• 대한지구과학교육학회지
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• 제5권3호
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• pp.245-255
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• 2012

The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

• International Journal of Advanced Culture Technology
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• 제11권2호
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• pp.210-220
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• 2023

We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the 'lower level' by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.218-230
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• 2011

The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher's degree of difficulty in science class was dependent on environment factors, but not on gender. Finally, there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.

• 한국과학교육학회지
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• 제41권3호
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• pp.183-192
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• 2021

본 연구에서는 2015 개정 교육과정 적용 2년차를 맞이하여 고등학교 과학과 선택과목의 수업과 평가 구현 실태를 조사함으로써 과학과 교육과정의 안착 및 개선 방안을 도출하고자 하였다. 이를 위해 244명의 고등학교 과학과 교사들을 대상으로 설문조사를 진행하였으며, 9명의 과학 교사들과 심층 면담을 수행하여 교육과정 운영에 대한 심층적인 답변을 구하였다. 주요 연구결과를 살펴보면, 설문조사에서 과학 교사들은 개정 교육과정에서 교과역량 신장과 학생들의 참여를 높이기 위한 수업을 고민하고 있지만, 여전히 강의 위주 수업을 가장 자주 활용하는 것으로 나타났다. 평가 측면에서는 과정중심평가와 관련된 문항들에서 교사들은 긍정적인 변화가 있다고 응답하였다. 과학과 선택과목 운영의 어려움으로 교사들은 '담당해야 하는 과목의 수 증가', '업무 과다', '다양한 교수학습 및 평가 등을 고려한 수업의 재구조화에 대한 부담'을 가장 많이 선택하였다. 심층 면담을 통해 교사들은 통합과학에 비해 과학I 선택과목에서는 탐구실험 등과 같은 학생참여형 수업을 덜 강조하며, 과학II 과목의 경우 주로 3학년 때 하므로 학생참여형으로 진행하기 어렵다고 주장하였다. 또한, 과학과 선택과목에서 과정중심평가를 하려면 시간 확보가 필요하며, 수능에 실험이 안 나와서 실험에 대한 과정중심평가도 할 필요가 없다고 응답하였다. 연구결과를 토대로 과학과 선택과목에서 과정중심평가 안착을 위한 지원방안, 학교현장의 학생참여형 수업이나 과정중심평가의 방향성과 원인에 대한 심층 분석의 필요성 등을 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권4호
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• pp.522-532
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• 2020

The aims of this study were to do a survey on teachers' perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

• 한국임상보건과학회지
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• 제10권1호
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• pp.1543-1552
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• 2022

Purpose: It is intended to investigate the satisfaction of dental hygiene students with non-face-to-face online classes and use them as basic data for successful lecture design and operation. Methods: The data collected in this study were analyzed using the lBM SPSS Statistics 21 program. The general characteristics of the study subjects were frequency analysis, non-face-to-face online class satisfaction, and test satisfaction were frequency analysis and technical statistics. Through the independent sample T test, a t-test was conducted to find out whether there was an average difference in online class and test satisfaction according to grade. Results: The advantages of non-face-to-face online classes were that repetitive learning was possible (57.7%), the disadvantage was that there was a lack of real-time communication (74.9%), and the most efficient teaching method was a mixed form of online and face-to-face classes (64.9%). The satisfaction level of online classes was 2.69 points for 'self-directed learning habits,' which was the highest compared to the overall average of 2.55 points, and 2.09 points for 'difficulty in interaction between instructors and learners in online classes.'Non-face-to-face test satisfaction was 2.68 points for 'short test time gives fairness to test results,' higher than the overall average of 2.45 points, and 2.07 points for 'no difficulty accessing the test.'In terms of satisfaction with the non-face-to-face test according to the grade, it was found that the third grade showed a more negative attitude than the second grade in terms of sexual fairness (p<0.05). Conclusions: Through the above results, non-face-to-face online classes require various content development and some mixed classes considering the level of students, and instructors' efforts to improve the quality of classes for interaction between instructors and learners are needed.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.35-46
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• 1999

The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are st rongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes -1 planning experiments -1 predicting the results -1 experimenting-t summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the me st difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.

• International Journal of Advanced Culture Technology
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• 제11권3호
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• pp.211-224
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• 2023

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.97-107
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• 2007

The purpose of this study is to discover and develop any implications which may arise in relation to science teachers' professional growth and development by investigating the difficulties experienced by elementary school teachers in science classes. 196 elementary school teachers were requested to write an anecdotal report regarding their science lessons. 30 science teachers in middle school also answered the same questionnaire. By means of inductive categorical analyzing, the difficulties were grouped into several categories. The results were as follows: (1) The difficulties elementary teachers experience in their science lessons fall into three categories; 'professional science knowledge(9.8%)', 'science laboratory activities(78.3%)', 'teaching methodology(11.2%)'. (2) Science teachers in middle school experienced similar difficulties. However, distribution differed from that of elementary school teachers; 'professional science knowledge(39.0%)', 'science laboratory activities(35.6%)', 'teaching methodology(27.1%)'. (3) The causes of these difficulties were identified as follows; a lack of time to prepare for science classes, insufficient substantial pre-service teacher education, and a lack of adaptive support to elementary school teachers.