• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.1-9
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• 2011

The purpose of this study was to analyze elementary school teachers' teaching style and elementary school students' science anxiety according to teachers' teaching styles for science class. Data were gathered through the teaching style test and the science anxiety test. The teaching style test was taken in 293 elementary school teachers and the science anxiety test was taken in 1,523 elementary school students. The results were as followings: First, elementary school teachers' teaching style for science class were most in provider, expert and least in enabler. Second, elementary school students' science anxiety according to elementary school teachers' teaching style for science class were highest in facilitator and lowest in Enablers. There were significantly differences in science anxiety according to the teaching styles in elementary school. Third, elementary school students' science anxiety increased as grade goes up.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.133-144
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• 2020

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.155-162
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• 2017

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.54-64
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• 2016

The purpose of this study was to see the influences of science class applying learning cycle emphasized exploration on science learning motivation and scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science learning motivation and science class applying learning cycle emphasized exploration among the research group. This shows that science learning motivation was improved by science class applying learning cycle emphasized exploration. It indicates that science class applying learning cycle emphasized exploration is effective in improving science learning motivations. Secondly, positive relationship was found between scientific attitude and science class applying learning cycle emphasized exploration among the research group and this means that science class applying learning cycle that emphasizes exploration stimulates intellectual curiosity of elementary school students and improves their scientific attitude. Thirdly, students thought that science class applying learning cycle emphasized exploration was very effective to improve their satisfaction, interest, participation in their science classes. Above results show that science class applying learning cycle emphasized exploration is highly effective for elementary students. Thus, it is needed to utilize science class applying learning cycle emphasized exploration to current science class as it can promote wider scientific activities among elementary school students.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.451-464
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• 2010

This study examined the perception of teachers and students on the practice of elementary science class. For this study, an examination tool was made by extracting characteristics of good science class through precedent study investigation and revising it in a questionnaire form of a Likert scale, and conducted to 194 elementary teachers and 320 elementary students. As a result of the study, teachers generally perceived science class positively and teachers with career more than 6 years thought it more positively than them with career less than 5 years. Consequently students have a substantially positive perception level about the practice of the elementary science class, and students of 3th and 4th grade perceived science class positively than 5th and 6th grade in all domains. Finally when analyzing perception difference between teachers and students about the practice of the elementary science class, it appeared that students perceived science class more positively than teachers in most questions.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.475-483
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• 2019

The purpose of this study was to investigate the effect of brainwriting instruction on students' experimental design and scientific communication ability in elementary science class. For this purpose, a brainwriting learning for science class was developed and applied. The objects of this study were the 4th graders of both an experimental class (24 students) and a comparative class (24 students) at the N elementary school located in Incheon city. The results of the study were as follows; First, as a result of examining the difference in the experimental design ability between experimental group and comparative group, the experimental group showed higher than the comparative group, it was statistically significant difference(p<.05). Second, a scientific communication ability of the experimental group after applying this program was higher, it was statistically significant differences (p<.05).

• 대한지구과학교육학회지
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• 제10권3호
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• pp.278-289
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• 2017

본 연구의 목적은 '계절변화'에 대한 탐구적 과학 글쓰기 수업이 초등학생들의 과학 학습동기 및 과학적 태도에 어떤 영향을 미치는지를 알아보는 것이다. 본 연구는 P광역시 소재 Y초등학교 6학년 2개 학급의 학생들을 대상으로 실시하였다. 연구집단으로 선정된 1개 학급 24명을 대상으로 '계절변화' 단원에 대한 10차시 수업을 탐구적 과학글쓰기 형식으로 진행하였다. 본 연구의 결과는 다음과 같다. '계절변화'에 대한 탐구적 과학글쓰기 수업은 초등학생들의 과학학습동기 및 과학적 태도에 유의미한 효과가 있었다. 이것은 학생들이 탐구한 내용을 글로 표현하는 과정에서 자신감과 흥미를 가지게 되었고 자신이 탐구한 내용을 글로 표현하고 동료들과 논의하는 과정에서 호기심과 협동성 그리고 끈기가 생겨 이것이 과학적 태도 향상에 영향을 미친 것으로 생각된다. 또한 탐구적 과학글쓰기 수업에 참가한 학생들의 수업에 대한 만족도, 흥미도, 참여도 조사 결과에서도 좋은 평가를 받았다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.588-596
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• 2014

The purpose of this study is to provide basic data for improving the STEAM class by examining elementary school teachers' difficulties in the STEAM class and discussing solutions. For this research, 25 elementary school teachers in Seoul City and Gyeonggi-do were asked to write their difficulties in the STEAM class in the open-ended questionnaires. After classification of the collected data, an in-depth interview was conducted with one in-service elementary school teacher who is richly experienced in STEAM education to find solutions for each type of difficulties. The study result showed that most of elementary school teachers had difficulties in the STEAM class, due to selection of integrated subjects, production of teaching devices and materials, guidance of group activities, reorganization of the curriculum, assessment and uncooperative co-teachers. One teacher that participated in the interview to discuss solutions for teachers' difficulties was solving the problems in various ways. She said that many of her solutions came from her experience and also, knowledge obtained through a participation in the STEAM training or opportunities to share information with other teachers who belong to the STEAM research institution, was highly helpful.