• Title, Summary, Keyword: Elementary student

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Development of Techer's Rating Scale of Elementary School Student's School Maladjustment (초등학생을 위한 학교부적응 척도 개발 및 타당화)

  • Jung, Jung-Soo;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.9 no.2
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    • pp.163-173
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    • 2010
  • This study was designed to develop a teacher's rating scale of elementary school student's school maladjustment. 50 behavior were drawn as elementary school student's school maladjustment behavior from the responses of elementary school teachers. To identify sub-factors of the scale, 60 teachers rated their 240 student's behavior and the collected data were analyzed by using factor analysis. 4 sub-factors were identified as the result : aggressive selfish behavior, misconduct of lesson and classroom rules, passive unsociable behavior and positive evasion of school activities. To identify the validity of the scale, the data from 120 students were analyzed through the concurrent validity between the scale and the teacher rating scale of school maladjustment for Student Problem Behavior Checklist for Elementary School students(Kim & Hwang, 2009). To examine the reliability of the scale, test-retest correlations were calculated by using the data from 120 students and internal consistency coefficients were calculated by using the data from 120 students. The results showed that Teacher's rating Scale of Elementary School Student's School Maladjustment was valid and reliable.

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Development and Application of the Student-centered Elementary Science Textbook Model: Focusing on Earth Science (학생 활동 중심의 초등학교 과학 교과서 모형 개발 및 적용: '지구와 우주' 영역을 중심으로)

  • Chae, Dong-hyun;Lim, Sung-man;Lee, Hyo-nyong;Han, Je-jun;Lee, Sang-gyun;Kim, Eun-jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.1
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    • pp.15-26
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    • 2016
  • The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

Qualitative Inquiry on Factor for Improving Elementary and Secondary Students' Positive Experiences about Science (초등학생과 중학생의 과학긍정경험 향상 요인에 대한 질적 탐구)

  • Kang, Hunsik;Lee, Sunghee;Lee, Il;Kwak, Youngsun;Shin, Youngjoon;Lee, Soo-Young;Ha, Jihoon
    • Journal of Korean Elementary Science Education
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    • v.39 no.2
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    • pp.183-203
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    • 2020
  • The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

The Effects of Science Teaching and Learning Using Student-led Instructional Strategies on Elementary School Students' Science Core Competencies (학생주도형 수업전략을 활용한 과학 교수 학습이 초등학생의 과학과 핵심역량에 미치는 효과)

  • Kang, Hountae;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
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    • v.39 no.2
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    • pp.228-242
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    • 2020
  • The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

A study on the Elementary School Student's Spatial Abilities (초등학생의 공간능력에 대한 조사 연구)

  • Kim, Nam-Gyun;Oh, Eun-Sun
    • Education of Primary School Mathematics
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    • v.11 no.1
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    • pp.21-38
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    • 2008
  • This study is for elementary school student's spatial ability improvement. We have to know their correct spatial ability for teaching it more effectively. And then we can organize about spatial ability one of schoolbook systematically and step by step. Therefore this study did survey elementary school student's spatial ability by grades and school score using newly developed spatial ability survey test. According to result, First, elementary school students spatial ability be developed gradually more 5th, 6th grades than 3th, 4th grades. Second, it was researched that high score student's spatial ability is better than score student lower student's. But the result was influenced by school's curriculum. The score of contents in school's curriculum higher than it's not. Synthetically, the suggestion is what the curriculum is changed. It need to input the contents of spatial abilities and more detailed study.

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Preservice Elementary Teachers' Understandings of the Key Concepts related to the Greenhouse Effect (초등 예비교사들의 온실효과 관련 핵심 개념들에 대한 이해)

  • Jang, Myoung-Duk
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.15-31
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    • 2015
  • The purpose of this study was to investigate elementary student teachers' conceptions about the mechanism of the greenhouse effect, the greenhouse gases, the global warming, and their learning experiences of the greenhouse effect and the global warming. Participants were 82 student teachers in their second year of studies (science education: n=28, not science education: n=27) and in their fourth year of studies (science education: n=27). The open-ended questionnaire was used to examine the teachers' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, the student teachers' scientific response rate about key concepts related to the mechanism of the greenhouse effect was low (6.1%~28.0%); Second, although there are various greenhouse gases, it was only carbon dioxide that the student teacher's response rate was more than 80%; Third, only 17.1% of the student teachers clearly distinguished the greenhouse effect and the global warming; Fourth, there was a tendency that the student teacher group in the fourth year of studies and science education showed higher scientific response rate about the concepts than the other two groups.

The Effects of Earth System Education Using Multimedia on Elementary School Student's Environmental Sensitivity and Pro-environmental Behavior (멀티미디어를 활용한 지구계 수업이 초등학생들의 환경민감도 및 환경 친화적 행동에 미치는 영향)

  • Kim, Soon-Shik;Lee, Yong-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.2
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    • pp.266-275
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    • 2014
  • The purpose of this study was to examine the effect of Earth System Education using multimedia on the elementary school students' environmental sensitivity and pro-environmental behavior. To verify this research problem, the subject of this study was fifth-grade students selected from two classes of M elementary school located in Busan city. For three months, the experimental group of 25 students was taught using multimedia. The comparison group also of 26 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of Earth System Education using multimedia on elementary school student's environmental sensitivity and pro-environmental behavior. The results from this study are as the following. First, Earth System Education using multimedia were effective on elementary school student's environmental sensitivity. Second, Earth System Education using multimedia were effective on elementary school student's pro-environmental behavior. Third, All most all experimental students were satisfied with Earth System Education using multimedia. In conclusion, Earth System Education using multimedia showed very positive effects on improvement of elementary school students' environmental sensitivity and pro-environmental behavior.

The Investigation on the Observation Ability of Elementary School Student about the Grasshopper(Oxya chinesis) (메뚜기를 이용한 초등학교 학생들의 관찰 능력 조사)

  • 한광래
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.121-129
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    • 2003
  • The enhancement of inquiry skills has been emphasized as a important objective of science education for a long time. Of these, the observation is not only a simple and basic skill, but also a very important skill, in aspect of gathering informations about the nature of all things around us, through interaction between the sense organs of body and objectives. The purpose of this study is to investigate the results of observations about the grasshopper(Oxya chinesis), made by the elementary student from the 3rd to the 6th grade, and to make use of them as the basic materials for the observative teaming and the evaluation of the observation ability. Through this study, the collected items of observation are as follows For grasshopper, a total of observation items is 95, 70 using the sight sense, 13 using the tactile sense,7 using the olfactory sense. 3 using the palate sense and 2 using the auditory sense. In this study, the findings of elementary student's observation are as follows. 1. On the whole, most of students have observed mainly by the sight and the tactile sense, when observing the grasshopper. 2. It is showed a tendency that the observation ability of student is increased with the higher grade in elementary school. 3. As the grade ascends. the observations with operating are increased, also the quantitative expression and interpretation about them are increased. 4. In the case of same grade, there is no significant difference between students' gender, though girls' ability of the observation showed somewhat higher than boys' 5. Occasionally, the interpretations on the observative facts made by student, are inaccurate. Basis on the above results, we suggested some directions for the improvement of the observative learning program in science classroom of elementary school. First, the teacher have to serve as a guide and encouragement in the observative learning class, to be accomplished the various observation, which all the sensory organ can be used by student than the sight sense. Second, to get elevated the ability of observation, it is necessary that some experimental tools(magnifying lens, stereoscope, auxiliary implements etc.) are utilized. Third, the teacher have to make often endeavors showing an example of operation, to be activated the atmosphere of operative observation.

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The Effects of Daily Commodities on Students이 Scientific Knowledges, Inquiring Abilities and Scientific attitudes (생활 주변 자료의 활용이 과학 지식, 탐구 능력 및 과학적 태도에 미치는 영향)

  • 진성욱;이제용
    • Journal of Korean Elementary Science Education
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    • v.17 no.2
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    • pp.113-121
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    • 1998
  • This study was performed to examine the effects of daily commodities on student's scientific knowledges, inquiring abilities and attitude toward science in elementary school science classes. Daily commodities were collected and sorted properly so as to be readily utilized as experimental instruments in science classes. 164 students of elementary school 5th grade in Taejon City were selected for the study and they were evenly divided into two different groups, one for experiment and the other for comparation respectively. In every science classes throughout the school semester, the experimental group was supplied with daily commodities in addition to conventional instruments while the controlled group for comparation was supplied only with conventional instruments. Student's responses to the questionnaire were treated by statistical analysis and for that purpose the computer programme of SPSS WIN(6.0) was employed. The results of the study are as follows; 1. There is no expressive disparity appeared in the increments of scientific knowledge between experimental and controlled (comparing) groups. 2. The disparity of increments in inquiring ability between experimental and controlled groups is fairly expressive (P<0.05). The experimental group with daily commodities in science classes attained 5% more in increment of inquiring ability than the controlled group. 3. The disparity of the changes in student's attitudes toward science between two groups is remarkable (P<0.001). Student's attitude toward science was much more improved in experimental group than controlled group. The difference in improvement rate between two groups is 8%. The facts mentioned above make it evident that in elementary school science course daily commodities are very effective to enhance student's positiveness as far as both inquiring ability and attitude toward science are concerned. In this respect, a lot of efforts are expected to be made in searching and supplying further the proper daily commodities for elementary science courses. In addition, it is also called for that the examples of replacing conventional instruments with daily commodities will be introduced in future editions of elementary school science book and its guide book if possible.

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Understanding Student-Centered Teaching Practices in Elementary Mathematics Classrooms

  • Pang JeongSuk
    • Research in Mathematical Education
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    • v.9 no.1
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    • pp.47-58
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    • 2005
  • Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

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