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수록정보
40권1호(2021) |수록논문 수 : 9
간행물 제목
40권3호(2021년 08월) 수록논문
최근 권호 논문
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KCI등재

1토픽 모델링을 활용한 과학영재교육 연구동향 분석

저자 : 김혜원 ( Kim¸ Hye Won ) , 전영석 ( Jhun¸ Youngseok )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 283-294 (12 pages)

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본 연구의 목적은 LDA 토픽모델링을 활용하여 최근 5년간의 과학영재교육 관련 연구의 동향을 살펴보는 것이다. 보편적으로 이용되는 국내 학술 데이터 RISS, KISS, DBpia를 선정하여 국내 학술논문 292편을 수집해 2,404개의 키워드를 분석하였다. 주요 분석 결과는 다음과 같다. 첫째, 최근 과학영재교육 연구물 수는 2019년에 이르기까지 그 수가 줄어들고 있으며, 과학 영재교육 관련 연구에서 상위 10개의 주제어는 '학생', '프로그램', '초등', '수업', '창의성', '영재교육', '인식', '교사', '교육', '활동'으로 나타났다. 둘째, 토픽모델링 분석 결과로는 총 10개의 토픽이 도출되었다. 최근 5년간 과학 영재교육에서 주로 이루어진 연구주제는 '과학 영재학생의 정의적 특성', '중등 과학 영재학생의 특성', '과학영재교육 프로그램의 개발 및 적용', '과학고와 과학영재고의 교육활동', '과학 영재학생의 인지적 특성', '과학영재교육 정책', '과학영재학생과 창의성', '과학영재학생들의 연구수행교육', '과학영재학생의 학업과 진로선택', '과학 영재학생의 과학 개념'으로 나타났다. 과거에는 특정 토픽의 비중이 상대적으로 높게 나타났으나, 2019년으로 올수록 토픽 간 비중이 크게 차이가 나지 않는다. 따라서 최근으로 올수록 연구가 한 주제에 치우치지 않고 고루 진행되고 있다는 것을 확인할 수 있었다.


The purpose of this study is to examine the trends of science gifted education-related research for the last 5 years using LDA topic modeling. To achieve the purpose of the study, 2,404 keywords of 292 domestic academic papers were analyzed using RISS, KISS, and DBpia. The main results were as follows. First, the number of researches in science gifted education has been decreasing since 2019. In the science gifted education research, the top 10 keywords were 'students', 'program', 'elementary school', 'class', 'creativity', 'gifted education', 'awareness', 'teacher', 'education', and 'activity'. Second, as a result of topic modeling analysis, 10 topics were derived. Research topics mainly conducted in science gifted education for the past five years are 'Affective characteristics of science gifted students', 'Characteristics of science gifted students in middle school', 'Development and application of science gifted education programs', 'Education programs of science gifted high school', 'Cognitive characteristics of science gifted students', 'Policy of science gifted education', 'Science gifted students and creativity', 'Research conducting education by science gifted students', 'Academic and career choice of science gifted students', 'Science concept of science gifted Students'. In the past, the proportion of specific topics was relatively high, but the proportion between topics does not differ significantly as 2019 approaches. Therefore, it can be confirmed that the more recent it comes, the more research is being conducted evenly without being biased toward one subject.

KCI등재

2유치원과 초등학교 교육과정에 나타난 과학교육 내용의 연계성 분석

저자 : 김주희 ( Kim¸ Juhee ) , 강은주 ( Kang¸ Eunju ) , 박종호 ( Park¸ Jongho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 295-310 (16 pages)

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학생들의 지속적인 성장과 발전을 위해서 학교급에 따른 학습 내용의 연계성은 필수적이라 할 수 있다. 그러나 유아교육과 초등학교 과학과 교육과정의 연계성에 대한 연구는 상대적으로 부족한 편이다. 이러한 측면에서 유아교육에서 전체적으로 제시하고 있는 과학 관련 학습 내용과 초등학교 과학과 교과 과정 간의 연속성에 대한 분석이 선행될 필요가 있다. 본 연구에서는 2015 과학과 교육과정을 중심으로 14개의 소영역으로 구성하고, 유치원과 초등학교 과학교육의 핵심 내용을 대응 관계로 제시하였다. 그 결과, 유치원에서만 제시된 학습 내용, 초등학교에만 제시된 학습 내용, 유치원과 초등학교의 명확한 연관성이 보이는 학습 내용으로 분류할 수 있었다. 본 연구는 유치원과 초등학교 과학과 교육과정의 연계성에 대한 시사점을 제시하고 있다는 점에서 의미가 있다.


For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

KCI등재

3초등학생들이 선호, 기피하는 수업 상황별 과학 교사 이미지 분석

저자 : 임수민 ( Lim¸ Soo-min ) , 조윤정 ( Cho¸ Yunjung ) , 김영신 ( Kim¸ Youngshin )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 311-325 (15 pages)

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현대 사회는 새로운 과학 교사상을 요구한다. 초등학생은 다른 학령기에 비하여 교사의 영향력이 크게 작용하는 시기이면서 과학 교과를 처음으로 접하는 시기이다. 초등 과학 교사에 의해 과학 학습에 대한 초기 이미지와 과학에 대한 태도 등이 정형화되어 가는 시작점으로 과학 교사의 역할이 매우 중요하다고 할 수 있다. 이에 초등학교 과학 교사에 대한 이미지를 올바르게 정립하는 것은 매우 중요하다. 본 연구의 목적은 초등학생이 수업 상황에 따라 선호하고, 기피하는 과학 교사 이미지에 대해 분석하고자 하는 것이다. 이를 위하여 초등학생 534명을 대상으로 수업 상황을 수업 형태, 수업 자료 제시 방법, 교과 지도 방법, 교과 내용 설명 방식, 수업 분위기 조성의 5가지로 나누어 선호, 기피하는 과학 교사의 이미지를 개방형으로 기술하도록 하였다. 초등학생들에 의해 제시된 개념들은 언어 네트워크 분석법을 통해 분석이 이루어졌다. 본 연구의 결론은 다음과 같다. 첫째, 과학 교사가 수업을 어떻게 하느냐에 따라 초등학생들이 선호하거나 기피하는 과학 교사의 이미지가 결정되었다. 둘째, 초등학생들은 실험 수업과 같은 활동 중심의 수업을 선호하며, 이와 같은 방식으로 수업이 이루어질 필요성이 있다. 마지막으로 초등학생들이 선호하는 과학 수업으로의 변화가 이루어질 수 있도록 수업 방법에 대한 교사들의 작은 변화와 노력이 필요하다.


Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

KCI등재

4알고리즘 표현의 실험 안내 자료 개발 - 자석의 성질 실험을 중심으로 -

저자 : 강은주 ( Kang¸ Eunju ) , 김지나 ( Kim¸ Jina )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 326-342 (17 pages)

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본 연구에서는 컴퓨팅 사고의 핵심인 알고리즘 표현을 실험 활동에 적용할 수 있도록 교사를 위한 실험 안내 자료를 개발하였다. 텍스트로 제시된 실험 매뉴얼을 순서도 기호를 사용하여 정보 시각화 프로세스에 따라 직선형, 분기형, 반복형 구조의 알고리즘 형태로 변환하였다. 그 예시로, 자석의 성질을 알아보는 실험을 알고리즘 표현을 적용하여 실험 안내 자료를 개발하였다. 개발된 실험 안내 자료는 정보의 적합성과 판단 여부가 표현된 분기 및 반복의 알고리즘 구조를 가지고 있다는 점과 실험 과정을 시각화하여 표현했다는 측면에서 기존의 순차적으로 표현된 실험 안내 자료와 차이가 있다. 본 연구에서 개발된 실험 안내 자료는 교사들의 알고리즘 사고에 대한 이해와 이를 적용한 실험 실행에 도움을 줄 수 있을 것이라 기대된다.


In this study, experimental guide materials for teachers were developed so that algorithm expression, the core of computational thinking, can be applied to experimental activities. The experimental manuals presented in text was converted into an algorithmic form with a linear, branched, and repetitive structure according to the information visualization process using flowchart symbols. As an example, an experiment guide materials was developed by applying an algorithm expression to an experiment to find out the properties of a magnet. The developed experiment guide materials is different from the existing experiment guide materials expressed only sequentially in that it has an algorithmic structure of branching and repetition in which the suitability and judgment of information are expressed, and that the experiment process is visualized and expressed. It is expected that the experimental guide materials developed in this study will help teachers to understand algorithmic thinking and to implement experiments using it.

KCI등재

5과학 문제 대면 상황에서 상태호기심 및 상태불안 유발에 영향을 미치는 학습자 변인에 대한 연구

저자 : 강지훈 ( Kang¸ Jihoon ) , 김지나 ( Kim¸ Jina )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 343-365 (23 pages)

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본 연구는 초등학교 5∼6학년을 대상으로 과학 문제 대면 상황에서 학습자 변인이 상태호기심 및 상태불안 유발에 미치는 영향을 밝히는 데 목적이 있다. 상태호기심 및 상태불안 유발에 영향을 줄 것으로 예상되는 학습자 변인으로 과학호기심, 흥미, 인지욕구, 과학자아개념, 과학불안, 사전지식, 학생이 인식한 과제난이도를 선정하였다. 분석 결과, 과학 문제 대면 상황에서 유발되는 상태호기심에 유의한 영향을 미치는 변인은 흥미, 인지욕구, 과학호기심, 사전지식 순으로 나타났으며, 이들 변인은 모두 정적인 영향을 미쳤다. 또한 과학 문제 대면 상황에서 유발되는 상태불안에 유의한 영향을 미치는 변인은 과학불안, 학생이 인식한 과제난이도, 인지욕구, 과학자아개념, 사전지식 순으로 나타났다. 이중 사전지식만 상태불안 유발에 부적인 영향을 미쳤고 나머지 변인들은 정적인 영향을 미쳤다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 과학 학습에서 유발되는 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다.


The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students' emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.

KCI등재

6과학 탐구 수업에서 초등학생들이 바라는 과학 교사의 모습에 대한 요인 분석

저자 : 채유정 ( Chae¸ Yoojeong ) , 박재용 ( Park¸ Jaeyong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 366-389 (24 pages)

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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 과학 교사의 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.


The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.

KCI등재

7GeoMapApp 자료를 이용한 화산과 지진 학습에서 초등학생의 공간 능력에 따른 공간적 사고의 발현 양상

저자 : 송동혁 ( Song¸ Donghyuk ) , 맹승호 ( Maeng¸ Seungho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 390-406 (17 pages)

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이 연구는 화산과 지진 단원의 수업에 GeoMapApp을 활용한 학습 자료를 적용하고, 공간 능력이 서로 다른 초등학생들이 인지한 공간 개념, 표현한 공간적 표상의 도구, 지형 구조를 표현하는 데 적용한 공간적 추론을 추출하여 공간적 사고의 과정을 분석하였다. 공간 능력 상위 집단 학생들은 인지한 공간 개념 정보를 수평 거리에 따라 구간을 나누어 화산과 지진의 지형 구조에 관한 심리적 이미지를 형성하는 내적 공간 표상을 활용하거나, 인식한 공간 개념을 그대로 연결하는 공간적 추론의 사례를 보였다. 또한, 지진 자료를 보고 공간 개념을 변형하여 공간적 추론을 수행하는 예도 있었다. 공간 능력 하위 집단 학생들은 공간 개념을 직접 지형 구조로 연결하는 공간적 추론을 보이거나, 공간 개념을 부분적으로 인식하여 지형을 파악하는 공간적 추론 사례를 보였다. 연구 결과를 근거로 초등학생들이 GeoMapApp 자료에서 거리, 높이, 깊이와 같은 공간 개념을 정확히 인식해야 더 나은 공간적 사고를 구현할 수 있음을 밝혔다.


This study investigated how elementary students with different spatial ability constructed spatial thinking process about on volcanoes and earthquakes with GeoMapApp-based materials. Students' spatial thinking process was analyzed in terms of spatial concept recognized, tools of spatial representation, and their spatial reasoning to construct topographic structure. The student group with high-scored spatial ability showed the spatial reasoning based on internal representation of building mental images through sectional division of horizontal distance, directly connected with spatial concept, or distorting spatial concept. The student group with low-scored spatial ability built the spatial reasoning directly connected with spatial concept instead of transforming into internal representation, and partially recognized spatial concept on either distance or depth. Based on the results, we argued identifying spatial concepts such as distance, height, or depth from the GeoMapApp data would be fundamental for the better spatial thinking.

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8초등교사들의 과학철학교육에 대한 인식 조사

저자 : 강은주 ( Kang¸ Eunju ) , 김지나 ( Kim¸ Jina )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 3호 발행 연도 : 2021 페이지 : pp. 407-419 (13 pages)

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본 연구에서는 광역시 및 도소재의 초등교사 150명을 대상으로 과학철학교육에 대한 인식을 조사하였다. 과학철학교육에 대한 인식 조사 문항은 과학철학에 대한 관심과 경험, 과학철학의 활용이 어려운 이유, 과학철학을 과학교육에 도입할 수 있는 방안, 과학교육에서 과학철학 활용의 기대 효과에 대한 내용을 바탕으로 5점 Likert 척도로 구성하였다. 조사 결과, 과학철학의 관심과 필요성에 대한 초등교사들의 인식은 대체로 높은 것으로 나타난 반면, 과학철학의 학습 및 지도 경험은 적은 것으로 나타났다. 또한, 과학철학 활용이 어려운 이유에 대해 교사들은 교사 연수와 교수 학습 방법 개발이 부족하다고 응답하였다. 과학교육에서 과학철학을 도입하는 방안으로 개념 학습 및 탐구 방법과 병행하는 것이 필요하다고 생각하고 있었으며, 과학철학 활용의 기대 효과에 대한 초등교사의 인식은 전반적으로 높았다. 본 연구 결과는 초등과학교육에서의 과학철학 도입 방향에 대한 기초적인 자료를 제공한다는 점에서 의의를 찾을 수 있다.


This study investigated the perception of science philosophy education targeting 150 elementary school teachers in metropolitan cities and provinces. The questionnaire survey on the perception of the philosophy of science education was composed of a 5-point Likert scale based on the interest and experience of the philosophy of science, the reason for difficulty in using it, and the introduction method, the expected effect. As a result of the survey, elementary school teachers' awareness of the interest and necessity of the philosophy of science was generally high, while the experience of learning and teaching the philosophy of science was low. In addition, to the reason why it was difficult to utilize the philosophy of science, teachers answered that there was insufficient teacher training and development of teaching and learning methods. As a way to introduce the philosophy of science in science education, it was thought that it was necessary to combine the concept learning and inquiry method, and elementary school teachers' perception of the expected effect of using the philosophy of science was generally high. The results of this study are meaningful in that they provide basic data on the direction of the introduction of the philosophy of science in elementary science education.

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1행성의 공전 운동에 대한 초등 예비교사의 이해와 설명 모델

저자 : 맹승호 ( Maeng Seungho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 1-12 (12 pages)

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This study investigated pre-service elementary teachers' understanding of the planetary revolution movement of Mars and their explanatory models to show how the Sun-Earth-Mars system worked. An assessment item set using five celestial maps drawn from the Stellarium was designed to probe pre-service teachers' understanding of the prograde-retrograde motion of Mars. Among 23 participants, only four showed scientifically accurate understanding of Mars movement and drawing correct explanatory models for the planetary movement. Even the pre-service teachers who construed correctly prograde and retrograde motions of Mars showed a clockwise movement model due to their intuitive perceptions of Mars movement data from the celestial maps. Pre-service teachers with poor understanding of planetary movement also showed weak explanatory models due to their limited observation or lower spatial thinking. Although the planetary motion is not an easy topic for pre-service elementary teachers, it can be argued if the alternative approach, such as using appropriate observational data of a planet and changing the frames of reference between Earth-based view and Space-based view, is employed effectively in teaching planetary motion, pre-service teachers can reach the upper level of leaning planetary motion in terms of the planet's revolution.

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2e학습터 플랫폼을 활용한 원격 생물 학습이 초등학생들의 과학 관련 태도에 미치는 영향

저자 : 박형민 ( Park Hyoung-min ) , 임채성 ( Lim Chae-seong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 13-21 (9 pages)

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This study analyzed the effects of 'online biology learning using E-learning system' on elementary school students' science-related attitudes. Samples of the study were composed of 95 sixth-grade students of N elementary school in Seoul, Korea. The learning was conducted for 11 times over a month. The main results of this study are as follows. First, for the paired t-test, a statistically significant difference between the pre and post scores of science-related attitudes was found. After conducting the online biology learning science related attitudes scores of students generally declined. “The boredom caused by simply watching online biology contents” is the decisive cause of the decline in science-related attitude scores analyzed through interviews. Second, in ANCOVA, according to 'levels of meta-cognition'. there was no statistically significant difference in scores of science-related attitudes. but, there was statistically significant difference in science-related attitudes according to 'adoption of scientific attitudes'. Students of high meta-cognition type showed a greater decline in scores than students of low meta-cognition type. Based on the results of this study, implications for research of online biology education and elementary science education are discussed.

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3증강현실을 활용한 국내·외 과학교육 연구 동향 분석 - 초등과학교육 연구를 위한 시사점을 중심으로 -

저자 : 나지연 ( Na Jiyeon ) , 윤회정 ( Yoon Heojeong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 22-35 (14 pages)

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In order to investigate the trends in science education research using AR (Augmented Reality) and derive implications for elementary science education, we analyzed 71 research articles on AR application in science education published in both Korea and abroad from 2010 to August 2020. In quantitative aspects, the number of published articles has steadily increased. For domestic researches, the number of papers targeting for elementary school students was higher than that of middle & high school students. In the research method aspects, qualitative methods were most frequently used. In particular, papers regarding the development of AR program and verification of its effectiveness were most frequently published. The researches using mixed method in domestic field were smaller in number than that of the research in abroad. There were similar trends in research targeting elementary school students. In the aspects of the contents, more researches were performed on biology and earth science areas than others. In case of researches for elementary school students, the proportion of researches on biology and earth science was even higher. Domestically the proportion of studies on the convergence of science and non-science subjects was higher than that of foreign studies. The number of researches exploring the effectiveness on 'non-scientific attitude domain', 'cognitive domain', and 'program domain' were relatively higher than that on 'inquiry & practice domain' and 'science-related attitude domain'. For types of AR contents, 'observation manipulation type' was mostly studied, followed by 'experimental activity type', and 'learning guide type'. In case of studies on elementary school students, the ratio of 'observation manipulation type' contents was higher than that of others, whereas studies on 'field problem solving type' were relatively less reported than others. In addition, studies on 'simple interaction' were most frequently reported. Particularly, there were relatively few studies on 'linear and nonlinear interactions' in domestic field. As a result of analyzing key words, we found that the key words related to the characteristics and implementation of AR frequently occurred, and the key words related to elementary education and the merits of AR had many direct connections with other key words.

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4초등 예비교사의 대체에너지에 대한 이해도와 대안개념 분석

저자 : 윤회정 ( Yoon Heojeong ) , 나지연 ( Na Jiyeon )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 36-54 (19 pages)

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The purpose of this study was to investigate pre-service elementary school teachers' understanding about alternative energy and to identify their alternative conceptions. The two-tier instrument had been developed by Cheong et al. (2015) were used for this study. Twelve items from the instrument consisted of four categories: 'source of alternative energy', 'greenhouse gas emission', 'cost in electricity and construction' and 'advantages and disadvantages'. One hundred and fifteen pre-service elementary school teachers were participated in online survey during the semester. The results analyzed using SPSS 26.0. were as follows: First, the correct response rate varied depending on the content of item. Items related to characteristics and advantages & disadvantages of alternative energy showed high percentage of correct answers. Whereas, items regarding the principles of alternative energy showed relatively low percentage of correct answers. Second, there are some items showing statistically meaningful differences according to students' high school track. Nevertheless, there are no significant differences in overall. Third, we identified twelve alternative conceptions about alternative energy from students' answer distribution. Educational implications were discussed based on the results.

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5학교내 무한상상실을 활용한 메이커교육 프로그램 적용이 초등학생의 창의적 문제해결력과 자기주도적 학습력에 미치는 효과

저자 : 손경옥 ( Son Kyoung-ok ) , 이형철 ( Lee Hyeong-cheol )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 55-65 (11 pages)

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The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

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6온라인 학습에서 머신러닝을 활용한 초등 4학년 식물 분류 학습의 적용 사례 연구

저자 : 신원섭 ( Shin Won-sub ) , 신동훈 ( Shin Dong-hoon )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 66-80 (15 pages)

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This study is a case study that applies plant classification learning using machine learning to fourth graders in elementary school in online learning situations. In this study, a plant classification learning education program associated with 2015 revision science curriculum was developed by applying the Artificial Intelligence biological classification teaching Learning model. The study participants were 31 fourth graders who agreed to participate voluntarily. Plant classification learning using machine learning was applied six hours for three weeks. The results of this study are as follows. First, as a result of image analysis on artificial intelligence, participants were mainly aware of artificial intelligence as mechanical (27%), human (23%) and household goods (23%). Second, an artificial intelligence recognition survey by semantic discrimination found that artificial intelligence was recognized as smart, good, accurate, new, interesting, necessary, and diverse. Third, there was a difference between men and women in perception and emotion of artificial intelligence, and there was no difference in perception of the ability of artificial intelligence. Fourth, plant classification learning using machine learning in this study influenced changes in artificial intelligence perception. Fifth, plant classification learning using machine learning in this study had a positive effect on reasoning ability.

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7과학자의 연구 사례에 관한 비네트 개발 및 효과 탐색

저자 : 박재용 ( Park Jaeyong ) , 이기영 ( Lee Kiyoung )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 81-99 (19 pages)

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The purpose of this study is to develop scientist vignettes and to explore their effects to change students' perceptions of scientists, scientific attitudes, and the nature of science. The scientist vignettes developed in this study include research cases on seven scientists, including British zoologist Jane Goodall. Each vignette consists of 4 to 6 pages in consideration of the reading level of elementary school students, and contains illustrations describing the main contents of the text. In addition, scientist vignettes contain descriptions on terms and text boxes explaining the higher concepts, and each vignette contains questions that students can think deeply based on the story of the scientist. To verify the educational effectiveness of scientist vignettes, we investigated changes in their perceptions of scientists, scientific attitudes, and the nature of science in 564 elementary school students. We conducted group interviews with four elementary school teachers. As a result of conducting pre-test and post-test using a narrative questionnaire consisting of 6 questions, students became more sophisticated in the understanding of the science and the characteristics of scientists after experiencing scientist vignettes and their understanding the nature of science changed into a more modern epistemological perspective. Also, in a group interview with teachers, teachers assessed that scientist vignettes would positively affect the understanding of science process skills and the nature of science, and forming a scientific attitude, especially in increasing understanding of the nature of science. We discussed ways to effectively utilize scientist vignettes in elementary school science education based on these result.

KCI등재

8초등 과학수업에서 학생들이 구성한 비주얼 씽킹의 유형 및 수업 효과

저자 : 홍민혜 ( Hong Minhae ) , 임희준 ( Lim Heejun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 100-112 (13 pages)

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Based on the importance of visual representation for scientific understanding, this study applied visual thinking in elementary science classes. This study analyzed elementary students' visual thinking and investigated the instructional influences. Students' perceptions on the class applying visual thinking were also investigated. The subject were 38 fourth grade students, 18 in experimental group and 20 in control group. For the unit of 'Shadow and mirror', on-line and off-line blended classes were applied in both group because of COVID-19. The experimental group student were asked to construct their own visual thinking, while the control group students used traditional workbook. The results were as follows. First, students' visual thinking can be classified into three different types, which are 'activity recall type', 'result summary type', and 'core concept representation type' based on what they represent rather than how they represent. Second, applying visual thinking in science class showed significant effects on science academic achievement, science related attitude, and creative academic efficacy. Third, students' perceptions on applying visual thinking in science classes were very positive. Students perceived visual thinking activities were interesting and helpful for understanding science. Educational implications of applying visual thinking in elementary science classes were discussed.

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9문제중심학습 기반 STEAM 현장체험학습 프로그램이 초등과학 영재의 과학 탐구 능력, 창의적 문제해결력 및 과학적 태도에 미치는 영향

저자 : 고동국 ( Ko Dong Guk ) , 홍승호 ( Hong Seung-ho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 40권 1호 발행 연도 : 2021 페이지 : pp. 113-125 (13 pages)

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In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.

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