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수록정보
수록범위 : 8권0호(1989)~39권2호(2020) |수록논문 수 : 992
초등과학교육
39권2호(2020년 05월) 수록논문
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KCI등재

12015 개정 교육과정에 따른 초등학교 과학과 교사용 지도서의 참고자료 분석 - 3~6학년 물리영역을 중심으로 -

저자 : 김형욱 ( Kim Hyunguk ) , 송진웅 ( Song Jinwoong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 155-167 (13 pages)

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This study analyzed reference data for the physics section in science guidebooks for the third-sixth grade in elementary schools, according to the 2015 revised curriculum. It analyzed the reference data by categorizing them in terms of subjects, objectives and presentation forms and the visual data used in the reference data by categorizing their types. The findings show that the ratio of the science knowledge type was highest (53.8%) among the subjects of reference data in guidebooks for the science section, followed by the application to real life, and then, supplementary inquiry experiments and activities. The ratios of other types such as advanced science, environment, scientists and science history were, however, less than 1%, so they need to be improved. The ratio of knowledge provision was highest (40.5%) among the objectives of reference data but the ratios of conceptual supplementation and deepening were similar in ratio. Meanwhile, While the expository type (88.4%) accounted for most of the present forms of reference data, and photographs and illustrations (93.6%) also accounted for most of visual data suggested with reference data. Thus more various types of presentation forms and the extension of visual data seemed to be needed. This study is expected to provide some suggestions for the meaningful use of reference data in guidebooks for teachers and for the development of science guidebooks for teachers in elementary schools.

KCI등재

2시민과학 활동에 참여한 초등학생들의 과학 관련 정의적 특성 및 측정에 대한 인식 분석

저자 : 신정윤 ( Shin Jung-yun ) , 박상우 ( Park Sang-woo )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 168-182 (15 pages)

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This study investigated how elementary students' science-related affective characteristics and their perception of measurement changed following participation in citizen science activities through a GLOBE program. Before and after the activities, test of positive experiences about science (PES) and perception of measurement were conducted with twelve fourth grade students. In addition, the teacher who participated in the GLOBE program with students observed and recorded the students' involvement, conversation and behavior to qualitatively analyze the value of the program and the students' perceptions of measurement. After the end of the program, an open questionnaire was conducted to fill any gaps in these observations. The results showed that citizen science activities had a positive impact on elementary students' science-related affective characteristics. In all areas of PES test, the post-test scores were higher than the pre-test results, and a statistically significant difference was seen in the 'science learning motivation' area. Furthermore, students' perception of the value and meaning of measurements was seen to deepen through ongoing global environmental data measurement activities. And their understanding of various units of measurement and numerous situations in which they might need to make measurements was also elaborated.

KCI등재

3초등학생과 중학생의 과학긍정경험 향상 요인에 대한 질적 탐구

저자 : 강훈식 ( Kang Hunsik ) , 이성희 ( Lee Sunghee ) , 이일 ( Lee Il ) , 곽영순 ( Kwak Youngsun ) , 신영준 ( Shin Youngjoon ) , 이수영 ( Lee Soo-young ) , 하지훈 ( Ha Jihoon )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 183-203 (21 pages)

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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.

KCI등재

4전자기 관련 실험 활동에서 초등 교사가 사용한 표상 패턴과 의미 형성 과정 분석

저자 : 장진아 ( Chang¸ Jina )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 204-218 (15 pages)

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This study aims to investigate the representation patterns used by elementary teachers and their meaning-making process in electromagnetic experiments. In particular, we analyzed the representations depending on three levels of their abstractness: enactive representation (action based), iconic representation (image based) and symbolic representation (language based). For this, four experiment activities of two teachers were analyzed and the results are as follows. First, as an overall pattern of representation, an experiment subject is presented as the form of symbolic representation and the related concepts, experimental materials and methods are embodied through iconic representation. Then, through enactive representation, the actual experiments are implemented. The experimental results are primarily recorded through iconic representations and abstracted into symbolic representations to draw conclusions. The different levels of representations complement each other to expand their meanings, however, sometimes they also make inconsistent meanings among different levels. Based on these results, educational implications were discussed in terms of supporting and improving electromagnetic experiment activities.

KCI등재

52015 개정 교육과정 과학과 교과역량에 대한 초등교사의 인식과 적용 실태 분석

저자 : 하지훈 ( Ha Jihoon ) , 신영준 ( Shin Youngjoon ) , 곽영순 ( Kwak Youngsun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 219-227 (9 pages)

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The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

KCI등재

6학생주도형 수업전략을 활용한 과학 교수 학습이 초등학생의 과학과 핵심역량에 미치는 효과

저자 : 강헌태 ( Kang¸ Hountae ) , 노석구 ( Noh¸ Sukgoo )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 228-242 (15 pages)

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The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

KCI등재

7초등 과학영재학생들의 자유탐구 산출물 특성 분석

저자 : 양현정 ( Yang¸ Hyunjeong ) , 강훈식 ( Kang¸ Hunsik )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 243-254 (12 pages)

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This study analyzed the characteristics of “free inquiry” products for scientifically-gifted elementary school students. To do this, 5∼6 graders (n=99) at a gifted science education institutes in Seoul were selected. The products (n=82) of “free inquiry” submitted by the students in 2018 and 2019 were analyzed according to their contents and method types. The analysis of the results showed that the free inquiry outputs of scientifically-gifted students tended to not include the scientific knowledge of the upper grades than the corresponding students. In the outputs, the scientific knowledge in different grades were often not linked. There were relatively many cases of convergence of knowledge in various science and/or non-science subjects and knowledge of 'physics', whereas knowledge of 'earth science' were the least. The outputs were more often aimed at “finding scientific facts” than “development and invention” and tended to target non-living things rather than living things. The scientifically-gifted students tended to conduct free inquiry using 'experimental-centered inquiry' by themselves rather than by group. They were also most likely to conduct experiments only once, and did not clearly write down the period of their inquiry. Educational implications of these findings are discussed.

KCI등재

8키워드 네트워크 분석을 통해 살펴본 초등학생이 인식하는 과학 학습 참여의 의미

저자 : 임희준 ( Lim¸ Heejun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 255-267 (13 pages)

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Students' engagement is important for meaningful learning and it has multifaceted aspects for their science learning. This study investigated elementary students' perceptions of science learning engagement. The subjects of this study were 341 4th to 6th elementary students. The survey questionnaires were 5-Likert scale questions and free response questions on science learning engagement. The results showed that elementary students' perceptions of behavioral engagement were higher than emotional and cognitive engagement. Keyword network analysis with NetMiner program showed that the frequent key words of science learning engagement were 'experiment', 'listening', and 'teachers' explanation', which were mostly the behavioral types of engagement. The degree centrality and eigenvector centrality of these key words appeared high. 'Interest', which is emotional engagement, were also one of the frequent key words, but the centralities of this word were relatively low. The Frequent key words of science learning disengagement were mostly related with off-tasks, not doing expected behaviors and negative emotions about science and science learning. Educational implications on science learning engagement were discussed.

KCI등재

9초등교사는 과학 수업에서 어떠한 딜레마를 경험하고 어떻게 대응하는가?

저자 : 윤혜경 ( Yoon¸ Hye-gyoung ) , 한문현 ( Han¸ Moonhyun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 268-283 (16 pages)

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In this study, we aimed to look at what dilemmas of science teaching elementary school teachers experience and how they cope with their dilemmas in everyday science classes. Three elementary school teachers participated and qualitative data such as class log, class video, and interview materials were analyzed in inductive ways. The main findings are as follows. First, the dilemmas were classified based on the four factors that make up the science class; teacher, student, learning content, environment. However the dilemmas appeared to be not only one factor involved, but the rest of the factors intertwined. Thus, it was interpreted how the main factors causing the dilemmas conflicted with other factors. Second, the types of teachers' coping strategies to the dilemmas could be largely divided into 'give-up', 'stick to' and 'modified'. In some cases, teachers gave up on what they valued and did not take active action ('give-up'), teachers chose what they valued and made decisions to actively realize it ('stick to'), and in others, conflicts were adjusted by introducing new methods or elements to their classes ('modified'). Based on these results, we discussed that the teacher's dilemmas could facilitate the teacher's learning or professional development.

KCI등재

10초등 생물분류 학습에서 인공지능 융합교육의 적용 사례 연구

저자 : 신원섭 ( Shin¸ Won-sub )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 39권 2호 발행 연도 : 2020 페이지 : pp. 284-295 (12 pages)

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The purpose of this study is to explore the possibility of artificial intelligence convergence education (AICE) in elementary biological classification learning. First, the possibility of AICE was analyzed in the field of 2015 revised elementary life science curriculum. The artificial intelligence biological classification (AIBC) education program targeted plant life. The possibility of AICE in the elementary life science curriculum was suggested through the consultation process of three elementary science education experts. The AIBC education program was developed through the review process of elementary education experts. The results of this study are as follows. First, 8(32%) achievement standards were available for AICE in elementary life science. Second, 18(86%) of the 21 items reviewed by the experts for the AIBC education program developed in this study were positively evaluated. Third, in this study, through the analysis of the possibility of AIBC in the elementary life field and the review of the experts, the AIBC education program including teaching and learning models, strategies, and guidance was developed. The results of this study were based on the review of the experts, and as a follow-up study, applied research to elementary students is needed. It is also hoped that various studies on AICE will be conducted not only in the life field but also in science and other fields. Finally, we expect that the results of this study will be applied to bio-classification learning to help students improve classification capabilities and generate classification knowledge.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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