• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• 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.30 no.4
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• pp.415-429
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• 2011

In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.1-9
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• 2013

This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.529-536
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• 2001

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre- and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.238-251
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• 2015

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

• Archives of design research
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• v.19 no.4 s.66
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• pp.17-30
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• 2006

This study is for the size calculation of classroom based on the size of human body and teaching tools. The curriculum of Elementary school has been changed since 1960. It has been reflected on the size of classroom of elementary school. The new education curriculum-the 7th curriculum- demands various activities in classroom. And the Ministry of Education repealed the statute about the facilities of the schools on September in 1997. So we need to different size of unit space of the classroom in elementary school because the size of classroom will affect the quality of education. It is generally known that a part of human body-size has an invariable proportion with human's status, age and weight. In this study, regression analysis is used to find out a part of human body-size of Korean. Then the size of classroom is calculated by the part of human body-size, teaching tools and the type of desk arrangement.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.265-276
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• 2016

In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the $6^{th}$ grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling-based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.