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In order to find out the influence of Korean Middle School Students' relationship by science class applying STAD cooperative learning, this study conducted a social network analysis and sought to analyze the communication networks within the group and identified the change process of the type. The subject of this study was 30 students of the second grade at the girls' middle school located in Korea's Metropolitan City. For five weeks, science class applying STAD Cooperative Learning was implemented in the 'reproduction and generation' chapter. First, the class social network analysis showed that all the prices of density, degree centrality, closeness centrality, and betweenness centrality have risen after science class applying STAD Cooperative Learning. Also, the classroom's relationship index has improved. In other words, STAD Cooperative Learning encouraged interaction among students. Second, in order to research popularity, students' centrality analysis through the class social network analysis showed that top-ranked students' values of density, degree centrality, closeness centrality, and betweenness centrality appeared commonly high after science class applying STAD Cooperative Learning. Third, the analysis of the communication network change within six groups showed that all channel type appeared most often and circle type also appeared anew after science class applying STAD Cooperative Learning. In other words, it was possible to exchange information freely and communicate with all members of the group through STAD Cooperative Learning.

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.

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The purpose of this study was to develop a 'Water strider' Inquiry Learning Program for improved inquiry learning, and to analyze the validity of the 'Water strider.' The Inquiry Learning Program's goal was to create an application for finding out an on-site applicability for the 'Water strider' Inquiry Learning Program through the Elementary school teachers' workshop. The following are the summarizations of the main issues of study. First, the 'Water strider' Inquiry Learning Program, (or W.S.I.L.P. for short) consisted of five subjects: comprehension of surface tension, collecting and raising water striders, the secret of water striders' body, the condition of floating water striders, and making the model of water striders. There were 10 small group activities which were organized by themes including Prediction, Observation, Explanation, Reflection, and an Additional questions stage. Using these, the students could then comprehend the water strider's structural features and the scientific principles. Secondly, in the assessment of on-site applicability, which elementary school teachers directly implemented, each activity consisted of immediate manipulation activities to help increase the students' interest. They were not only able to easily comprehend the scientific inquiry ability, but also the inquiry ability of the W.S.I.L.P. The 'Water strider' Inquiry Learning Program can also be useful for science club activities in addition to the regular curriculum time because of the integrative lessons that will be available by using the 'Water strider' Inquiry Learning Program.