• 한국초등과학교육학회지:초등과학교육
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• 제40권3호
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• pp.366-389
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• 2021

이 연구에서는 과학 탐구 수업에서 초등학생들이 바라는 과학 교사의 모습을 구성하는 요인들을 추출한 후, 이들 요인 사이의 구조적 연관성을 분석하였다. 과학 탐구 수업에서 초등학생들이 바라는 과학교사의 모습을 구성하는 요인들을 확인하기 위하여 탐색적 요인 분석(EFA)을 실시하였고, 그 결과를 바탕으로 확인적 요인 분석(CFA)을 실시하였다. 또한, 확인적 요인 분석을 통해 산출된 요인 구조를 토대로 과학 탐구 수업에서 초등학생들이 바라는 과학 교사의 모습을 종합적으로 살펴보았다. EFA 결과, 과학 탐구 수업에서 초등학생들이 바라는 과학 교사의 모습을 이루는 요인으로 5개 요인(교수 전략, 평가 전략, 사전 지도, 학생 이해, 학습 발달)을 추출하였다. CFA 결과, 교수 전략과 학습 발달, 교수 전략과 학생 이해 사이에 상관관계가 비교적 높게 나타났다. 추출된 요인 구조를 바탕으로 과학 탐구 수업에서 과학 교사의 모습에 대한 학생들의 인식을 종합적으로 살펴본 결과, 초등학생들은 과학 교사가 학생들에 대한 이해를 반영하여 학습 발달을 지원하고, 효과적인 수업 전략과 적절한 평가 방법을 활용하는 것을 중요하게 인식하고 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.450-466
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• 2009

The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.374-382
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• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.233-243
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• 2008

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by creative problem solving. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-two students who were participated in Treffinger's CPS teaching model situation, and the other is composed of thirty-two students(control group) who were participated in teacher map based learning situation. During six weeks, the CPS teaming-based instruction was executed In th experimental group while the teacher map based instruction in controled group. Post-test showed following results: first, the experimental group showed a significant improvement in the science process skill compared th the control group. Second, the experimental group did not showed a significant improvement in the science process skill compared th the control group. In conclusion, Treffinger's CPS teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.74-84
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• 2004

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write an anecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the difficulties were grouped into several categories by the researcher, and then reconfirmed by the pre-service teachers themselves. The result showed that there were far more difficulties with practical work (cases: 48), than with content knowledge teaching (cases: 17). Among practical work related difficulties, the most frequent cases were: 1) when they have unexpected result different from scientific theory (cases: 10), 2) when they teach process skill and usage of lab equipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike the result of preceding research on secondary pre-service teachers, there was no affective aspect problems. These difficulties also can be divided into 'problems' and 'dilemmas'. Whereas 'problems' can be settled by removing obstacles, 'dilemmas', a conflict-filled situation, require choices between competing values or aims. The use of scientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpected experiment results caused such dilemmas in science lessons. The research results imply practical work should be more strengthened in the elementary teacher education program. And both teacher educators and pre-service teachers need to understand that practical teaching is a complex enterprise accompanying some 'dilemmas'. The role of science teachers as managers of dilemmas could be considered.

• 한국초등과학교육학회지:초등과학교육
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• 제40권2호
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• pp.210-226
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• 2021

본 연구의 목적은 초등교사가 과학 수업과 관련하여 어떠한 지향을 추구하는지, 실제로 마주한 현실은 무엇이며, 그 속에서 어떻게 좌절과 실패를 극복해 나가는지 이해하기 위한 것이다. 이를 위해 두 초임교사인 박 교사와 최 교사의 과학 수업 실천 경험을 내러티브 탐구를 통해 살펴보고자 하였다. 박교사는 학습자 중심의 탐구 수업을 실천하길 원했지만, 현실에서는 교사 주도로 수업을 하게 되는 자신의 모습을 마주하였다. 최 교사는 구성주의에 바탕을 둔 과학 수업을 실천하길 원했지만, 현실에서는 스캐폴더가 아닌 지식 전달자로서의 자신의 모습을 마주하였다. 그러나 그들은 과학 수업에 대한 자신의 지향을 포기하거나 좌절에 머물기보다는 각자가 생각하는 방식으로 자신의 지향에 다가가려고 노력하였다. 본 연구는 자신의 과학 수업 지향이 잘 구현되지 않을 때 초임교사가 어떠한 전략을 만들어 가는지 이해함으로써 예비교사에서 교사로의 성공적인 전환을 이끌 단서를 제공할 수 있을 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.416-425
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• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.105-120
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• 2009

Critical Experiments (CE) in science classrooms mean, tentatively, critical situations as comparable to anomalous cases in scientific revolutions where the results of science experiments in schools are unclear, differ from the theory, or students misunderstand the purpose of the experiments. The purpose of this research is to identify what CE occurred during science classes and to investigate how elementary teachers handled them. To analyze how teachers recognized and handled CE, we selected nine typical CE from the $7^{th}$ Korean science curriculum. 125 teachers were selected from 8 districts' elementary schools in a local city. A questionnaire with photos of the nine CE above-mentioned was distributed to these teachers. The focus in this research was the way that each teacher handled the CE. We discovered that there were three basic ways in which teachers handled CE. When CE occurred, 51% of elementary teachers explained the correct result of the experiment (what should have happened) to the students while 40.7% of the teachers repeated to get the correct results. The focuses of handling CE varied. 57 % of the teachers focused on the 'materials' while 30% of the teachers focused on the 'theory'. The other focus was 'thinking'. Only 7.6% of the teachers answered that they gave students a chance to think about the reasons why the CE happened. By analyzing our survey results, we could determine what each teacher did as a follow up to the CE and their focus and reasoning for handling the CE this way. When the CE happened in the science class, few handled the CE with the point of view about purpose of doing experiment. As a result, students could not gain educational experience from the CE. If we use CE as a new method to teach science, it will be a good subject incorporating the nature of science in science education.