• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.460-479
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• 2021

The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19's social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher's awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher's digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher - student and student - student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.

• Journal of the Korean earth science society
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• v.32 no.4
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• pp.422-434
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• 2011

The purpose of this research is to investigate the actual conditions of primary school science teaching and ways to improve it. In elementary science teaching, teachers themselves tend to have science misconceptions and insufficient science content knowledge. Experienced teachers argued that it could be hard for elementary teachers with lack of science content knowledge to provide their students with meaningful learning experiences of science. Based on the general characteristics of elementary teaching and the awareness of elementary teachers' insufficient science content knowledge, we explored the real situation of the elementary science classroom. We conducted open-ended interviews with teachers and focus group discussions on a regular basis to analyze and compare classes of five primary school teachers. Data analysis focused on why elementary students avoid science classes in upper grades of elementary school and why elementary science classes always need hands-on activities. We also discussed ways to turn hands-on investigation into minds-on investigation by connecting it to important ideas in science. Based on the results, we suggested ways to improve inservice teacher training such as designing supplementary in-service training focused on content knowledge for primary school teachers, setting up professional exchange or collaboration between primary and secondary teachers, and introducing subject-specialized teachers for the fifth and sixth graders of primary school. In particular, considering elementary teachers' insufficient science content knowledge, employing science subject matter specialists in the elementary school could be a useful strategy.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.322-336
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• 2024

This study explored the educational effects of using ChatGPT in science lessons for elementary school students. The participants included 25 sixth-grade students studying at an elementary school in Metropolitan City D. This study examined the impacts of elementary science lessons on the cognitive development of elementary school students and their perceptions of using ChatGPT in their science classes. We found that science lessons that used ChatGPT aided the cognitive development of the participating elementary students. These students responded positively to the classes using ChatGPT. The results were then divided into those who perceived ChatGPT positively, those who perceived it negatively, and those who recognized both positive and negative aspects. Students who perceived it negatively mainly remained at the memorization level, and those who recognized both positive and negative aspects posed higher-level questions to ChatGPT.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.269-279
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• 2018

The purpose of this research is to investigate how an elementary English class is presented in terms of communicative properties using COLT and TALOS because previous studies mainly used COLT. A lack of TALOS has shown on the previous studies. Also, this study takes a close look into whether the English class is communicative or not communicative since previous studies criticized in that elementary English classes are not communicative. For the purposes of this research, COLT part B and TALOS low-inference were used to analyze one elementary English class which had won the grand prize at English class contest. The result of this study revealed that the class is communicative in terms of high quantity and quality of students utterances, high ratio of students' discourse initiation, students' unpredictable information giving utterances and extension of utterances. Findings from this study revealed the good elementary English class characteristics of this class: students' participation, focus on affective atmosphere, students-directed activities, and unconscious internalization of target expressions through repetition.

• Journal of Science Education
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• v.38 no.1
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• pp.78-95
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• 2014

Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.90-99
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• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.311-325
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• 2021

Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.13-34
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• 2010

수학적 의사소통이 학습과정에서 뿐만 아니라 수학교육의 목표로 강조되고 있으나 실질적으로 초등학교에서 수학적 의사소통 수업에 대한 구체적인 지도방법이나 수업 사례 분석 등의 연구가 미흡한 실정이다. 이에 본 논문에서는 수학적 의사소통 중에서 담화 중심형 의사소통 수업의 성취 요소와 목표를 고려하여 2 4 6학년 수학 수업을 실시한 후, 수업에서 나타난 교사와 학생 간의 상호작용을 분석하였다. 담화 중심 수업을 실시한 세 교실에서 나타나는 공통점과 차이점을 분석하여 수학수업에서 담화 중심의 수학수업 구현에 관한 시사점과 논의거리를 제공하고자 한다.