• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• Journal of Environmental Science International
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• v.11 no.7
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• pp.611-620
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• 2002

The purpose of this study was to analyze the elementary school teachers＇perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled｀Environmental Pollution and Protecting Nature＇showed the highest preference, whereas the unit for fifth graders titled｀Structure and Functions of Plants＇showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.129-139
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• 2014

This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.148-157
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• 2010

The purpose of this study is to examine the effect of small group inquiry activities using IIM on the science process skills and scientific attitudes of students in higher elementary grades. To verify research problems, the subjects of this study were fifth-grade students selected from two classes of an elementary school located in Busan : the research group was composed of thirty students who participated in small group inquiry activities using IIM teaching model situation, and the other was composed of thirty students(comparative group) who participated in a teacher map- based learning situation. For six weeks, the small group inquiry activities using IIM were executed in the research group, while the teacher-map based instruction was conducted in the comparative group Test showed the following results: First, the research group showed a significant improvement in their science process skills compared to the comparative group. Second, the research group did not show a significant improvement in their scientific attitudes compared to the comparative group. In conclusion, small group inquiry activities using the IIM teaching model was more effective than the teacher map-based teaching model on science process skills. However, since the study has a limit on the object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.31-42
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• 2017

This study aimed to investigate the effect of science class using multiple intelligence on science learning motivation, academic achievement and science process skill of elementary student. The number of participants were 98, 4 classes of $3^{rd}$ graders in G elementary school in B city. The experimental group, 2 classes including 49 participants, had science classes using multiple intelligence while the comparative group, 2 classes including 49 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's science learning motivation, academic achievement and science process skill. The results of this study can be summarized as follows: First, the pre and post test results of science learning motivation revealed that the experimental group had higher improvement compared to the comparative group and the difference was meaningful. Second, the post test results of the science academic achievement showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful. Third, the pre and post test results of basic science process skill showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful, especially in inference and prediction elements.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.260-268
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• 2013

With the development of science and technology, an effort to investigate the current research trend of elementary science education will lead to future directions for elementary science education. This study set out to analyze papers published in Elementary Science Education by quantity, subject and methodology for the last ten years. The results were as follows: First, the number of papers has continuously increased for the last 30 years. Second, as for categorization by the functions of elementary science education, the number of papers was mainly published in the field of teacher education, which was followed by learning processes and teaching methods in the order. Third, in the field of the research subjects of elementary science education, many researches were conducted on scientific inquiries and concepts traditionally emphasized in elementary science education, and on gifted education recently implemented as part of national policy. Fourth, as for categorization by the methodologies of elementary science education, a survey study was the most popular, being followed by experimental study and literature study in the order. In recent years, researches based on the case study methodology have visibly grown in numbers, which seems to part of efforts to find implications with new methodologies among researchers facing limitations with the old ones in the middle of uniqueness called education.