• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.273-278
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• 2004

According to Piaget, children aged 11 are in the middle of concrete operation period and formal operation period. So, it is necessary to adopt the Learning Cycle Model (LCM) which helps students improve their cognitive development. After determining the test for the Science Concept of Matter (SCOM), the experimental group showed higher average than the comparative group in the post-test. In the sound understanding, the experimental group showed higher ratio than the comparative group. And in the ratio of imperfect, wrong understanding and no response, the experimental group was lower than the comparative group. On the questions that were needed the complicated inquiry, many students of both groups still couldn't find the fundamental cause. In forming the scientific conceptualization, there was a meaningful difference (p < .001) after post-test Analysis of Covariance (ANCOVA) with pre-test result. After determining the test for the Test Inquiry Science Process (TISP), the experimental group showed higher average than the comparative group in the post-test. In the category of basic inquiry process which is needed in concrete operation, there was a meaningful difference (p < .05). In the category of unified inquiry process which is needed in formal operation, they showed no meaningful difference (p > .05). Therefore, applying the LCM to the chapter of 'Solution and Dissolving' is more effective on improving the scientific conceptualization and on helping the concrete operation abilities than the teacher centered learning.

• Korean Journal of Childcare and Education
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• v.14 no.5
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• pp.65-84
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• 2018

Objective: This study investigated the effects of discussion using personality picture books on young children's self-regulation ability and pro-social behaviors. Methods: Participants consisted of thirty-nine 5-year-old children who were going to a kindergarten in Gwangju metropolitan city. Nineteen children belonged to the experimental group and twenty children to the comparative group. The experimental group carried out discussion using personality picture books, and the comparative group carried out conversation activities. Results: The results of this study demonstrated that the experimental group scored higher than the comparative group in self-regulation ability and pro-social behaviors. That is to say, the experimental group scored higher than the comparative group in three sub factors of self-regulation ability and seven sub factors of pro-social behaviors. Conclusion/Implications: It is significant that this study provides useful information about discussion using personality picture books with young children that can be used in the early childhood field.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.47-64
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• 2004

The purpose of this study was to explore the differences in stress, perfectionism, optimism and academic achievement between the scientifically gifted middle school students and general students and the relationships between stress, perfectionism, optimism and academic achievement in these two groups. 154 scientifically gifted middle school students and 145 general students from C middle school in Inchon were participated in this study as subjects. The result of this study were as fellow; In case of the gifted group, perfectionism were higher than the comparative group. However, the stress of the comparative group was higher than the gifted group. The gifted groups felt less stresses than the comparative group. In case of the gifted group, optimism were higher than the comparative group. However, It is independent in the co-relationships stress, perfectionism, optimism and academic. achievement of the scientifically gifted and general students.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.285-297
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• 2013

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1609-1620
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• 2011

The purpose of study is to examine the effects of the reading discussion-oriented career exploration program for elementary school students on career development and achievement motivation. To achieve this purpose, three fifth grade classes were assigned to an experimental group, comparative group A and comparative group B. Reading discussion-oriented exploration program for the experimental group was conducted for five weeks in ten sessions, the same period of time for comparative group A was given for conducting a career education program and subject studying was conducted on comparative group B. The results of this study, the experimental group applied to the reading discussion-oriented career exploration programs showed a significant increase in their career development compared with the subject studying group. But they did not show a significant increase compared with the career education group. Second, experimental group applied to the reading discussion-oriented career exploration programs showed significant increase their achievement motivation compared with the subject studying group and career education group.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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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).

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.51-69
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• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• Journal of Oriental Neuropsychiatry
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• v.10 no.1
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• pp.133-146
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• 1999

First I chose a patient group and a comparative group composed of 23 members each. Then the body temperature differences in these groups was taken with D.I.T.I. The results are as follows. 1. Average body temperature of the Hwa-Byung patient group is $36.6^{\circ}C$ and that of the comparative group is $36.4^{\circ}C$. So there is no meaningful body temperature difference. 2. The hwa-Byung patient group has higher temperature than the comparative group by ${\triangle}T>1.0^{\circ}C$ at the following acupunture points in these body parts upper and lower, left and right, anterior and posterior, trunk and limb. Especially, the body temperature difference was clear in the CV-17 (jun-Joong) and the GV-4(Myung-moon). 3. When the body temperature was compared in the upper and lower part of the back, it had meaningful differences at the upper and lower acupunture points of the back in the Hwa-Byung patient group but not in the comparative group. 4. When the body temperature was compared in the left and right part of the body, its average difference was ${\triangle}T>1.0^{\circ}C$ in the two groups and the result were meaningless. 5. When body temperature was compared in the anterior and posterior part of the body, its average difference was ${\triangle}T>1.0^{\circ}C$ in the two groups and the result were meaningless. 6. When body temperature was compared in the trunk and limb part of the body, its difference in the patient group was meaningful compared with the non-patient group. From the above results, I think that D.I.T.I. could be used to objectively visualize heat sensation of the Hwa-Byung patients and make an objective concept of Han Yul in oriental medicine.