• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.105-114
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• 2014

The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.340-351
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• 2009

The purpose of this study was to investigate the effect of case-based learning program on three elementary students' scientific problem solving and attitudes in science class. For this study, case-based learning program was designed for bridging students' scientific knowledge and their personal experiences in real life through 4 stages: understanding the problem, planning for problem solving, conducting problem solving, and making conclusion. This study was carried out through 17 lessons of 4th grade for 6 weeks. The data was collected through close observation on three students in two groups in a class. The results include that cased-based learning program showed overall positive effects on the elementary students' scientific problem solving and attitudes in class. In particular, it turned out that the continuous emphasis of real world examples in case-based learning had powerful impacts on students' problem solving abtsity, motivation, and participation in classroom activities. The key factors to successful problem solving in school science was discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.132-141
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• 2009

The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• 아동학회지
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• 제27권4호
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• pp.1-16
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• 2006

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.

• International Journal of Advanced Culture Technology
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• 제7권3호
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• pp.79-85
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• 2019

This study examined the effects of a robotics curriculum based on "Bee-Bot" on the scientific problem-solving ability on 5-year-old children. A robotics curriculum was also designed to enhance their scientific problem-solving ability. This study examined a 4-week robotics curriculum was conducted 12 times for 4 weeks. For this study, 14 children in kindergarten A in Korea were set up as a treatment group and 18 children in kindergarten B in Korea as a control group. It was found that children in the treatment group who engaged in the robotics curriculum using "Bee-Bot" performed better on scientific problem-solving tests. This finding indicates that an enhanced planning experience using "Bee-Bot" was beneficial for improving young children's scientific problem-solving ability. The implications for designing appropriate curricula using "Bee-Bot" robots for kindergarteners are addressed.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• 한국초등과학교육학회지:초등과학교육
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• 제34권3호
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.