An Analysis of Concepts and Inquiry Activities related to the 'Earth Science' Area in the South Korean Elementary School Textbooks to the Current &amp; A Study on the Improvement of Future Textbook

Lim, Sungman

doi:10.15267/keses.2015.34.3.288

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…Therefore, it is very important to improve these aspects. In particular, as Lim (2015) pointed out, despite many revisions made to primary school science textbooks in South Korea over a long period of time, not many changes were made to the scientific concepts or exploration activities. In other words, the attitude toward developing new exploration activities has been very passive.…”

Section: Discussionmentioning

confidence: 99%

The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

Ilho

Lim

2021

EURASIA J Math Sci Tech Ed

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This study aimed to examine teachers' satisfaction with and needs for earth science model experiments science textbooks used in primary schools. To this end, 103 primary school teachers participated in an online survey, and five teachers with doctorates in science education theory were interviewed. The findings of the study were as follows. First, primary school teachers in South Korea were highly satisfied with earth science model experiments presented in science textbooks. Second, despite the high satisfaction, there were various reasons why model experiments were inappropriate and difficult to conduct. Third, the teachers wanted to replace the model experiments of earth science that could result in misconceptions, had low success rates, and were time-consuming to prepare. Fourth, when designing earth science model experiments, teachers felt the need to confirm the meaning and accessibility of the model experiments. This study confirmed that model experiments should have a meaning and emulate the facts to help students understand rather than merely imitate.

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Section: Discussionmentioning

confidence: 99%

The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

Ilho

Lim

2021

EURASIA J Math Sci Tech Ed

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“…In a case study to explore the topic-specific pedagogical content knowledge (PCK) development process of elementary school teachers on the Earth's rotation, Lee and Lee [12] explain that, rather than using a specific teaching method, students should use a variety of teaching methods such as videos, role-playing, and astronomical software in classes dealing with the Earth's rotation. In addition, astronomy-related studies [13][14][15][16][17][18][19] describe data-based educational activities in astronomy classrooms and the use of teaching observation of lunar phase changes, and they introduce various teaching methods and show that they have been effective in learning. The results of these studies suggest that teaching astronomy-related topics to elementary school students can improve learning outcomes by understanding the characteristics of elementary school students' thinking.…”

Section: Introductionmentioning

confidence: 99%

A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication

Lee

2024

IEF

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This study was conducted on 115 students from four classes of 2nd-year intensive courses at B University of Education. Preservice elementary teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Preservice elementary teachers complained of difficulties in teaching methods in the astronomy area of the science department. The purpose of this study was to find out what difficulties preservice elementary teachers have in teaching elementary science astronomy topics and to explore more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preservice elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the Earth and the moon: “What does the Earth look like?” in Unit 4 (1/10) of the 3rd year, 1st semester; in Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as “What does the moon look like?” The surveys candidly described how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preservice elementary teachers. The results of these surveys were visualized and displayed using NetMiner as a language analysis method, and the contents of the responses to the actual surveys by preservice elementary teachers were described and interpreted. Based on these results, preservice elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to preservice elementary teachers was suggested.

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“…Primary science textbooks in Korea are activity-oriented, rather than concept-oriented; hence, students acquire knowledge of science concepts through various inquiry activities (Lim, 2020). These inquiry activities are important to understand students' grasp of science concepts.…”

Section: Introductionmentioning

confidence: 99%

Development of an Inquiry Activity Model Emphasizing the Representation of Primary Science Textbooks

Kim,

Kim

2024

JBSE

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Despite increased research interest in improving students' scientific inquiry abilities, how to conduct scientific inquiry using science textbooks that are easily accessible to primary school students remains understudied. This study developed and verified an inquiry activity model (IAM) to improve the performance of primary school students in science textbook inquiry activities. Data were collected from sixth-grade primary students (n = 167) to analyze the difficulty level of textbook inquiry activities. An analysis tool was developed, focusing on inquiry skills and process flow. Expert analysis increased the tool’s validity. The analysis revealed that students possessed low integrated inquiry skills, were partially aware of the inquiry process flow, and could not design experiments. Hence, the IAM was developed to enhance students’ ability to perform textbook inquiry activities and understand the activity phases. It emphasized the flow and representation of the inquiry process for students to easily recall the contents as they learn the interconnectivity between phases. The post-test of the experimental group and the inquiry process flow chart showed significant improvement in all areas of inquiry ability. The scores for “connections” and “interconnectivity” in the inquiry process flow were high, reflecting the model’s effectiveness in showing the interconnectedness of all stages. Keywords: primary science textbook, inquiry activity model, representation in inquiry activity, inquiry phase

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An Analysis of Concepts and Inquiry Activities related to the 'Earth Science' Area in the South Korean Elementary School Textbooks to the Current & A Study on the Improvement of Future Textbook

Cited by 6 publications

References 13 publications

The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication

Development of an Inquiry Activity Model Emphasizing the Representation of Primary Science Textbooks

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