• Journal of Korean Elementary Science Education
• /
• v.32 no.1
• /
• pp.60-70
• /
• 2013

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

• Journal of Korean Elementary Science Education
• /
• v.32 no.4
• /
• pp.557-566
• /
• 2013

The purpose of this study was to investigate the effects of science lesson applying STEAM education on the science learning motivation and science academic achievement of elementary school students. The study subjects were four classes of the 5th grade of M elementary school in B Metropolitan City. Two classes including 64 students were experimental group and the others including 65 students were comparison group. For the purpose of study, the lesson unit 'The human body' were practised, the recomposed unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the science learning motivation of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science academic achievement of elementary school students.

• Journal of Korean Elementary Science Education
• /
• v.37 no.1
• /
• pp.54-65
• /
• 2018

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

• Journal of Korean Elementary Science Education
• /
• v.33 no.4
• /
• pp.762-772
• /
• 2014

The purpose of this study was to investigate the effects of science lesson applying STEAM education on the creative thinking activities and emotional intelligence of elementary school students. The study subjects were two classes of the $3^{th}$ grade of S elementary school in B Metropolitan City. One class including 26 students was experimental group and the other including 27 students was comparison group. For the purpose of study, the lesson unit 'The world of animals' was practised, the reorganized unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creative thought activities of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the emotional intelligence of elementary school students.

• Journal of Korean Elementary Science Education
• /
• v.24 no.5
• /
• pp.612-619
• /
• 2005

Dimensions of learning, based on the vast studies on teaming psychology and teaming processes, have been played an important role as one of the frameworks of curriculum and teaming strategies. Dimensions of Learning consist of 5 Dimensions, each of 'Attitudes and Perceptions', 'Acquire and Integrate Knowledge', 'Extend and Refine Knowledge', 'Use Knowledge Meaningfully', 'Habits of Mind'. And each dimension has $3\~8$ lower categories in itself, The elementary 5th grade science lesson emphasizing upon Dimensions of Learning was developed in this study. The lessons dealt with almost every lower categories of Dimensions of learning. We analysed students' scientific attitude and scientific achievement quantitatively after the lesson emphasized upon Dimensions of Learning in comparison with typical lesson laying stress on teachers' guides. The results are as follows; Students' scientific attitude was significantly changed after the lesson emphasized upon Dimensions of Learning. The willingness, positiveness, straightforwardness, and openness of lower categories of students' scientific attitude were more significantly changed especially. But students' scientific achievement was not significantly changed after the lesson emphasized upon Dimensions of Learning.

• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.552-566
• /
• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of Korean Elementary Science Education
• /
• v.37 no.1
• /
• pp.66-79
• /
• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• Journal of Korean Elementary Science Education
• /
• v.32 no.1
• /
• pp.71-81
• /
• 2013

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.

• Journal of Korean Elementary Science Education
• /
• v.33 no.2
• /
• pp.352-363
• /
• 2014

The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.

• Journal of Korean Elementary Science Education
• /
• v.35 no.1
• /
• pp.78-88
• /
• 2016

The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.