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The purpose of this study is to compare and analyze definitions, illustrations, and experiments in 6kinds of science books from the 10th-11th grade covering 'adiabatic change' and to suggest coherentand effective contents and frame of a earth science book. There are 3 persons involved for thisresearch. Hence, the researcher decided the research questions as follows; Are the definitions in thescience books separately presented to help understand 'adiabatic change' ?''Are the illustrations in theearth science books separately presented to help understand 'adiabatic change'?', Can students understand'adiabatic change' through the experiments in the earth science books?', 'Do definitions, illustrations, andexperiments of those earth science books consistently explain 'adiabatic change' in this study. Onlycontents unanimously agreed upon by all participants were reflected in the results. The research resultsare as follows. First, the definitions of the earth science books concerning the 'adiabatic change' is notdescribed clearly. In addition, they don't give clear and detailed explanations for 'adiabatic change'.Secondly, some of the earth science books are not illustrated the 'adiabatic change' properly. Third,some of the books are not demonstrated correctly the experiment regarding 'adiabatic change'. Fourth,definitions, illustrations, and experiments in the earth science book don't coherently explain 'adiabaticchange' . In addition, it is confirmed through the process of the result analysis that the describedcontent in the science curriculum is not well constructed or logical.

Inscriptions can help students understand science concept easily, and arouse students' curiosity. Inaddition they can help remembering things more longer. The inscriptions used in the textbook arevaluable material for understanding science contents and promote the learning. This study investigatedthe traits (function, type, and numbers) of inscriptions presented in 8th grade science textbooksdeveloped under the 7th National Curriculum. The types of inscriptions include photograph, graph,table, cartoon, drawing, map, etc. The functions of inscriptions include decorative, explanatory,illustrative, complementary, summary, and worksheet. The results revealed that the numbers ofinscriptions per pages were 2.02. The most prevalent type of the inscriptions was photograph, becausethe photographs showed the real phenomena. In the function of inscriptions, and complementaryfunction was found most frequently. The use of caption and index differs according to the textbookpublishers. The importance of inscriptions should be perceived, and the inscriptions should be usedcorrectly according to the types and the functions.

In this study, we investigated graph types and characteristics used in Korean science textbooks. For thispurpose, we find the graphs and analysed the graph types in the 16 science textbooks. As the results,we found the more graphs in the higher grade. And 'earth science' used the more graph than others.Line graph and contour map was the most widely used graph type in science textbook and simple linegraph was the most used graph in the line graph.

The purpose of this study was to examine the perception of elementary school students about pseudo-science and the differences of view on pseudo-science among groups of religion. The subjects in thisstudy were 242 fifth graders and 200 sixth graders, who were tested to figure out their view ofpseudo-science. The findings of the study were as follows. First, as for their awareness of pseudo-science, they generally took a dismal view of the four areas of pseudo-science, including astrology,allusion, magic arts and supernatural phenomena, and there was little change in their view even thoughthey moved up to a higher grade. It indicated that despite continuous science learning, their cognitivepattern remained unchanged. And, Elementary students' religion exerted an influence on their awarenessof the four areas of pseudo-science. Specially, Buddhists are more permissive views than other religiongroups.

The purpose of this study was to examine pre-teachers' conceptual understanding of electricity. Tofulfill the purpose of this study, 24 pre-service teachers were requested to solve some problems aboutelectric circuit and electrostatic force. The results were as follows: Pre-service teachers solved well theelectric circuit problems, but they had difficulties in incomplete circuit. In the electrostatic problem,some pre-service teachers had difficulties in solving the relation between electrostatic force and tensionor gravity. And some pre-service teachers did not consider action and reaction.

We analyzed the articles on the exhibition in the National Science Fair in order to understand thosecourse of development. We examined the format and contents of articles in the analysis, and aimed toseek ways of improving the fair more creatively and more popularly. The standards of formal analysisof the articles are theme, field of exhibition, grade of exhibitor, residental place of exhibitor. While thestandards of content analysis of the articles are motif, method, period, and practical use of research. Asa result of the analysis, it has become obvious that the National Science Fair has evolved very muchin line with the changes of the times. The operation of the fair, appraisal procedure, content of awardsand others have been systemized further compared to its beginning and it has grown in a qualitative aswell as quantitative manner. Exhibits have become more specialized with respect to their forms andcontent, and recently, environment and tradition have surfaced as popular subjects. This shows that thefair has played a pivotal role in contributing to nurturing science inquiring capacity of students as wellas teachers. The National Science Fair, as a informal science education system, has gathered publicattention to science that has evolved step by step with the change of trend and time.

The purpose of this study was to find out the effects of MBL (Microcomputer-Based Laboratory)programs on elementary student's competence in scientific inquiry, after developing MBL programs tobe applied to the science curriculum for the 2nd term of 5th grade. The measuring instrument for thecompetence in scientific inquiry was TSPS(Test of Science Process Skills) developed by Kwon andKim(1994). We found that the MBL program was effective to improve a competence in scientificinquiry.

In the 7th Korean national curriculum for elementary school, it was emphasized the education of acultural heritage and the relevance between science and everyday life. In this study, it was developed 8modules on the science learning materials based on Korean folklore. These modules were composed of6 classroom activities and 2 field trips focused on the 3rd grade of elementary school. The effects ofthese applications were investigated by action research. The educational effects, which we had fromthis study, are as follows. (1) As the activity of applying folklore materials intrigued students towardnew things and made them satisfied with what they did, they were able to actively take part inlearning. (2) Moreover, thinking much of themselves, they had a good chance of getting the feeling ofaccomplishment. (3) It offered them lots of opportunities to cooperate with their group members, whichsatisfied the will to participate and increased the chances of communication in the process of learning.

Hong Kong, officially the Hong Kong Special Administrative Region, is a sort of small country.However, Hong Kong is one of the world's leading financial capitals and also has a good educationalsystem. In this paper, it was analyzed and reported of Science Fair for students in Hong Kong. Theone was Joint School Science Exhibition, the other was Hong Kong Student Science ProjectCompetition 2008. The results of this study were as follow. 1) Hong Kong had a long history ofScience Fair for students. 2) Science Fair of Hong Kong started by one professor named Payne. 3)Hong Kong Science Fair was emphasized by team contest rather than individual competition. 4) Theychanged and presented the theme of Science Fair by the year. 5) Hong Kong oriented globalization ofScience Fair for students. And 6) Hong Kong's Science Student Fair had a financial limitation less then6000 Hong Kong Dollar.