• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.194-204
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• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.389-395
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• 1993

Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.181-191
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• 2007

The purposes of this study were as follows; to investigate elementary school teachers' understanding of scientific inquiry, experiences in learning/teaching, their educational experience of scientific inquiry, and to study the difficulties they experience in teaching scientific inquiry methods to elementary students and their suggestions for future inquiry materials. For the purposes of this study, 157 elementary school teachers participated in a survey and 10 teachers were interviewed in-depth in relation to their ideas and experiences of scientific inquiry. The results show that most elementary school teachers had a lack of understanding of scientific inquiry skills, and lacked educational experiences of inquiry methods in general. They generally perceived the 7th science text-books as being inappropriate and inadequate for teaching students scientific inquiry processes. The educational implications are discussed to help practitioners implement scientific inquiries successfully through the various types of teaching materials and professional developments.

• Journal of the Korean Magnetics Society
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• v.19 no.2
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• pp.74-79
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• 2009

We have investigated the magnetic education in elementary science of Korea. Text books and other related materials are analysed. Students learn playing with magnets in third grade and learn making electromagnets in sixth grade. Arrangement of topics are in accord with the historical development of electromagnetism in physics although the order is not well suited to other field of science. Teacher's guide books need to be developed to consider various environments in school such as city and country, and rich and poor town. Several details in the science textbook are pointed out for better education. Overall course looks sound.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.149-158
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• 2006

The purpose of this study was to analyze the analogies used in elementary science textbooks. For this, the analogies were classified into the following criteria : analogy-related contents included in elementary science text-books, types of representation style, and the role of analogy. The results of this study were as follows : the total of analogies was 154 in the 6th and 166 in the 7th curriculum. Most of them were expressed in textbooks and experimental texts. More structural/functional, verbal/pictorial, concrete/concrete, concrete/abstract, simple and enriched analogies were included in the science textbooks of the 7th than those of the 6th. Most of them took the role as an aid to understanding. According to the domain of science content, energy, material, life domains were increased in the 7th than the 6th, with the exception of the earth science domain. The ratio of used analogies in the life domain was higher than the others, and in the material domain it was the lowest. From these results, it can be said that, in order to help students' understanding, further research into the application of analogies is needed.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.

• Communications for Statistical Applications and Methods
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• v.11 no.3
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• pp.513-518
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• 2004

The well-known mode-mean-median inequality for the unimodal population distribution does not always hold for the frequency distribution. But many elementary statistics text books just mention that the relative location of the mean and median can be used to determine whether a distribution is positively or negatively skewed. In this paper we introduce the method generating data that is positively skewed but mean

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.102-112
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• 2011

The purpose of this study is to investigate how $3^{rd}$ and $4^{th}$ grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred $4^{th}$ graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.