• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.457-464
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• 2008

This study is to design, develope, and deploy of e-learning inquiry based content in elementary science class. First, this study analyzed related literature review, case studies, and inquiry based class models for seeking better applicable design and development modes. From focus group meeting, experts discussed the inquiry content design ideas for elementary students for science class. This study finally established its own inquiry design mode for online science class with the flow of understanding of problem, sep up hypothesis, problem solving, and solution analysis. The developed content was deployed in real classroom setting to see how students received the contents and how well they processed the learning activities. We found that inquiry based online content, especially when applied to science subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as detailed lesson guidance and tutor support for students activities. This study concluded that inquiry based online contents should be designed considering students interests based on learning subjects and also developed in terms of students interests and strong motivation as well. We suggest that related research should be expanded toward to other subject than science and various students age groups.

• Journal of Science Education
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• v.40 no.2
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• pp.116-130
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• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1007-1020
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• 2013

This study investigated the perceptions and the characteristics of elementary teachers on teaching science-arts integrated activities. Twelve elementary teachers who have taught in the third to sixth grade science lessons participated in this study. Data was collected by individual interviews lasting 60 to 90 minutes. Interview questions were composed of three aspects: 1) how elementary teachers perceive science-arts integrated activities, 2) in what ways elementary teachers address science-arts integrated activities, and 3) what difficulties elementary teachers experienced in addressing science-arts integrated activities. The results showed that, first, elementary teachers agreed that science-arts integrated activities have educational value in science learning. Second, most teachers focused on improving understanding of science knowledge through teaching science-arts integrated activities, while several teachers put emphasis on having experience of arts as well as understanding of science knowledge. And third, teachers experienced difficulties due to insufficient teaching materials and time to prepare for teaching science-arts integrated activities. Based on the results, we suggested educational implications for utilization of science-arts integrated activities in elementary education.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.591-604
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• 2023

This study investigated the impact of elementary science classes using metaverse on the academic achievement, positive experience in science, and digital literacy of elementary school students. In addition, we examined their perceptions. The respondents were derived from two classes in the sixth grade at an elementary school in Gyeonggi-do, who were selected designated as the experimental (n=29 students) and comparative (n=29) groups, respectively. Across five lessons under the "Plant Structure and Function" unit, the experimental group conducted science classes using the metaverse, whereas the comparative group conducted general textbook-based classes. To investigate instructional effects, the study performed ANCOVA using the pre-test score as a covariate, a survey on the perception of students about science classes using metaverse, and conducted interviews with a number of subjects. The result demonstrated that science classes using metaverse exerted no significant effect on scientific academic achievement and digital literacy. However, the study observed a statistically significant effect on science learning emotion which is a sub-element of positive experiences in science. The students were positively aware of science classes using metaverse in terms of interesting and diverse activities, and free expression of inquiry results and perceived the instability of smart devices and network connections as regrettable. Finally, the study posed the implications of the use of metaverse in science classes.

• Journal of Science Education
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• v.34 no.2
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• pp.383-395
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• 2010

The purpose of this study was to analyse the teachers' perception about the applying the history of Korean science in elementary science class. To research the educational value and application of the history of Korean Science in Elementary science class, 202 teachers of elementary school were asked to reply the questionnaire of 5-point Likert scale and Elementary science textbooks were analysed. The results of this study indicated that 4th grade science textbooks does not include the history of Korean Science, and a majority of teachers perceived positively about its educational value. 4th grade teachers showed relatively negative perception on the educational value of the history of Korean Science and Elementary school teachers were very positive about including it as the main classes of the curriculum.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Journal of Science Education
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• v.33 no.2
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• pp.248-257
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• 2009

The purpose of this study is to investigate the learning achievement of students who has taken the play-based and activity-oriented programs in the class. These new science class programs and instrument to measure student learning achievement were developed for the "Constellation Favorite" lesson of 4th grade students and Those are verified by science education experts, teachers in serve. The subjects of this study consist of 121 students in four classes who were selected on the basis of midterm examination result before teaching treatment. They were divided into two categories with two classes per each category, one class for experimental group and the other class for control group. The experimental groups were given five classes including five play-based class programs. The control groups were given five conventional instruction-type classes. The students were given questionnaires to test their interest ratings. The results show about 17% increase of their learning achievement with (p<0.005) by independent sample T-test method and 40% increase of interest rating in play-based class sample compared to normal class sample. In conclusion, the play-based science class program is found to enhance the students' learning achievement and to interest the students more effectively.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.433-442
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• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Journal of Science Education
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• v.46 no.1
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• pp.66-79
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• 2022

This study attempts to find out how science classes using VR content affect students' scientific attitudes and spatial senses. For 4th and 5th graders of an elementary school, a comparative class and an experimental class were set up for each grade, and a total of 11 classes were conducted for each grade. Before and after class treatment, pre- and post-tests were conducted on scientific attitudes and spatial sensations, and interviews with students were conducted during class. After all the classes for the research unit were completed, a survey was conducted to find out the changes in students' perceptions. As results of this study show, it was found that science classes applying virtual reality (VR) content have positive effects on students' scientific attitudes and spatial ability.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.43-56
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• 2000

Main feature of portfolio assessments is the integration between assessment and instruction. Based on this feature, we developed portfolio assessment regarding feedback fitted into elementary school science classes. The portfolio assessment model is consisted with three steps; the plan of assessment, the practice of portfolio assessment, and the application of assessment result. In the last step, feedbacks of the assessment result were represented to students. From this model, we inspect the possibility of application in elementary school science.