• 한국과학교육학회지
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• 제16권4호
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• pp.401-409
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• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• 대한지구과학교육학회지
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• 제6권1호
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• pp.60-68
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• 2013

The aim of the study is determined to find out how elementary science localization teaching strategy would influence environmental perception of students. In order to fulfill the research purpose, a total of 51 fifth graders from two classes in M Elementary School in U City were divided into a 26 of experimental group and a 25 of comparative group. The study was carried out from September to November of 2012. For the experimental group, an elementary science localization classes were conducted while for the comparative group, a general science classes were performed. The results of the research are presented as follows. First, it was learned that the experimental group with the elementary science localization class would have a significantly and statistically high environmental sensitivity comparing to that of the comparative group. That proves the elementary science localization class's being efficient at improving the students' environmental sensitivity. Second, the experimental group with the elementary science localization class turned out to have a significantly and statistically strong will to protect the environment than the comparative group would do. Such finding says that the elementary science localization class is helpful to enhance the students' will to preserve the environment. In conclusion, the study came to understand that the elementary science localization teaching strategy can improve the environmental perceptions of the students for such elementary science localization class would efficiently encourage environmental interest of the students.

• 한국초등과학교육학회지:초등과학교육
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• 제43권2호
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• pp.252-268
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• 2024

이 연구에서는 '과학 전시전 기획' 탐방 프로그램을 개발한 후, 이 프로그램에 대한 초등 과학영재 학생들의 인식 및 이에 영향을 미친 학습 경험을 탐색했다. 이를 위해 수도권 소재 대학 부설 과학영재교육원에 소속된 56명의 4~6학년 초등 과학영재 학생을 선정했다. 선정한 학생을 대상으로 해당 프로그램을 적용한 후, 그 프로그램에 대한 인식을 조사하는 설문을 했다. 또한 19명의 학생을 선정하여 설문에 대한 응답을 자세히 알아보기 위한 집단 면담을 진행했다. 연구 결과, 많은 초등 과학영재 학생들은 해당 프로그램에 대해 다양한 인지적 및 정의적 측면에서 긍정적인 인식을 보였다. 일부 학생들은 해당 프로그램의 몇 가지 한계점을 지적하기도 했다. 이러한 인식에 영향을 미친 경험으로는 '창의성 발휘 경험', '비합숙 캠프형 프로젝트 학습 경험', '자기 주도적 학습 경험', '디지털 기기 활용 경험', '협업 경험'의 연계된 다섯 가지 학습 경험을 도출할 수 있었다. 이에 대한 교육적 시사점을 논했다.

• 대한지역사회영양학회지
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• 제17권4호
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• pp.376-389
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• 2012

The purpose of this study was to develop a fusion-food cooking program and apply that to sixth grade elementary school students, and to investigate its' effects on their knowledge, preferences, and perceptions of Korean traditional foods. The program focused on ten components. Students learned the general features of Korean traditional foods and Western foods in the 1st lesson. They learnt about kinds, nutrition value, and histories of kimchi, Tteok (rice cake), and Jeon (pan fried food), and cooked two fusion-foods of kimchi, Tteok, and Jeon each. As a result of learning about those food items, the students advanced their knowledge (p < 0.001) of kimchi, Tteok, and Jeon. Their preferences for Tteok (p < 0.05) and Jeon (p < 0.01) were increased, but those for kimchi remained unchanged. The interest (p < 0.05) and preferences (p < 0.01) for the general Korean traditional foods were increased. In conclusion, our results suggested that the fusion-food cooking program had the ability to improve elementary school students' perceptions of Korean traditional foods by increasing their knowledge, preferences, and interest in them. Furthermore it was considered that the program could help students understand the value of Korean traditional foods and in turn may encourage them to consume such food items more frequently. Since the fusion-food cooking activity program can be a good learning program as shown by the results of this study, more fusion-foods cooking activity programs, which are not discussed in this study, should be evaluated and developed in the future.

• 한국초등과학교육학회지:초등과학교육
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• 제32권2호
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• pp.159-168
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• 2013

The purpose of this study was to investigate the elementary school students' perception about "the aims of school science experiments". For this study, the perceptions were surveyed from 193 elementary school students (96 boys and 97 girls) in one school located in Gyeonggi-Do. The responses were analyzed with categorization based on their gender, school science test scores. The results from this study were as follows; in relation to the aims of school science experiments, the elementary school students considered intrinsic values of doing experiments were more worthy than the extrinsic values of it. It was found that 25.4% of the students had ideas that students do science experiments for understanding science theory. Up to 70% of the students responded that they do science experiments for understanding and memorizing the contents of science textbooks. School science experiments were regarded as an educational tool for the science study. It is recommended that teacher need to make clear the aims of laboratory work and help students to understand of it.

• 과학교육연구지
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• 제35권2호
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• pp.274-282
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• 2011

이 연구는 초 중학생의 지구온난화와 기후변화에 대한 인식을 알아보고자 하였다. 이를 위해 기후변화현상, 지구온난화, 지구온난화의 원인과 영향, 지구온난화를 줄이기 위한 실천 등을 내용으로 하는 질문지를 개발하였다. 연구 대상자는 5학년 118명, 7학년 121명으로 중학교는 환경을 배우는 학교와 그렇지 않은 학교를 표집하였다. 연구 수행 결과는 다음과 같다. 첫째, 초 중학생들의 지구온난화와 기후변화에 대한 인식 수준은 낮았다. 둘째, 지구온난화에 대해 대부분 학생들은 온실가스, 빙하, 환경오염 등으로 인식하고 있었다. 또한 지구온난화의 원인에 대해서는 대부분의 학생들은 과학 개념을 가지고 있었으나, 일부 학생들은 지구온난화가 오존층 파괴로 일어난다는 오개념을 가지고 있었다. 셋째, 지구온난화의 원인에 대해 일부 초등학생과 중학생들은 유사한 오개념을 가지고 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권4호
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• pp.465-474
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• 2020

This study investigated the relationships among 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at gifted science education institutes in Seoul were selected. Tests for 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that all subcategories of 'sense of humor' had significantly positive relationships with all subcategories of 'creativity' except 'openness'. However, all subcategories of 'sense of humor' were not significantly correlated with all subcategories of 'creativity in scientific humor' and 'perception of educational benefits for making scientific humor'. Educational implications of these findings are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.79-92
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• 2009

The purpose of this study was to investigate elementary school teachers', students' and their parents' perceptions of new experimental grade $3{\sim}4$ science textbooks and teacher's guides developed by revised national science curriculum. 63 teachers, 436 students and their 448 parents were selected from 9 elementary schools selected as model schools, and were administered the questionnaires of the perceptions of the new science textbooks and/or teacher's guides. The results revealed that many teachers had a rather positive perception of the teacher's guides. In addition, most of the teachers, students and their parents, especially the students and their parents than the teachers, perceived positively the new science textbooks. They also had various views of the strengths and weaknesses of the new science textbooks and/or teacher's guides upon cognitive and motivational/emotional/affective aspects. Educational implications of these findings are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.113-128
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• 2011

The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.