• The Mathematical Education
• /
• v.58 no.1
• /
• pp.101-120
• /
• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• Journal of The Korean Association For Science Education
• /
• v.18 no.4
• /
• pp.601-615
• /
• 1998

Establishing and evaluating science education policies and revising and monitoring the effectiveness of science curriculum should be based upon the results of systematic and scientific research studies. Advanced nations have already been administering and developing national level science assessments for these purposes. The science assessments administered in Korea have been reported having many limitations and problems, and not succeeded in providing data for science education policy making and curriculum reform. The major purpose of the study is developing national level science knowledge assessment system in order to identify longitudinal trends of elementary and secondary school students science knowledge achievements. The research team consisted of science education experts and teachers from various school levels, decided the directions and major elements of national level science knowledge assessment with the consultation of educational evaluation experts. Item developing ability of the researchers was improved by seminars? and workshops on national assessment in advanced nations and developing skills of writing science items. Nearly 500 items were developed and revised. Pilot test was administered with 958 students at various school levels. 380 items were selected and tested with 8766 students, and the characteristics were analyzed in terms of item response theory. The target populations for national level science knowledge assessment are 5th-grade of elementary school, 2nd-grade of middle school, 1st and 2nd-grade of high school students. The proper period for the assessment is February every year. Multi-stage clustered sampling method is desirable and rotated forms are recommendable for the test format. Bridge items should be introduced to compare the results of multiple tests, and various grades. Anchor items should also be used for longitudinal interpretations of the results. The items for elementary school require low to medium abilities, for middle school and first grade of high school require medium to high abilities and for 2nd-grade of high school high abilities. The discrimination ability of the items developed is high.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.2
• /
• pp.37-53
• /
• 2004

The purpose of this study is to observe the developmental Process of interaction and attitude of children through instruction for “making fabric doll”. Based on the theory of “Waldorf Education”, instruction of 8 hours for 3 weeks exercised against 40 children(18 boys, 22 girls) of 6th grade, especially focused two group(10 children), in K elementary school in Chunchoen. The results of the study by qualitative research method through observing, recording, interpretation are as follows 1. The changes in interaction among children were observed in increase of quantity and quality of conversation among children, of reliability and dependence among children, of intimacy and cooperation among children, and of intimacy between teacher and children. 2. The changes in the attitude toward instruction were observed in increase of confidence and satisfaction, of active and attentive attitude to instruction via more interest about own fabric doll, of positive attitude through attachment to the doll. Therefore, the instruction of “making fabric doll” based on “Waldorf Education” seems to be efficient to child development and Practical Arts Education.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.139-152
• /
• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Proceedings of the KSCN Conference
• /
• 2003.11a
• /
• pp.1058-1059
• /
• 2003

학동기(만 6-12세)에 좋은 영양 공급은 일생의 성장 발육의 기초를 조성하여 지적, 사회적, 정서적 능력을 향상시킬 수 있다. 이에 초등학생의 영양문제와 식습관을 해결하는 방안의 하나로 최근 대두되고 있는 아침결식률을 낮추기 위한 ‘아침 안 거르기’ 사업을 학교와 연계 개발하여 프로그램을 진행하고 그 효과를 평가하였다. 이 연구는 서울시 강북구 관내에 위치한 4개 초등학교 5학년 학생 1026명(실험군 451명, 대조군 675명)을 대상으로 4∼9월까지 6개월간 5단계로 실시되었다. 프로그램의 효과평가를 위해 사전(실험군-학생 428명, 부모 416명, 대조군-학생 656명, 부모 589명), 사후(실험군-학생 427명, 부모 368명, 대조군-학생 608명, 부모 558명) 설문조사를 2회 실시하여 행동과 인식률 변화를 측정하였다. 프로그램은 매월 1회 담임교사가 진행하였고, 교육자료 및 홍보물은 아침먹기 캐릭터 가방걸이와 학부모의 참여를 높이고자 가정통신문과 교육내용을 함께 삽입하여 제작한 알림장, 아침먹기와 일찍자기를 실천할 실천스티커를 배포하였고 프로그램 종료 후 아침 먹기 실천달력을 제공하였다. 또 아동들 자신의 식생활을 바르게 꾸려 나갈 수 있도록 가공식품의 ‘영양표시’에 관한 교육을 함께 교육하였고, 설문조사를 통해 영양표시제에 관한 인식변화와 행동변화율을 측정하였다. 학생들의 아침식사 실천율은 매일 먹는 그룹이 실험군은 62.9%에서 69.6%로 7% 상승하였고, 전혀 먹지 않는 그룹은 11.2%에서 6.4%로 4.8% 감소하였다(p<0.001) 대조군의 경우 매일 먹는 그룹은 70.4%에서 70.2%로, 전혀 먹지 않는 그룹은 6.9%에서 6.5%로 나타났다(p<0.001). 아침식사가 건강에 미치는 영향에 대한 인식률 변화는 큰 영향이 있다고 답한 그룹이 실험군은 60.1%에서 64.8% (p<0.001)로, 대조군은 64.8%에서 57.2% (p<0.001)로 각각 변화하였다. 일찍 자기가 건강에 미치는 영향에 대한 인식률은 큰 영향이 있다고 답한 그룹이 실험군은 52.5%에서 70.7%(p<0.001), 대조군은 55.3%에서 60.2%로(p<0.001), 일찍 자기 실천에 대한 의지 변화는 11시 이전에 잘 계획이라는 그룹이 실험군은 31.9%에서 43.9%(p<0.001), 대조군은 35.5%에서 36.8%로 나타났다(p<0.001). 영양 표시에 관한 문항에서는 식품구매시 영양표시를 보고 구매한 경험이 없다는 군이 실험군에서는 58.2%에서 40.4%로 감소하였고(p<0.001), 대조군은 64%에서 53.6% (P<0.001)로 감소하였다. 영양소에 관한 지식 평가에서 짜지 않은 간식을 선택할 때 유의할 성분을 나트륨이라고 답한 그룹은 실험군은 31.7%에서 56.3%로, 대조군은 15.9%에서 23.0%로 나타나 그룹간 큰 차이를 보였다. 아침식사로 좋아하는 음식은 김치, 김치찌개, 밥, 피자, 고기, 빵, 된장찌개, 김, 햄, 계란후라이 순이었으며 싫어하는 아침음식은 피망, 고추, 양파, 김치, 시금치, 마늘, 콩, 파, 피자, 나물순으로 나타났다. 아침식사로 혼자서도 준비할 수 있는 음식은 밥, 라면, 계란후라이, 김치, 반찬, 볶음밥, 계란, 국, 햄, 씨리얼 순으로 나타났다. 부모의 인식률 변화는 가정내에 컴퓨터 설치장소로 적합하다고 생각되는 장소로 실험군의 경우 학생 방은 28.0%에서 21.6%로 6.4%감소하였고, 마루나 거실은 61.3%에서 66.0%로 5%증가하였다(p<0.001). 반면 대조군의 경우 학생 방은 28.8%에서 24.9%로 3.9% 감소, 마루나 거실은 63.4%에서 65.9%로 2.5%증가하여 실험군과 큰 차이를 보였다(p<0.001) 자녀의 늦은 취침시간과 아침식사에 관한 인식률 변화는 아침식사에 영향이 있다는 군은 실험군의 경우 78.1%에서 82.7%로 4.2% 증가하였고(p<0.05), 대조군의 경우 82.2%에서 80.5%로 감소하여 나타났다.(P<0.001) 연구결과 실험군의 경우 일주일 동안 아침을 전혀 먹지 않는 학생이 감소하고 매일 아침을 먹는 학생이 유의적으로 증가하여 아동의 아침식사 행동변화와 인식률 변화에 도움이 된 것으로 나타났다.

• Journal of Korean Society of Disaster and Security
• /
• v.6 no.1
• /
• pp.65-72
• /
• 2013

In this study, the early suicide prevention program was applied to the elementary school students and compared the prior & post effect of the program, and verified the status of psychology change like emotional status, or temptation to take a suicide, and presented the possibility as a suicide prevention program. The period of adolescence is the very unstable period in the process of growth being cognitively immature, emotionally impulsive period. It is the period emotionally unstable and unpredictable possible to select the method of suicide as an extreme method to escape the reality, or impulsive problem solving against small conflict or dispute situation. Many stress of the student such as recent nuclear family, expectation of parents to their children, education problem, socio-environmental elements, individual psychological factor lead students to the extreme activity of suicide in recent days. In this study, the scope of stress experienced in the elementary school as well as idea and degree of temptation regarding suicide by the suicide prevention program were identified, and through prevention program such as meditation training, breath training and through experience of anger control, emotion-expression, self overcome and establish positive self-identity and make understanding Self-control, Self-esteem & preciousness of life based on which the effect to suicide prevention was analyzed. The study was made targeting 51 students of 2 classes of 6th grade of elementary school of Goyang-si and processed 30 minutes every morning focused on through experience & activity of the principle & method of brain science. The data was collected for 20 times before starting morning class by using Suicide Probability Scale(herein SPS-A) designed to predict effectively suicide Probability, suicide risk prediction scale, surveyed by 7 areas such as Positive outlook, Within the family closeness, Impulsivity, Interpersonal hostility, Hopelessness, Hopelessness syndrome, suicide accident. Analytical methods and validation was used the Wilcoxon's signed rank test using SPSS Program. Though the process of program in short period, but there was a effective and positive results in the 7 areas in the average comparison. But in the t-test result, there was a different outcome. It indicated changes in the 3 questionnaires (No.7, No.14, No.19) out of 31 SPS-A questionnaires, and there was a no change to the rest item. It also indicated more changes of the students in the class A than class B. And in case of the class A students, psychological changes were verified in the areas of Hopelessness syndrome, suicide accident among 7 areas after the program was processed. Through this study, it could be verified that different results could be derived depending on the Student tendency, program professional(teacher in charge, processing lecturer). The suicide prevention program presented in this article can be a help in learning and suicide prevention with consistent systematization, activation through emotion and impulse control based on emotional stress relief and positive self-identity recovery, stabilization of brain waves, and let the short period program not to be died out but to be continued connecting from childhood to adolescence capable to make surrounding environment for spiritual, physical healthy growth for which this could be an effective program for suicide prevention of the social problem.

• Communications of Mathematical Education
• /
• v.30 no.1
• /
• pp.67-83
• /
• 2016

Correcting an imbalance between cognitive and affective aspects of mathematics in schools is recognized as a crucial issue with regards to mathematics education in Korea. Therefore, research and studies about affective aspects have been increasing and themes relating to affective aspects were diverse. Their theme included the improvement of affective aspect, investigation of factors of affective aspect, and development of measurement tools for affective aspect. The purpose of this study is to analyze and organize the research that has been done with respect to affective aspect and drive trend, implication, and their instruction to mathematics education. This study has investigated 103 studies released from 2005 to 2015 on KCI, Korea Citation Index. The results of this study are as follow. First, since released research of affective aspects in mathematics has not increased in number in the last 11 years, academic interest in the affective aspects seems lower than recent interest arousing in Korea. Second, most studies utilized quantitative research as a tool to analyze phenomena and the cause and effect of affective aspects. Third, middle school students were the most common subjects of the studies, followed by elementary school students. Fourth, the studies had various themes such as analyzing the cause and effect of affective aspect, recognizing changes of affective aspects, and measuring affective aspects. The studies, especially, focused most on analyzing how to improve affective aspects by applying it to programs such as mathematic activities and solving mathematic problems. It is necessary for future research to have a long-term perspective and to provide a space for communication. Research should not only focus on how recognize affective aspects differently, which is based on its cultural background, but also to draw affective solutions from them.

• Journal of The Korean Association For Science Education
• /
• v.34 no.3
• /
• pp.247-260
• /
• 2014

Purpose of this study is to analyze the roles and strategies of imagistic simulation observed in mental simulation about problematic situation of prediction, and thereby identify the process of generating prediction, explanation and sophistication. For this study, a framework for mental simulation process and strategy based on literary research was developed and content was validated from four experts of science education. This study was participated by 10 preliminary elementary school teachers, and a total of 20 cases were gathered for two thought experiment tasks based on the think-aloud method. The results were as follows: First, mental simulation process described based on the seven elements of 'perception,' 'interpretation,' 'statement of initial representation,' 'running imagistic simulation,' 'identifying result of simulation,' 'identifying alignment' and 'restatement structured representation.' The study confirmed that initial representation by interpreting related concepts and running imagistic simulation a number of times to develop explanation and prediction. Second, the study identified the use of strategies to enhance simulation such as 'zoom in,' 'partition,' 'dimensional enhancement,' 'dimensional reduction,' 'remove,' 'replace' and 'extreme case.' Running spatial transformation that uses strategy to enhance simulation contributed to discovering mechanism elements in problematic situations.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.27-50
• /
• 2007

The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their learning strategies, motivation, beliefs in ability, and problem solving patterns. The sample for the study consisted of 68 gifted achievers and 34 gifted underachievers who were in 5th and 6th grades in elementary schools in the metropolitan area. Gifted achievers and gifted underachievers showed statistically significant differences in all aspects using the independent sample t-test. In addition, the discriminant analysis correctly classified over 77.5% of the sample as either gifted achievers or gifted underachievers using the variables used in the study, indicating factors related to learning strategies can be effective measures to identify gifted achievers and underachievers. Especially, extrinsic motivation and problem solving patterns were the most discriminant factors in these two groups. The implications of the study related to the identification and education of the gifted underachievers were discussed in depth.

• Journal of The Korean Association For Science Education
• /
• v.35 no.1
• /
• pp.1-14
• /
• 2015

The purpose of this study is to examine North Korean defector students' characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.