixed types did not find out in junior high school, however the mixed types showed 9.1%in senior high school. 3. The items of constituent elements in lesson plan sheets were varied by the contents and the kinds of teaching unit in science education of secondary school.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.221-234
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• 2013

The purpose of this study was to examine the impact of the application of a creative thinking technique for development on the creativity and attitude toward science of the students in elementary school. In order to better assist students' levels of creative thinking process, creative thinking techniques were reorganized based on the features of creative learning content in science textbooks. Furthermore, related units from an elementary science textbook were analyzed to map out the lesson plans. The findings of the study were as follows. First, the creative thinking technique developed in this study could be applicable to teaching-learning activities. When a creative thinking technique is applied, that should carefully be selected in consideration of all the creativity elements to be covered in class, and that should be used in a manner to be covered in class, and that should be used in a manner to be appropriate at learner level. Second, the utilization of the creative technique turned out to have a good impact on boosting the creativity of the elementary schoolers. Third, the utilization of the creative technique turned out to exert a good influence on fostering the school children's attitude toward science.

• 한국과학교육학회지
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• 제13권1호
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• pp.100-120
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• 1993

Middle school students' conceptual changes on physics, chemistry, biology and earth science concepts which were intentionally selected by researchers had been investigated through traditional teaching and learning by paper and pencil tests and P.O.E. The weak points had been studied by individual interviews about the problems of traditional science classroom teaching after students' testing and learning about science concepts. As results, students' conceptual changes could be hardly found through traditional teaching and learning except several concepts in biology, The weak points of traditional science classroom teaching and learning were as follows: 1) Teachers teach science as finding answers. 2) The conventional science test is not performed to find students' concepts out but to recall simple knowledge or calculus. 3) Students hesitate to ask teacher Questions in science class because of their colleagues' or teachers' blame. These mean that science teachers need specially designed teaching methods on the students' concepts and reseachers had to study about science classroom socialogy, what happened in science classrooms.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.459-467
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• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.216-225
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• 2007

The purpose of this study is to find out the differences (if any) and the causes of preferences for science between elementary school boys and girls. Another purpose of this study is to find out when such differences in preference begin and what their causes we. Fourth, fifth and sixth grades from elementary school A in Gyeongg-gi Province participated twice in research surveys on preference levels in science with education, career course and personal experience taken into account. A total of 997 survey responses, (excluding no responses or half-hearted ones) were selected for comparative analysis. The analysis methods used were frequency analysis, cross stabs and one-way ANOVA Analysis which depended on survey items. The results of this study show that preference levels in science are 61.7% and the difference of preference levels in science between boys and girls are 31.2% and 30.5% with boys showing higher percentages in science preference levels than girls(p<.01). Moreover, the results also show that the point in which changes in preference level in science emerges is from fifth and sixth grades. Therefore, the gender difference in preference levels in science begins with fifth grade students, with science being slightly more favored by boys. finally, the main causes in gender differences seems to be the experiment participants' levels, scientific education textbook preference level, interests in science class, and plans for the future that are related to field of science. Among these causes, interests level in science class and preference levels in science are closely related.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.173-180
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• 2003

The purpose of this study was to investigate about current status of science field study in elementary schools. A total of 72 elementary teachers in Busan and Gyungnam districts were involved and the data from questionnaire was gathered. The questionnaire was comprised two parts: items on general level include the epistemological aspect and actual condition and items on concrete level according to chapters of elementary school science curriculum. The major findings are as follows: 1. Many teachers cognize the requirement of science field study in 7th Korean elementary school science curriculum is larger than 6th one. But they respond the actual number of science field study in 7th curriculum is nearly equal to 6th. 2. In analysis to grades, the actual number of field study decrease as grade is high. 3. In the science content aspects, the requirement of field study is the largest on biology domain and earth science domain. 4. Many teachers have pointed out “the difficulty of administration for field study” and “inappropriated surrounding of their school” as the problems of science field study in elementary school.