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The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

The purpose of this study is to analyze the degree of argumentation structure development and factors of development of preservice teachers through SSI related argumentative writings. The study was conducted with 16 preservice teachers that students taking elementary science education theory class in K university located in Chungbuk. The testees wrote six SSI related argumentative writings (once a week), and we examined the degree of argumentation structure development and the change in the recognition of SSI of the preservice teachers by comparing the writings before and after the experiments. The experimental results showed that argumentation structure of the preservice teachers’writings improved and argument level (argument capability) of them also increased as the number of writing was increased. Factors that affect the argumentation structure improvement are mainly argumentation structure education, a number of writings, feedbacks, and subjects related to SSI. In this aspect, the argumentative writing on SSI has the effect of developing scientific sophistication and enhancing the decision-making power of students, and it has positive impacts in science education.

The purpose of this study was to determine the discrete intelligences from multiple intelligence affecting the social adaptive behavior, help to understand their relation and draw educational implications to be used in supporting gifted students who have social and emotional difficulties by comparing and analyzing the relation between multiple intelligence and social adaptive behavior of gifted and general elementary students. The conclusions of this study are as follows. First, the levels of both multiple intelligence and social adaptive behavior were significantly higher in gifted elementary students compared to general ones on all sub-factores, indicating that the gifted elementary students are more adaptive in such constructs as self-efficacy, self-esteem, communicative skill, school life and interpersonal skill compared to general ones. Second, the association between multiple intelligence and social adaptive behavior was statistically significant both in gifted and general elementary students, indicating that the two constructs have close relation with each other. Third, for the gifted elementary students, the logical-mathematical and interpersonal intelligences had explanatory powers for self-efficacy, self-esteem, communicative skill, adaptation in school life, interpersonal skill while, for the general ones, intra- and inter-personal intelligences had explanatory powers for most domains of social adaptive behaviors, indicating that development of intelligences affecting the social adaptive behavior many have positive effects on social and emotional development of both gifted and general elementary students.

The purpose of this study was to examine the effects on the effects of science lessons using six thinking hats techniques on creativity and science academic achievement. To verify the research problem, the subject of this study was fourth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students was taught using the six thinking hats techniques. The comparative group also of 40 students, was taught in normal classes which used a Text-book. Children were given a creativity test and academic achievement test in science to measure the effects on six thinking hats techniques. Likert scales were used to gather students feedbacks on creativity and science academic achievement. Through these procedures, the following results were obtained: First, the six thinking hats techniques had a more effect on creativity than the normal classes, where a text-book was used. Second, the six thinking hats techniques could be seen to be effective in improving the student`s academic achievements in science than the normal classes which used a Text-book. Third, the result of the student recognition investigation, we could know that the students showed lots of interest in the science lessons using six thinking hats techniques, and they were able to understand the scientific theories. As a result, the elementary science class with six thinking hats techniques had the effects of developing creativity and science academic achievement. It means the science class with six thinking hats techniques has potential possibilities and value to develop creativity and science academic achievement.

The purpose of this study is to analyze the conceptual simulation observed when students are thinking about the causes of the seasonal change, identifying how students come up with the explanation. For this study, a framework for conceptual simulation process and strategy based on literary research was developed and its validity was proved by four experts in the field of science education. The results were as in the following: First, through the process of explaining the causes for seasonal change, students usually base their explanation on perceptual experience learned from model experiments from a science class. Besides, construct of thought experiment using the familiar object or analogize of the familiar perceptual experience. These all contributed to on explanation firmly. Second, errors from mental simulation were found in the statement of initial representation and running imagistic simulation. It happened when statement of initial representation is not in a complete and secure state or when participants think of an inappropriate situation during running imagistic simulation. Third, the study identified that the use of strategies like ‘removal’ and ‘replace’ was shown to enhance the effects of conceptual simulation particularly in regard with solar attitude at meridian passage.

This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.

The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students’ preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students’ preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

The purpose of this study was to explore the characteristics of STEAM program developed and implemented by two docents and its educational impact for the use of natural history museum. Two docents developed this program with the help of science educators who ran five times of workshop during five months. The STEAM program implemented in the natural history museum demonstrated the following characteristics. The exhibitions in museum were reached by visitors only for learning science concepts (S) out of five components in STEAM. The other components, T (technology) and E (engineering), were delivered through lectures in the room, not exhibition hall. M (Mathematics)was achieved by guessing the animal's size, or calculating the walking or running speed with the clue of foot prints. The three phases of STEAM program (presentation of context, creatively design the investigation, and emotional touch) were explicitly implemented but partially successful. Two docents participating in this study responded that they formed new or extended the understandings about STEAM education, but they had the difficulties in implementing STEAM program for various type of visitors. All visitors who participated in this study displayed the favorable responses in educational impact by STEAM program in natural history museum. The heavier emphasis on E and T of STEAM program is recommended through community-based learning. In addition, educator professional program through which docents can bridge theory into practice is suggested for revitalization of STEAM education.

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted`s giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

The purpose of this study was to compare the career awareness and social contribution consciousness between the elementary science gifted students and the general students. For this, survey was taken by 201 gifted students and 216 general students. Methods used are Cronbach alpha, frequency, percentage, independent t-test and Pearson’s correlation coefficient. The results are as follows : 1. The gifted students have higher career awareness than the general students. The gifted students recognize their own interests, aptitudes and talents which they are concerned. 2. The gifted students have higher social contribution consciousness than the another. This shows that the gifted students have desire to be respected and positive view of social contribution. 3. There is a positive correlation between career awareness and the social contribution consciousness. According to the past studies, students' household economic status affect their view or grade which they get.. Based on these results, we suggest that a development of educational program for career awareness and social contribution consciousness which can improve gifted students’ social responsibility consciousness is necessary.

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.