Gifted Elementary Students' Understandings about Earth Systems and Environmental Problems

Jung, Jaehwa; Lee, Hyonyong; Go, Soojin; Oh, YoungJai

doi:10.5467/jkess.2012.33.7.672

Cited by 4 publications

(2 citation statements)

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“…, 우리나라에서는 지구과학교육 분야를 중심으로 지구계 교육프로그램 개발 및 적 용효과, 지구계 교육에 대한 과학교사의 인식을 포 함한 많은 연구들이 진행 (Jeong, et al, 2001;Song, 2006;Lim, et al, 2000;Cho, & Kang, 2002;Cho, et al, 2006;Lee, et al, 2007;Lee, 2011) (Jung, et al, 2012;Lee, 2011 (Jeong, et al, 2001;Mayer, 1995) 64 39 39 31 33 28 20 26 36 18 41 57 48 46 53 51 24 18 69 70 29 27 23 20 27 9 16 8 30 47 5 12 26 15 46 44 34 19 36 19 54 3. The amounts of structural elements in the system through teaching-learning activity with a colleagues and teachers 학생 항목 었다고 볼 수 있다(Fig.…”

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The Development and Applying Effects of Systems Thinking Teaching Program for Improving Recognition of the Earth Systems in Elementary Science Education

Moon¹

2014

Journal of the Korean society of earth science education

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The purpose of this study is to explore the applying possibility of the Earth Systems Education(ESE) in elementary school science education through the improving of students' recognition with the earth systematic nature by systems thinking education -for this was the recognizing as earth systematic nature was the key element of ESE, and the systems thinking skill is accredited very effective tool for the understanding with earth systematic nature.For this, the systems thinking's teaching-learning programs were developed and applied to the 6th students (21s) for 10hours' classes. The results of this study are as follows; In most of the 6th students didn't recognize with earth systematic nature from a lack of understanding of the vapor being in every nature environments. In systems teaching-learning classes, most of students participated positively in learning activities and achieved the aim of a lesson. In the testing results for students' recognition improving to earth systematic nature after the systems thinking education, about 24% students were showed the improving results of the recognition with earth systematic nature. Consequently, It is suggested that just as the achieving of the points of ESE in elementary school science education, the approaching method of the systems thinking education is worth attempting to applying of the ESE.

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The Development and Applying Effects of Systems Thinking Teaching Program for Improving Recognition of the Earth Systems in Elementary Science Education

Moon¹

2014

Journal of the Korean society of earth science education

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“…Looking at the research on images of scientists, the images of scientists that students hold are formed at very early years of elementary school; moreover, those images remain stable through high school and college (Jung et al, 2012;Lyons and Thompson, 2006;Newton, 1992, 1998;Rahm and Charbonneau, 1997). Chambers (1983) stated that the stereotypical images of a scientist should already be apparent at the second grade.…”

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Elementary Students' Perceived Images of Engineers

Park¹,

Lee²

2014

Journal of the Korean earth science society

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The number of students choosing science, technology, engineering, and mathematics (STEM) related careers are declining. Thus it became a worldwide challenge in the 21 st century. As public images of the engineers are unfavorable and inaccurate, misconceptions and stereotypes about engineers are prevailing. The purpose of this study was to investigate elementary school students' perceived mental and pictorial images of engineers and the nature of engineering work. This study involved 512 fifth and sixth grade students (Boys: 287 and Girls: 225) from four elementary schools at one of metropolitans in South Korea. The Draw An Engineer-Korean version (DAE-K) was developed based on Draw an Engineer (DAE) and Draw a Scientist (DAS), and Song and Kim (1999)'s instruments. A pilot-tested was conducted with 33 elementary students prior to the main study. The students were asked to answer how they think the engineers would be, to draw an engineer at work, and to write the engineer's personal information and the job description. Engineers were perceived as a person fixing, building, manufacturing, working outdoors in labors' clothes such as a robe. Engineers were shown with building tools, robots, airplanes, machines, conveyor belt, etc. Moreover, compared to the scientists, engineers were perceived as less intelligent, less imaginative, and less accurate. The results of this study revealed that elementary school students had a lack of accurate images of engineers. Students' current perceived images of engineers could help educators find the baselines for the future engineering education in elementary schools. In addition, the findings of this study could also contribute to the development of engineering education in terms of gender issues, STEM career choice, and even cultural diversity.

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An Understanding of Elementary School Students on the Acid-Base, Acid Rain and Soil Acidification

Kim¹

2015

Journal of Fisheries and Marine Sciences Education

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The purpose of this study is to investigate the understanding on the acid-base, acid rain and soil acidification of the elementary students. The participants in the current study were 280 6th graders from a elementary school in Gyeongnam Province. A questionnaire consists of four categories: understanding of (a) acid-base basic knowledge, (b) acid rain and (c) soil acidification. (d) In addition, students were asked to comment about the introduction of the acid rain experiment in the science textbook.The results are as follows; First, the results regarding acid-base basic knowledge. They know the classification, characteristics, and properties of acid-based solutions well but they don't know the acid-base neutralization, examples using properties and application in real life. Second, the results regarding acid rain, students know the definition and damage of acid rain but they don't know the causing substances, emission source and way of solution of acid rain for lack of knowledge. Third, the results regarding soil acidification was the well-known part for the students because they had continued learning about the soil from the lesson of acid rain.Also, we looked into the difference in gender and region about the understanding of acid-base, acid rain and soil acidification. According to the gender of the data about the understanding of acid-base, acid rain and soil acidification, the percentage of correct answers of female was higher than male's. Also we expected that urban students were higher than rural students on the understanding of acid-base, acid rain and soil acidification, but the understanding of urban students were similar to rural students.Fourth, we got positive answers and negative answers to the introduction of acid rain experiment. Most of the positive opinion were I want to know a lot acid rain experiment", followed by "It is possible to prevent the risk of the damage and It seems to having fun and new order.Most of the negative opinion were Acid rain experiment may be difficult and complicated followed by Just a theory in the book is enough, Acid rain experiment were boring and not fun, Acid rain experiment is dangerous, There are many to study in this order.

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Gifted Elementary Students' Understandings about Earth Systems and Environmental Problems

Cited by 4 publications

References 22 publications

The Development and Applying Effects of Systems Thinking Teaching Program for Improving Recognition of the Earth Systems in Elementary Science Education

The Development and Applying Effects of Systems Thinking Teaching Program for Improving Recognition of the Earth Systems in Elementary Science Education

Elementary Students' Perceived Images of Engineers

An Understanding of Elementary School Students on the Acid-Base, Acid Rain and Soil Acidification

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