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초등과학교육 update

ELEMENTARY CCIENCE EDUCATION

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수록정보
38권4호(2019) |수록논문 수 : 7
간행물 제목
38권4호(2019년) 수록논문
권호별 수록 논문
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KCI등재

1초등과학영재학생의 과학창의성에 대한 자기 평가, 동료 평가의 비교 분석

저자 : 김민주 ( Kim Minju ) , 임채성 ( Lim Chaeseong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 439-452 (14 pages)

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This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science- Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

KCI등재

2초등 5~6학년군 과학 교과서에 제시된 탐구 활동 유형 분석

저자 : 송신철 ( Song Shin-cheol ) , 심규철 ( Shim Kew-cheol )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 453-464 (12 pages)

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In this study, the types of inquiry activities in the 5th & 6th grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school 5th & 6th graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

KCI등재

3체험중심 생태환경 STEAM 프로그램이 초등학생들의 생태적 감수성에 미치는 영향

저자 : 김선일 ( Kim Sunil ) , 신영준 ( Shin Youngjoon )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 465-474 (10 pages)

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The purpose of this study was to investigate the effect of the experience-based ecology-environmental STEAM education on ecological sensitivity of elementary students. The research subjects were 62 third graders of S elementary school located in Incheon. They were divided into the experimental group of 33 students and the comparative group of 29 students. The experimental group was provided the educational program with the experience-based ecology-environmental STEAM education. The comparative group was provided the theoretical and ecological self activity program based on the textbook. The results of this study can be summarized as follows; First, the experience-based ecology-environmental STEAM education had a meaningful effect on improvement of ecological sensitivity. Second, we found that access to the ecological environment education is important in all subjects, not in education that is biased toward. Third, in ecological environment education, experience-oriented education methods are more meaningful than indirect experiences trapped in textbooks. Fourth, ecological environment education can contribute to the improvement of ecological sensitivity as well as the intellectual aspect of ecology and environmental science. In conclusion, it was found that the ecological environment program should be conducted with activities of experience.

KCI등재

4초등과학에서 브레인라이팅 활용 수업이 학생의 실험설계능력과 과학적 의사소통능력에 미치는 효과

저자 : 이우민 ( Lee Woo-min ) , 최선영 ( Choi Sun-young )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 475-483 (9 pages)

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The purpose of this study was to investigate the effect of brainwriting instruction on students' experimental design and scientific communication ability in elementary science class. For this purpose, a brainwriting learning for science class was developed and applied. The objects of this study were the 4th graders of both an experimental class (24 students) and a comparative class (24 students) at the N elementary school located in Incheon city. The results of the study were as follows; First, as a result of examining the difference in the experimental design ability between experimental group and comparative group, the experimental group showed higher than the comparative group, it was statistically significant difference(p<.05). Second, a scientific communication ability of the experimental group after applying this program was higher, it was statistically significant differences (p<.05).

KCI등재

5초등 예비교사들의 '배추흰나비 한살이' 탐구에서 나타난 지식변환 유형 탐색

저자 : 김동렬 ( Kim Dong-ryeul )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 484-495 (12 pages)

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This study divided pre-service elementary school teachers' knowledge conversion into four types, socialization, externalization, combination and internalization, based on their inquiry activities on the life cycle of cabbage butterfly. As research subjects, this study collected results from 24 pre-service elementary school teachers who carried out inquires on the life cycle of cabbage butterfly for about 2 months. The type of socialization indicates the conversion of tacit knowledge into tacit knowledge, and this study found out that pre-service elementary school teachers acquired and accumulated tacit knowledge from their fellow pre-service teachers, professors and even acquaintances inside and outside the lab. However, there appeared no process that they shared their tacit knowledge with other pre-service teachers or delivered it to them. The type of externalization indicates the conversion of tacit knowledge into explicit knowledge, and this study discovered some cases that pre-service elementary school teachers expressed their inner tacit knowledge into explicit knowledge. However, there was no case found that they converted the verbally-unexpressed tacit knowledge of their fellow teachers or experts into well-defined explicit knowledge. The type of combination indicates the conversion of explicit knowledge into explicit knowledge, and this study discovered some cases that they collected explicit knowledge and converted it into new explicit knowledge for the acquisition, integration and delivery or distribution of explicit knowledge. However, there were few cases that they creatively devised new explicit knowledge by acquiring new knowledge through direct observation and supplementing the existing explicit knowledge. The type of internalization indicates the conversion of explicit knowledge into tacit knowledge, and this study discovered both explicit knowledge embodied through personal experiences and explicit knowledge embodied through simulations and experiments that formed tacit knowledge in process of examining the existing explicit knowledge.

KCI등재

6과학적 지식 탐색 과정에서 초등학생들의 인식적 정서와 이를 이끄는 인지적 평가 요인 탐색

저자 : 허민아 ( Her Min Ah ) , 오필석 ( Oh Phil Seok ) , 한문현 ( Han Moonhyun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 496-509 (14 pages)

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This study explores the types of epistemic emotions that elementary-school students experience in science classes and the cognitive appraisal factors that affect these emotions. Thirty-two fourth-grade students of an elementary school in Gyeonggi-do, South Korea, participated in 20 science periods and wrote emotional diaries at the end of each class. In addition, the researcher conducted follow-up interviews to investigate the types of cognitive appraisal factors that caused the students to experience specific epistemic emotions that were recorded in their emotional diaries. The emotional diaries and interview data were analyzed using the constant comparative method of qualitative analysis. As a result, it was found that students experienced various positive and negative epistemic emotions. In addition, the cognitive appraisal factors experienced by the students were categorized into curriculum knowledge, experimental materials, experimental content, students, teachers, themselves, and integrated factors. We discussed that students' epistemic emotions are constructed cognitively and socially and that students inevitably experience negative epistemic emotions during science classes.

KCI등재

7여성 과학자 역할모델 사례를 활용한 진로교육이 초등학생의 과학진로인식에 미치는 효과

저자 : 이동규 ( Lee Dong-gyu ) , 임희준 ( Lim Heejun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 4호 발행 연도 : 2019 페이지 : pp. 510-521 (12 pages)

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This study investigated the effect of career education using female scientists role models on science-related attitude, science career awareness, gender stereotype of science-related career, and image of scientists. Interaction effect with students' gender were also investigated. The subjects of this study were 70 5th grader. The experimental group was introduced career education using female scientists role models with 7 cases of female scientists in the form of 10 minutes movies or cartoons, while the comparison group performed reading science books. The results showed that science-related attitudes and science career awareness of experimental group were significantly higher than control group, not only for girls but has for boys. Gender stereotype of science-related career has changed more neutrally in experimental group. After the career education using female scientists role models, more female scientists were presented in students' image of scientist in DAST. This results showed positive effects of the career education using female scientists role models and educational implications were discussed.

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