• Title/Summary/Keyword: elementary school science

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Elementary School Students' Perceptions of Scientist and Socio-cultural Background towards Science (초등학생들이 생각하는 과학자 이미지와 과학과 관련된 경험 및 배경 조사)

  • Kwon Nan-Joo
    • Journal of Korean Elementary Science Education
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    • v.24 no.1
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    • pp.59-67
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    • 2005
  • The purpose of this study is to investigate the elementary school students' perceptions of scientist and socio-cultural background towards science. Subjects are 120 ordinary students of elementary school and 75 participators in invention club and science camp for talented students in a metropolitan city. A questionnaire for investigating the students' perceptions and Images about scientist was developed. That contains the items for socio-cultural background and experiences towards science. The results of this study showed that the elementary students think scientist is younger than the previous students thought. But as yet, the representative image of scientist is the neat man with glasses and gown. Also, a majority of elementary students like science, science subject and science classroom, especially experiment activity. They have various experiences related in science.

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Elementary School Teachers' Teaching Experience of Scientific Inquiry (과학 탐구에 대한 초등 교사들의 지도 경험)

  • Jin, Sun-Hi;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.26 no.2
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    • pp.181-191
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    • 2007
  • The purposes of this study were as follows; to investigate elementary school teachers' understanding of scientific inquiry, experiences in learning/teaching, their educational experience of scientific inquiry, and to study the difficulties they experience in teaching scientific inquiry methods to elementary students and their suggestions for future inquiry materials. For the purposes of this study, 157 elementary school teachers participated in a survey and 10 teachers were interviewed in-depth in relation to their ideas and experiences of scientific inquiry. The results show that most elementary school teachers had a lack of understanding of scientific inquiry skills, and lacked educational experiences of inquiry methods in general. They generally perceived the 7th science text-books as being inappropriate and inadequate for teaching students scientific inquiry processes. The educational implications are discussed to help practitioners implement scientific inquiries successfully through the various types of teaching materials and professional developments.

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Contents Analysis of Astronomy in Science Textbooks of Elementary School according to the Changes of the Curriculum (교육과정의 변천에 따른 초등학교 과학과 교과서의 천문에 관한 내용 분석)

  • Choi, Hyun-Dong;Kwon, Chi-Soon
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.1
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    • pp.32-42
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    • 2011
  • The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

A Case Study on Elementary School Teachers' Reconstruction Experience of Science Curriculum (초등 교사의 과학과 교육과정 재구성 경험에 대한 사례 연구)

  • Lim, Hwa Young;Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.38 no.1
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    • pp.102-115
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    • 2019
  • This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

Investigating Elementary School Teachers' Internal Factors on Science Experiment Activity (초등과학 수업에서 실험 활동에 대한 교사들의 내적 요인 조사)

  • Lim, Jae-Keun;Lee, So-Ree;Yang, Il-Ho;Lee, Yun-Kyoung
    • Journal of Korean Elementary Science Education
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    • v.29 no.1
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    • pp.93-101
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    • 2010
  • The purpose of this study was to investigate the internal factors whether teachers execute experiments at the science classes in the elementary school. Semi-structured in-depth interviews were performed with 9 elementary school teachers who have served for more than three years. In-depth interviews were performed individually and all the interviews were recorded. Data sources were analyzed by grounded theory. The results were as follows: The internal factors that they did experiments at the science classes were science teaching faiths in experiment, self confidence in experiment, interest in science. and the internal factors that they did not experiment at the science classes were lack of science content knowledge, lack of science education knowledge, memory of failure at experiment, and so on. The investigation results imply inquiry activities should be more strengthened in elementary teacher education program and pre-service teacher curriculum. And it needs to give a materials of receiving information and guidance detailed about the experiments.

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An Analysis on Elementary School Teachers' Expectation and Reality for Science Experiment in-service Training Program (과학 실험 연수에 대한 초등 교사들의 기대와 실태 분석)

  • Jeong, Jae-Hoon;Kim, Young-Shin
    • Journal of Korean Elementary Science Education
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    • v.29 no.3
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    • pp.316-325
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    • 2010
  • The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.

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Elementary School Teachers' Perceptions on Science Contests (과학경연대회에 대한 초등 교사들의 인식)

  • Lee, Nam Hee;Lim, Heejun
    • Journal of Korean Elementary Science Education
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    • v.35 no.1
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    • pp.89-97
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    • 2016
  • Science contest is one of the important programs of extracurricular school science activities which give various experience for science learning. In order to understand teachers' perceptions on science contests in elementary school, this study investigated teachers' awareness of science contests, perceptions and difficulties in carrying out science contests in each school, their perceptions on the preparing process of statewide science contest, and the preference of the types of preliminary science contests. 196 teachers were responded to survey, and 8 teachers were interviewed. The results showed that elementary teachers were aware of various science contests through their in-school experiences. The main difficulties of teacher on science contests was lack of professionalism on science and science contests. While teachers preferred the preliminary round of contest by contest's host to the preliminaries of science contest in each school. They also worried about the intimidation of science month's festival in schools. Based on the understanding of the teachers' perceptions on science contests, educational implications were discussed.

Analyses of Changes in Elementary School Students' Science-Related Attitudes through App-Based Learning of Observing and Recording Living Things (어플리케이션 기반 생물 관찰 기록 학습이 초등학생들의 과학 관련 태도에 미치는 영향)

  • Park, Hyoung-Min
    • Journal of Korean Elementary Science Education
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    • v.39 no.3
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    • pp.307-322
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    • 2020
  • This study analyzed the effects of 'app-based learning of observing and recording living things' on elementary school students' science-related attitudes. Samples of the study were composed of 24 sixth-grade students attending the science club of N elementary school in Seoul, Korea. The learning was conducted for 12 times over 7 months. 'TOSRA(Test of science-related attitude)' was used to quantitatively analyze the science-related attitudes of elementary school students. To find out more detailed characteristics, records of interview were also gathered and analyzed. The main results of this study are as follows. First, for the paired t-test of science-related attitudes, a statistically significant difference between the pre and post was found. As results of the interview, it was revealed that 'experiences of outdoor activities' greatly influenced the increase of science-related attitudes of the students. Second, in ANCOVA, according to 'gender' there was no statistically significant difference in score of science-related attitudes. But, there was statistically significant difference in science-related attitudes according to 'preferred science subjects' and 'whether individual interest has occurred about observing and recording living'. Based on the results of this study, implications for research of elementary biology education are discussed.

An Analysis of the Inquiry Activity Types Presented in the 5th & 6th Grade Elementary Science Textbooks (초등 5~6학년군 과학 교과서에 제시된 탐구 활동 유형 분석)

  • Song, Shin-Cheol;Shim, Kew-Cheol
    • Journal of Korean Elementary Science Education
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    • v.38 no.4
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    • pp.453-464
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    • 2019
  • In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

The influence of elementary school teachers들 science anxiety on the children들s science achievement and attitudes (교사의 과학불안이 학생들의 과학성취도 및 과학에 관련된 태도에 미치는 영향)

  • 임청환;최종식
    • Journal of Korean Elementary Science Education
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    • v.18 no.1
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    • pp.87-94
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    • 1999
  • This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

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