• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.305-317
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• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• 한국초등과학교육학회지:초등과학교육
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• 제36권1호
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• pp.73-84
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• 2017

Cultivating creativity is one of the goals in science education. Previous studies report that students use visualization while they solve the creative science problem and it looks helpful to make them think more. For this study three $6^{th}$ grade students were selected in the consideration of pre-test through the qualitative think-aloud method. The results show that even though students have many ideas in planning stage in problem solving, they appeared to visualize familiar and empirical ideas at first. So if teachers want to watch another creative ideas, they tended to give enough time to visualize many ideas. Students drew lines, circles, "X"marks to select or remove information during their problem solving works. They said these marks seem to be useful to understand question. However, removal marks sometimes turn out to block another chance to re-think. Also students did not have a chance to reflect what they did. It means that they lose the chance to do convergent thinking. The implications of this study include the importance of students' visualization works to facilitate their creative ideas and support their problem solving strategies. In this study, we discuss the meaningful messages for teachers who construct science classroom for creativity.

• 컴퓨터교육학회논문지
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• 제9권3호
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• pp.109-119
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• 2006

알고리즘은 컴퓨터와 관련된 모든 이론들의 기반이 되는 개념으로 매우 중요하다. 응용문제를 해결하기 위한 컴퓨터 알고리즘에 대한 연구는 많이 있지만 컴퓨터 알고리즘 개념을 어떻게 가르칠 것인가에 대한 효과적인 교수방법에 대한 연구물들은 매우 드물다. 본 논문에서는 초등학교 4학년 수학문제를 이용하여 문제를 해결하는 과정을 통하여 컴퓨터 알고리즘 개념을 학습하는 교수방법을 설계하였다. 설계한 교수방법을 현장에 적용하였으며, 결과 분석을 통하여 제안한 교수방법이 전통적인 교수방법보다 효과가 있음을 보인다.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.121-129
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• 2003

The enhancement of inquiry skills has been emphasized as a important objective of science education for a long time. Of these, the observation is not only a simple and basic skill, but also a very important skill, in aspect of gathering informations about the nature of all things around us, through interaction between the sense organs of body and objectives. The purpose of this study is to investigate the results of observations about the grasshopper(Oxya chinesis), made by the elementary student from the 3rd to the 6th grade, and to make use of them as the basic materials for the observative teaming and the evaluation of the observation ability. Through this study, the collected items of observation are as follows For grasshopper, a total of observation items is 95, 70 using the sight sense, 13 using the tactile sense,7 using the olfactory sense. 3 using the palate sense and 2 using the auditory sense. In this study, the findings of elementary student's observation are as follows. 1. On the whole, most of students have observed mainly by the sight and the tactile sense, when observing the grasshopper. 2. It is showed a tendency that the observation ability of student is increased with the higher grade in elementary school. 3. As the grade ascends. the observations with operating are increased, also the quantitative expression and interpretation about them are increased. 4. In the case of same grade, there is no significant difference between students' gender, though girls' ability of the observation showed somewhat higher than boys' 5. Occasionally, the interpretations on the observative facts made by student, are inaccurate. Basis on the above results, we suggested some directions for the improvement of the observative learning program in science classroom of elementary school. First, the teacher have to serve as a guide and encouragement in the observative learning class, to be accomplished the various observation, which all the sensory organ can be used by student than the sight sense. Second, to get elevated the ability of observation, it is necessary that some experimental tools(magnifying lens, stereoscope, auxiliary implements etc.) are utilized. Third, the teacher have to make often endeavors showing an example of operation, to be activated the atmosphere of operative observation.

• 한국환경과학회지
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• 제17권5호
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• pp.501-507
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• 2008

The concentrations of HCHO(formaldehyde), $PM_{10}$(particulate matter), $CO_2$(carbon dioxide) and TBC(total bacteria counter) distribution in schools(Chung-Nam Area) were examined, and the results were compared with the recommended criterion of the administration law of indoor air. The subjects were an elementary school, a middle school and a high school in Chung-Nam area, and the concentration of TBC was examined by Single Stage Air Cascade Sampler, which applied the inertia collision catching method of 28.29L/min(flux) during 5 months from March, 2007 to July, 2007. The instrument(LD-3B, SIBATA Company)was used to examine $PM_{10}$, by a light scattering method and a light transmission method. The instrument(Airboxx(KD Engineering) was used to examine $CO_2$. The instrument(Z300XP(Environmental sensor)was used to examine HCHO. The result indicated that the $PM_{10}$ average concentrations of the surveyed classrooms were $49{\mu}g/m^3$ in Spring and $59{\mu}g/m^3$ in Summer. The $CO_2$ average concentration of the surveyed schools were 576 ppm in the classroom and 527 ppm in the stateroom. The average concentration of TBC were $729CFU/m^3$ in an elementary school, $401CFU/m^3$ in a middle school, $381CFU/m^3$ in a high school. The HCHO average concentration of the surveyed schools were 0.03 ppm in the classroom, 0.02 ppm in the stateroom.

• 교육시설
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• 제14권4호
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• pp.14-24
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• 2007

Recently, there are three major trends in building school facilities by government. First trend is to reconstruct facilities that have been built for 30 years. Second is the creation of a new town, new construction demanded from the redeveloping area. Finally, third is to build educational convenience facilities such as gymnasium, auditorium and cafeteria etc. When building or reconstructing school facilities, it is important to consider the 7th Education curriculum. The purpose of this study is to propose the guide line of the planning the dimension of Science Laboratory in in elementary school, corresponding to teaming contents and method.

• 한국지역사회생활과학회지
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• 제18권2호
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• pp.301-311
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• 2007

This study examined the needs analysis of school-based staff development at the elementary school level in rural areas of Kyungki and Chungnam provinces. Using a modified survey, the Korean School-based Staff Development Needs Assessment Survey (KSSDNAS), adapted from the Teacher Needs Assessment Survey (TNAS) developed by Gary M. Ingersoll et al. and the Korean Teacher Needs Assessment Survey (KTNAS) developed by K. Chung, the study analyzed 192 teachers' responses. In order to analyze the data, frequency, factor analysis, cross-tabulation, and one-way ANOVA were computed. The findings of this study indicated that there were significant differences between years of teaching experience and the teachers' perceptions of school-based staff development needs. These involved "building learning objective and learning group "and" cooperation of classroom management and students' activity". However, elementary school teachers' perceptions of their school-based staff development needs were not significantly influenced by school size or school location. Most of all, it may be suggested that active teachers can improve the achievement of their rural schools by rearrangement of the subject contents and by understanding their students in rural areas.

• 한국지구과학회지
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• 제32권4호
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• pp.422-434
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• 2011

본 연구에서는 초등학교 과학수업의 실태를 탐구하고 그 개선 방안을 탐색하였다. 초등학교 과학수업의 경우 교사들 스스로 과학개념이나 내용에서 오개념을 갖고 있는 경우가 많이 발견된다. 이렇듯 초등교사들이 과학에 부담을 느끼고 과학내용지식에 부족함을 느끼는 상태에서 수업을 하게 되면, 좋은 수업이나 학생들에게 유의미한 수업이 되기는 어렵다고 경력교사들은 지적하였다. 이러한 초등학교 수업의 전반적인 특징과 초등교사들의 과학내용지식에 대한 문제의식에 대한 이해를 토대로 본 연구에서는 초등학교 과학수업의 실태를 탐구하였다. 수업동영상 분석을 위한 컨설팅 협의회, 초등교사와의 면담 등을 활용하여 학생들이 초등학교 저학년에서는 과학을 가장 선호하다가 고학년이 되면서 과학을 가장 기피하는 이유, 초등 과학수업에서 활동이나 실험이 반드시 필요한 이유, 초등 과학수업에서 hands-on 활동에 머물지 않고 minds-on 활동을 만드는 방안 등을 논의하였다. 또한 초등 과학수업을 개선하기 위한 방안으로 초등교사의 과학내용전문성 재교육의 필요성, 초등과 중등 간의 교류의 필요성, 초임교사 지원을 위한 공식적인 입문 프로그램의 필요성, 초등학교 5, 6학년의 경우 교과전담 체제 도입의 필요성 등을 논의하였다. 연구결과를 토대로 초등학교 과학수업 내실화를 위해 요청되는 초등학교 현직교사 연수 방안을 제언하였다.

• 한국과학교육학회지
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• 제35권1호
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• pp.131-142
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• 2015

이 연구의 목적은 실행공동체(Community of Practice)의 관점에서 과학교실문화를 분석하기 위한 조사도구를 개발하고 이를 적용하여 그 활용가능성을 확인하는 데 있다. 문헌연구를 통하여 실행공동체의 구조적 요인을 설정하고 요인에 따른 예비문항을 개발하였다. 초등학교 4학년, 6학년, 중학교 2학년 총 219명의 학생들에게 예비조사를 실시하여 문항 타당도 및 신뢰도를 검증하였다. 탐색적 요인분석을 통하여 수정된 도구는 '학습 책임감'(responsibility for learning), '공동의 관심사'(common interest), '호혜적 인간관계'(mutual relationships), '개방적 참여'(open participation), '실행'(practice)의 총 5개 요인 27개 문항으로 구성되었다. 개발된 조사도구를 사용하여 초등학교 4학년과 6학년 학생 총 706명을 대상으로 본 조사를 실시하고 확인적 요인분석 및 신뢰도 분석을 실시하였다. 이를 통해 조사도구가 타당한 도구임을 확인하였으며, 초등학교 과학교실 공동체의 특성을 구조적 요인별, 학년별, 성별, 교사 특성별로 비교하여 분석하였다. 이 연구를 통하여 개발된 조사 도구는 공동체적 관점에서 과학교실을 분석하는데 활용될 수 있을 뿐만 아니라 바람직한 과학교실의 공동체를 위한 시사점을 제안할 수 있을 것으로 기대된다.

• 한국지구과학회지
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• 제38권5호
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.