Earticle

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students’ flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn’t show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

The purpose of this study was to investigate the awareness of elementary school teachers on the socio-scientific issues. Fukushima Nuclear Power Plant Accident was used by concrete issue connected with SSI for this study. Participants in this study were twelve elementary school teachers studying at K University Graduate School of Education, located in the central region, who underwent a semi-structured interview. The study method was the phenomenological research method which is one of the qualitative research methods, and the interview papers had been examined by three scientific experts. As a result of the study, it was divided into twenty six themes, eight theme clusters, and two categories, and considered the thoughts on the Fukushima nuclear power plant accident, its influence on Korea, the relationship between science and society as a result of the Fukushima nuclear power plant accident, interested in social issues related to science, application in class, response from students and the influence on students. Teachers had a general understanding of science-related social issues, but did not have much interest in the subject. However, they mentioned that to apply the issues in the curriculum would have a positive influence and encourage scientific motivation in students and, furthermore, helped them to develop the awareness of science in their surroundings. A greater interest in socio-scientific issues need to require from teachers and, through including these issues in the curriculum, we should have positive influence in developing science education.

This study has been analyzed various exhibition in Ulsan Museum of Science which was opened in March 2011 and found out the connections between elementary school science and its curriculum. In addition, this study has pointed out how visitors' behavioral patterns change depending on the characteristics of exhibition. The Study has also examined the visitors' satisfaction on the educational effectiveness, facilities and environment of the museum and aimed to seek ways to revitalize and improve the general conditions of exhibition rooms which is essential for Ulsan Museum of Science. The results of analysis on the form exhibition showed that 31.7% were in a passive form and the other 68.2% were in active form which was 43 out of 63 exhibition. After analyzing the visitors behavioral patterns, the majority of exhibition with higher attraction power and holding power were active-type exhibition and especially the experience-type exhibition takes the large portion. Based on the survey, we found out that both students and teachers represent high expectations of pleasure through active experience. They showed high satisfaction rates on the number of exhibition, guide facilities, inside temperature and accessibility of Ulsan Museum of Science.

The purpose of this study was to analyze perfectism, interpersonal characteristic between the gifted & talented students and the general. The subject of this study were 112 the gifted students and 120 the general. They answered the questions about perfectism and interpersonal characteristic. To compare the gifted and general students' tendency, collected data was classified by their gender and grade. And correlation analysis was done in oder to analyze the relation between the gifted students' perfectism and interpersonal characteristic. The important results of this study were as follows. First, the grade gap of perfectism was not meaningful in both groups. Otherwise, the gender gap of perfectism was meaningful in both groups. Female's perfectism was higher than male's. And the gifted students' perfectism was higher than the general students'. Second, Differently, the gender gap of interpersonal characteristic was meaningful in the same group. Female had higher positive social-relationship, expression tendency than male. But female had lower competition-aggressiveness propensity than male. In the general group, the 6th grade students showed more positive role, social-relationship than 5th grade. And male showed more competition-aggressiveness propensity than female. Comparing the gifted and the general, the gifted had more dominant-superior, exhibitionistic-narcissistic propensity. It could be a reason of the gifted students' social problem. Third, among self-oriented perfectism and dominant-superior, independent-responsible propensity had meaningful correlation. Also socially-prescribed perfectism had influenced on dominant-superior, sociabilityfriendliness, exhibitionistic-narcissistic propensity.

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

The purpose of this study was to examine the impact of the application of a creative thinking technique for development on the creativity and attitude toward science of the students in elementary school. In order to better assist students' levels of creative thinking process, creative thinking techniques were reorganized based on the features of creative learning content in science textbooks. Furthermore, related units from an elementary science textbook were analyzed to map out the lesson plans. The findings of the study were as follows. First, the creative thinking technique developed in this study could be applicable to teaching-learning activities. When a creative thinking technique is applied, that should carefully be selected in consideration of all the creativity elements to be covered in class, and that should be used in a manner to be covered in class, and that should be used in a manner to be appropriate at learner level. Second, the utilization of the creative technique turned out to have a good impact on boosting the creativity of the elementary schoolers. Third, the utilization of the creative technique turned out to exert a good influence on fostering the school children's attitude toward science.

The purpose of this study is to find out eco-friendly attitude and level of knowledge about environment of pre-service elementary teachers and find relationship between these. In this study, we investigate and analyse with surveys about eco-friendly attitudes and environmental knowledge questionnaire targeting the 2nd semester of 2013 32 people of fast stream class 2nd grade. Also, we analyzed correlation between environmental knowledge and the test results of eco-friendly attitudes. Results for the analysis are as follows. First, pre-service elementary teachers' average of eco-friendly attitudes test result is 'cognitive area(60.22)> definitional area(53.69)> behavioral area(52.72)'. These results are re-service elementary teachers are knowledgeable about the environment, but they are passive at the execution act about environment. Second, the average of pre-service elementary teachers' environmental knowledge result is the highest to the protect the environment, for the average(26.25). It is interpreted that they acquired the most the knowledge related to the conservation of the environment. Third, It is no significant correlation between pre-service elementary teachers' eco-friendly attitudes and environmental knowledge. It means that although they acquired a lot of knowledge related to the environment, it is not affected to environmental friendly attitude putting ideas into action about environment.

The purpose of this study was to investigate the differences of reading comprehension and science process skills between science gifted students and general students and to see the correlations between reading comprehension and science process skills of science gifted students by gender. The subjects were 57 science gifted students and 57 general students in 5th grade in U city. The results can be summarized as follows: First, the science gifted students had excellent reading comprehension skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant. Second, the science gifted students has excellent science process skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. And for boys and girls, the difference was statistically significant. Third, there was low positive correlation between the reading comprehension and science process skills of the science gifted students. By gender, boys and girls showed low positive correlation respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant.

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

The purpose of this study is to examine the effects of creative thinking activities and STEAM Literacy through the use of the STEAM program utilizing Regional Science Experience Resource for elementary students. For the purpose of this study, a teaching plan and worksheet for students using STEAM Programs was developed and applied. The results of this study are as follows: First, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Second, the change in students` STEAM literach by applying the STEAM program utilizing Regional Science Experiences Resource has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, STEAM Program utilizing Regional Science Experiences Resource applied in this study might be useful to improve STEAM Literacy, and can be expected to improve scientific attitude and should be widely applied to Science education.