• Title/Summary/Keyword: elementary school science

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A Study of Portfolio Assessment regarding Feedback fitted into Elementary School Science Classes (피드백을 고려한 포트폴리오 평가 모형을 적용한 초등학교 자연과 수업에 대한 고찰 - 초등학교 5학년 1학기 자연과 단원을 중심으로 -)

  • 박희묵;백성혜
    • Journal of Korean Elementary Science Education
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    • v.19 no.2
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    • pp.43-56
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    • 2000
  • Main feature of portfolio assessments is the integration between assessment and instruction. Based on this feature, we developed portfolio assessment regarding feedback fitted into elementary school science classes. The portfolio assessment model is consisted with three steps; the plan of assessment, the practice of portfolio assessment, and the application of assessment result. In the last step, feedbacks of the assessment result were represented to students. From this model, we inspect the possibility of application in elementary school science.

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A Comparative Study on Elementary School Science Curriculum and Textbooks between South and North Korea (남.북한 초등학교 자연과 교육과정 및 교과서 비교 연구)

  • Choi, Don-Hyung;Lee, Yang-Rak;Kim, Jae-Young;Noh, Suk-Goo
    • Journal of The Korean Association For Science Education
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    • v.18 no.1
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    • pp.43-60
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    • 1998
  • The purpose of this study is to compare and analyse the elementary school science curriculum and textbooks of South and North Korea, then gather the fundamental sources for the establishment of elementary school science curriculum after Unification of Korea by clarifying the difference and the likeness in educational objectives, contents, teaching methods of both Korean elementary school sciences. Based on this comparison and analysis, this study tried to give the concrete suggestions for the elementary school science curriculum and textbook development after Unification. For this, analyses were carried out for the curriculum managing systems, subject organization, education goal, emphasis on each field, teaching-learning and evaluation method. Besides, this study compared and analysed the elementary school science textbook development and distribution system, apparent format, content organization, ratio of content categories, content scope and level and the related terms appeared in both Korean elementary school science textbooks. The result of this study showed a lot of differences in the educational objectives, contents, and educational method of the elementary school science between South and North Korea. The grasping of these differences and the exact understanding about what causes these differences and how the differences are made must be the necessary work for the science curriculum establishment, especially for elementary school science curriculum and textbook development, after Unification.

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An Analysis on the Changes of Achievement Standards and Inquiry Activities in the 2015 Revised National Elementary School Science Curriculum (2015 개정 초등 과학과 교육과정의 성취 기준과 탐구 활동 변화 분석)

  • Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.36 no.1
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    • pp.43-60
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    • 2017
  • The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

A Survey on Science Field Study for Elementary School Science in 7th Korean School Curriculum (제7차 교육과정기의 초등 과학교과 현장학습 실태조사)

  • Kim, Eun-Jin;Lim, Chae-Seong
    • Journal of Korean Elementary Science Education
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    • v.22 no.2
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    • pp.173-180
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    • 2003
  • The purpose of this study was to investigate about current status of science field study in elementary schools. A total of 72 elementary teachers in Busan and Gyungnam districts were involved and the data from questionnaire was gathered. The questionnaire was comprised two parts: items on general level include the epistemological aspect and actual condition and items on concrete level according to chapters of elementary school science curriculum. The major findings are as follows: 1. Many teachers cognize the requirement of science field study in 7th Korean elementary school science curriculum is larger than 6th one. But they respond the actual number of science field study in 7th curriculum is nearly equal to 6th. 2. In analysis to grades, the actual number of field study decrease as grade is high. 3. In the science content aspects, the requirement of field study is the largest on biology domain and earth science domain. 4. Many teachers have pointed out “the difficulty of administration for field study” and “inappropriated surrounding of their school” as the problems of science field study in elementary school.

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The Comparison of the Amount of Chemistry Learning in the Elementary School Science Textbooks Developed under the 6th and 7th National Curricula (제6, 7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교)

  • 전경문;홍미영;이범홍
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.29-36
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    • 2003
  • The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

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The Effects of the Science Process Skill and Scientific Attitudes by SIGM (과학과의 SGIM 적용 수업이 과학적 탐구능력 및 과학에 대한 태도에 미치는 효과)

  • Lee, Yong-Seob;Lee, Kun-Eui
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.1
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    • pp.43-56
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    • 2011
  • The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

A Study on the Changes and Meanings of Geological Terminologies for Elementary School Science Level (초등 수준 지질학 용어의 시대적 변천과 의미 탐색)

  • Lee, Myon U
    • Journal of Korean Elementary Science Education
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    • v.31 no.4
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    • pp.424-435
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    • 2012
  • The purpose of this study was to analyze the geological terms used in the elementary school science curriculums from 1876 to present. We collected the data of geological terminologies based on what is being used in the revised 2007 national curriculum. In this study, data was divided into three periods according to political events, "The Modern Enlightenment Period (1876~1910)", "The Japanese Colonial Period (1910~1945)", and "The Current Curriculum Period (1945~present)". During the early modern enlightenment period, translated Chinese characters' terminologies by western scholars in Qing-China were used in science books. The late modern enlightenment period, we used many translated Japanese textbooks in schools, which naturally introduced the way that Japan's terminology is used. In the Japanese colonial period, Korean students had to study science subjects written in Japanese characters, so they had used Japanese terminologies of science. After the liberation of Korea from the Imperial Japan, there was an efforts to make new Korean terminologies of geology under the new current national curriculum. However, the terminologies used in Korean textbooks ended up using and borrowing the same way that the Japanese-Sino terms of science used later.

The Characteristics of Summarized Activities using Science Notebook for Elementary School Science Gifted (초등과학영재의 과학 노트를 활용한 정리활동 특성분석)

  • Cho, Young Seok;Kang, Ho Kam
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.46-57
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    • 2015
  • The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

Comparative Analysis of STS Contents on Elementary School Science Textbooks in 6th, 7th and Revision 2007 National Curriculum (제6차, 제7차, 2007년 개정 교육과정 초등학교 과학 교과서의 STS 관련 내용 비교 분석)

  • Lee, Hye-Rim;Choi, Hyun-Dong
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.1
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    • pp.42-50
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    • 2012
  • The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

The Effects of Mind Map Activity on Scientific Attitude and Science Achievement in Elementary School Science -5th Grade Elementary School Science - (마인드 맵 활용이 자연과 학업성취도와 과학적 태도에 미치는 영향 -초등학교 5학년을 중심으로-)

  • 최은순;노석구
    • Journal of Korean Elementary Science Education
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    • v.20 no.2
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    • pp.281-291
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    • 2001
  • The purpose of this study was to identify the effect of mind map activity on scientific attitude and science achievement in elementary school science. The subjects of this study were fifth-grade students selected from two classes in elementary school located in Seoul. The subjects were classified into two groups: One group is composed of thirty-eight students(experimental group) who were participated in mind map activity, and the other is composed of thirty-five students(control group) who were participated in traditional teaching situation. Pretest showed that there were no significant differences between experimental and control group in scientific attitude and science achievement. The results were as follows: First, the experimental group showed a significant improvement in the post-test science achievement compared to the control group. Second, the experimental group showed insignificant improvement in the post-test scientific attitude compared to the control group. Third, female students and mid-ranking group showed a significant improvement in the post-test science achievement. Fourth, in sex and academic ranking, experimental group did not show significant difference in the post-test scientific attitude. In conclusion, mind map activity was more effective than traditional teaching situation on science achievement. But mind map activity was less uneffective than traditional teaching situation on scientific attitude.

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