• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.174-182
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• 2005

The purpose of this study was to analyze the professionalism of elementary school teachers and to draw out factors which elementary teachers should try to improve their professionalism for environmental education. For the study, both Quantitative analysis and qualitative methodologies were applied: First, randomly selected 483 elementary teachers from Seoul and Gyeonggi self responded to 5 evaluation areas by Hungerford et al. (1994) to evaluate their environmental education professionalism through the use of five point Likert scale. Second, 2 elementary teachers' environmental classes were observed for the purpose of analyzing strengths and weaknesses in classroom instruction, and then the results of self-evaluation on environmental education professionalism and teacher professionalism as shown in the classes were compared. It was found that 483 elementary teachers including 2 teachers fer analyzing classroom instruction who performed a self-evaluation gave themselves mid-scores on the Hungerford et al.'s 5 evaluation areas. However, the result of self-evaluation did not correspond with the result of actual class observation and teacher interview. That is, the actual environmental classes conducted by 2 teachers did not seemed to reflect the evaluation areas which were the foundation of the study: the conceptual awareness, the investigation & evaluation, environmental action skills, and educational application. The results of this study can be used as the basis reference to develop teaching-learning program and in-service programs for professional development of teachers for successful application of environmental education in elementary school classes.

• 한국지구과학회지
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• 제21권3호
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• pp.219-229
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• 2000

구성주의 학습은 의미구성의 적극적인 과정이며, 학생 스스로 개인의 흥미와 관심, 능력에 따라 스스로 학습목표를 결정할 수도 있다. 본 연구에서는 구성주의에 입각한 학습 교재와 교수-학습 모델을 개발하고 이를 서울의 한 초등학교 학생들에게 적용하였다. 4학년 2학기 ‘지층과 화석’ 단원을 학생과 교사의 토론을 중심으로 재구성하였으며, 안내-실천-표현-합의-발전의 단계에 따라 1개월 동안 수업을 실시하고 그 결과를 정리해 보았다.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.229-236
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• 2022

This study investigates the impact of flipped classroom strategy in developing students' achievement and acquisition of life skills. The study employed a quasi-experimental design where students were divided into two groups: an experimental (N=22) and a control (N=22). The randomly selected and assigned sample consisted of sixth-year elementary school students studying English as a basic course. The findings revealed statistically significant differences between the two group's means in both achievement and life skills tests in favor of the experimental group. Students of the experimental group who studied using the flipped classroom strategy outperformed the control group who studied in the standard way in achieving the English language and in the life situations test, where the effect size of the use of the strategy was large in both dependent variables. The study is concluded with some recommendations to facilitate the use of flipped classroom strategy for EFL teachers. This can be achieved by training teachers on using the strategy and providing technological resources at schools to implement the strategy efficiently.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.123-130
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• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.252-263
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• 2015

This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of 'Ecosystem and Environment' was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of 'General Science Attitudes', 'Applied Unit-Related Interests', and 'Applied Unit-Related Achievement' were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the 'interests about biology learning' factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.

• 대한영양사협회학술지
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• 제15권3호
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• pp.220-231
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• 2009

The principal objective of this study was to evaluate elementary students' awareness of the importance of hand washing, as well as their hand-washing behavior. The data was collected by self-reported questionnaire from 697 students in elementary schools with serving food in a classroom in Busan. Their hand-washing frequency was high, at '3~4 times per day (37.0%)'. 51.0% of the respondents did not wash their hands that often because they were 'not accustomed' to washing their hands, and 35.9% of respondents regarded washing their hands as 'annoying'. The most frequently reported hand washing agent was 'soap and water (71.4%)'. Approximately 95~98% of the respondents always washed their hands after using the bathroom, 87.9% of them washed their hands before eating food, and 86.7% of them washed their hands upon returning home. However, 27.3%, 34.1% and 65.9% of the respondents did not wash their hands after handling money, after eating, and after coughing or sneezing, respectively. Significant factors related to increased hand-washing frequency were gender (p<0.001) and the period of attendance at kindergarten (p<0.05). The mean scores of importance and performance of hand washing were significantly higher for girls than for boys. The group with higher rate (over 4.5/5.0) for the importance of sanitary hand-washing behavior showed significantly higher scores in hand-washing behavior before serving food and before eating than those of the lower rated group (below 4.0/5.0). This study shows that sanitation education is required not only for food handlers but also for students in school foodservices.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.227-245
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• 2017

The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.