THE DEVELOPMENT AND REVISING OF THE LTTS PROGRAMS FOR LOWER ELEMENTARY STUDENTS

This study aimed to develop a method of developing creativity for elementary students of Korea. We developed and applied the cognition accelerating program based on LTTS program for third graders. Let's Think Secondary Science (LTTS) is based on a programme called cognitive acceleration through science education (CASE)

In order to fulfill the aim of this study, the research was carried out as followed:
A. 17 of 33 topics in LTTS level 7&8 and 8&9 closely related to third grade science education curriculum of Korea were obtained.
B. LTTS topics were linked with third grade Korean science curriculum for developing teaching and learning materials and activity sheets for cognition accelerating science class.
C. To stimulate more active interactions and to increase effectiveness of the LTTS program on the Korea Science Curriculum, we revised the teaching and learning materials by modifying problems found during treatment of the originally developed material.

Third grade’s science curriculum was restructured to fit in cognition accelerating science class which is a teaching and learning method that can increase meta-cognition and scientific thinking abilities of third grade elementary students. The teaching and learning materials and activity sheets of each topic were developed according to the cognition accelerating class model applied in the restructured education curriculum.

After implementing the teaching and learning materials, we found that the teaching and learning materials need to be modified and improved considering classroom environment, its relationship with the National Science Curriculum, student’s cognitive thinking level, and student’s interests in order to increase its classroom adaptability and usability.

In order to increase the adaptability and interactive of the LTTS program in classrooms in Korea, the original learning and teaching materials were modified to resolve problems found during the implementation of the original material. The modifications were change of activity materials, elaboration of the activities, modification of problem solving methods, and enhancement of activity tools. The modified teaching and learning materials encouraged active interactions between student-teacher and student-students during its implementation in classrooms.