• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.40-56
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• 2012

The purpose of this study was to understand the teaching effects after conducting ASI module in the open inquiry activities of the elementary science class. in order to understand the effects of ASI(Authentic Scientific Inquiry) module application using science research notes in open inquiry activities to students' science research ability. The results of this study were as follow. First, the after test results were covariance-analyzed to be the effects to science process skills were statistically significant in 0.5 significance level. Second, in the covariance analysis of the after test of the study group and the comparative group, the effects to scientific creative problem solving skills were statistically significant in 0.5 significance level. Third, the covariance analysis of the after test in the effects of ASI module application using science notebooks to students' scientific attitude revealed that the two groups' average difference was statistically significant in 0.5 significance level. In conclusion, application of the ASI module using science notebooks had a positive effect on improvements of students' science process skills, science creative problem solving ability and scientific attitude. Therefore, the ASI module using science notebooks is hopefully to be provided as an effective instructive strategy in the open inquiry activities courses in school in the future.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.359-370
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• 2021

This study aims to identify the characteristics of the program that integrates maker education with science subjects and to explore the maker's competency expressed in students. To this study, a maker activity program based on scientific concepts was developed and applied to 20 first-year students at H University in a general chemistry experiment course, and activity data were analyzed. The analysis results of maker activities based on scientific concepts are as follows. First, students performed activities through the process of 'presentation of ideas,' 'selection and planning of ideas,' and 'prototyping'. In particular, it was confirmed that prototyping was divided into stages of "partial prototyping" and "full prototyping". Second, as characteristics of the activity, 'use of scientific concepts as logic for coding in the process of maker activities', 'in-depth understanding of scientific concepts', and 'inducing high achievement and interest through transfer of initiative in learning' were confirmed. Third, collaboration competency and making performance competency were frequently expressed in the process of activities, but human-centered competency were rarely expressed.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.1-19
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• 1999

Based on the analysis of commonalities and differences in the views of science achievement in major reform documents in the United States and Korea, an aggregated view of science achievement is presented in this paper Science achievement is conceived of in terms of science content and science process. The components of science content include: (a) concepts and theories I n physical, life, and earth and space science;(b) science, mathematics, and technology;(c) science in personal and social perspectives;(d)history and nature of science;and (e) unifying themes. The components of science process include: (a) scientific understanding;(b) scientific investigation;(c) scientific communication; and (d) scientific habits of mind. The components of science process.cut across and intersect with the components of science content. The components of science achievement overlap and are related to one another. Despite such an overlap, understanding the rot e that each component plays provides insight into its unique contributions as well as its interactions with other components. A definition of science achievement and identification of its components based on major reform documents provides a guideline for science assessment as well a s science teaching and learning.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.1-10
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• 1997

The purpose of this study was to analyze the structural model of causal effects of students' variables on science process skills. Student characteristics investigated in the study included attitude related to the science, logical thinking ability, scientific experiences, cognitive style. Covariance structural modeling procedures were used to test causal inferences about hypothesized relationships. The sample consisted of 319 6th grade students and 321 8th grade students in Seoul City, Korea. Five instruments were used in the study, TSPS(test of science process skills), GALT(group assessment of logical thinking), CEFT(children embedded figures test), questionnaire of attitude related to the science, questionnaire of scientific experience. For statistical analysis, the study adopted the structural equation modeling with LlSREL, a computer statistical program developed by J reskog and S rbom. Major findings of the study are as follows:1) Logical thinking ability has a most strong direct effect on science process skills. 2) The structural coefficient of scientific experience influence on attitude related to the science has the greatest direct one than the others in the covariance structural model. According to the results of this study, it is very importance that various scientific experiences, particularly hands-on activity, should be offer to students to improve science process skills. Also, understanding the relationships of student variable to science process skills will be helpful to decision making on the part of curriculum developers, science teachers and researchers.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.269-284
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• 2013

The purpose of this study was to investigate the epistemic process in elementary science classrooms by analyzing classroom discourse as a epistemic practice. Data came from four elementary teachers in the form of video-recordings. A total of 12 elementary science lessons were examined to reveal the discursive modes and sequences in which the teacher and students participated when they constructed and developed scientific knowledge during the lessons. Three representative discursive patterns were found in the elementary science lessons explored: (i) 'Retrieving-Retrieving-${\cdots}$' by which well-established scientific knowledge was retrieved repeatedly, (ii) 'Exploring-Building on the Shared' which allowed introducing new scientific knowledge based on the scientific phenomena explored by the teacher and students together through practical work, and (iii) 'Retrieving-Elaborating/Reformulating/Narrating' or 'Building on the Shared-Elaborating/Reformulating/Narrating' which expanded and strengthened scientific knowledge already learned. These discursive patterns were suggested as discursive-epistemic mechanisms employed frequently in the epistemic process in elementary science lessons and as a basis for defining epistemic cultures of science classrooms.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.520-544
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• 2021

This study aims to develop a scientific creativity test for exploring the relationship between elementary students' creative process and product. For this, the researcher reviewed the literatures of scientific creativity and developed the items based on the constructs of creative process and product. After a review conducted by nine science education specialists, a pilot test, and additional revision and supplementation of observation test, the test, consisting of two sets-"animals" and "plants"-was finally conducted on 105 fifth-grade students. The test results were analyzed by using statistical analysis software. WinSteps, SPSS, and AMOS. The main findings from this study are as follows. First, when it comes to scientific creativity, creative process consists of science knowledge, inquiry skills, and creative thinking skills (divergent, convergent, and associative thinking skills). Creative product in science is a new and scientifically useful idea realized in a certain form. Second, observation, which was selected as a representative inquiry skill in this research, should not be related to creative thinking skills. Third, among the rest of the items, usefulness had the lowest averages, as it was, perhaps, difficult to satisfy the teachers' criteria for the scientific validity and usefulness. Fourth, the Spearman correlation coefficients between the items of "animals" and "plants" to find out the parallel-form reliability were significant, except for the item of originality. Fifth, the test was satisfactory with regard to the three aspects of construct validity-convergent, discriminant, and nomological. This study concludes by discussing the usefulness of this test, which has the possibility of exploring the relationship between creative process and product and of playing a role as an authentic evaluation tool in school.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.267-284
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• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.76-90
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• 2022

In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.148-157
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• 2010

The purpose of this study is to examine the effect of small group inquiry activities using IIM on the science process skills and scientific attitudes of students in higher elementary grades. To verify research problems, the subjects of this study were fifth-grade students selected from two classes of an elementary school located in Busan : the research group was composed of thirty students who participated in small group inquiry activities using IIM teaching model situation, and the other was composed of thirty students(comparative group) who participated in a teacher map- based learning situation. For six weeks, the small group inquiry activities using IIM were executed in the research group, while the teacher-map based instruction was conducted in the comparative group Test showed the following results: First, the research group showed a significant improvement in their science process skills compared to the comparative group. Second, the research group did not show a significant improvement in their scientific attitudes compared to the comparative group. In conclusion, small group inquiry activities using the IIM teaching model was more effective than the teacher map-based teaching model on science process skills. However, since the study has a limit on the object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of Powder Materials
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• v.8 no.3
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• pp.151-156
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• 2001

MgO based nanocomposite powder including ferromagnetic iron particle dispersions, which can be available for the magnetic and catalytic applications, was fabricated by the spray pyrolysis process using ultra-sonic atomizer and reduction processes. Liquid source was prepared from iron (Fe)-nitrate, as a source of Fe nano-dispersion, and magnesium (Mg)-nitrate, as a source of MgO materials, with pure water solvent. After the chamber were heated to given temperatures (500~$^800{\circ}C$), the mist of liquid droplets generated by ultrasonic atomizer carried into the chamber by a carrier gas of air, and the ist was decomposed into Fe-oxide and MgO nano-powder. The obtained powders were reduced by hydrogen atmosphere at 600~$^800{\circ}C$. The reduction behavior was investigated by thermal gravity and hygrometry. After reduction, the aggregated sub-micron Fe/MgO powders were obtained, and each aggregated powder composed of nano-sized Fe/MgO materials. By the difference of the chamber temperature, the particle size of Fe and MgO was changed in a few 10 nm levels. Also, the nano-porous Fe-MgO sub-micron powders were obtained. Through this preparation process and the evaluation of phase and microstructure, it was concluded that the Fe/MgO nanocomposite powders with high surface area and the higher coercive force were successfully fabricated.