• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.729-755
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• 2012

As an effort to understand alienated gifted students, we investigated learning characteristics and learning tactics of a scientifically gifted student with economic difficulty and physical disadvantage. The student we studied is attending the Saturday Physics Class which is an after school science activity offered by our university. We adopted techniques of qualitative case study. Participant observation was carried out at the field and the interview was done with the participant, his mother, and his teacher of 5th grade. Field documents and self-reports were used to understand the student synthetically. As a result, learning characteristics of the participant could be summarized as a spontaneous learning which originated from the internal motivation and struggle for learning to overcome the sense of inferiority and isolation from the peers. The participant adopted a strategic method for learning to satisfy his learning desire given the circumstance of socioeconomic and physical disadvantage: the three tactics we found were various learning routes, meta-cognitive ability and fervent response.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.471-485
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• 2007

In this study, a 27 class hour prescribed program for the fourth grade students is to be developed and applied by extracting the contents associated with basic operations studied prior to the fourth grade level of mixed calculations. After analyzing the results of the research, the following conclusions are obtained. First, the prescribed program for mixed calculations brought about the improvement in the mixed calculation problem solving ability of the students. Second, applying the prescribed program for mixed calculation resulted in an increase in students' interest and concentration on problem solving. In synthesis of the above conclusions, the development and application of the prescribed program for mixed calculation improved the students' concentration on the problem and the students' problem solving ability.

• Journal of the Korean Dietetic Association
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• v.18 no.4
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• pp.385-399
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• 2012

The purpose of this study was to compare the perception of nutritional education among school administrators, parents, and school nutrition teachers at an elementary school. Questionnaires were distributed to 450 subjects (150 school nutrition teachers, 150 school administrators, and 150 parents) from June 15 to June 30, 2009, and 309 (84 school nutrition teachers, 104 administrators, and 121 parents) were analyzed. The results of this study were as follows. First, school nutrition teachers' perceived level (4.54) of importance of nutritional education was significantly (P<0.001) higher compared to school administrators (4.10) and parents (3.97). Second, demand for revitalization of nutritional education as perceived by parents (3.23) was significantly (P<0.001) higher compared to school nutrition teachers (2.61) and school administrators (2.51). Third, parents' satisfaction level of elementary school nutritional education was 3.23, followed by those of school administrators (2.83) and school nutrition teachers (2.50). There were significant differences in terms of satisfaction of elementary school nutritional education between school administrators, parents, and school nutrition teachers (P<0.001). Fourth, school nutrition teachers' demand for revitalization of nutritional education was significantly (P<0.001) higher at 4.24 compared to both parents (3.76) and school administrators (3.46). Fifth, with regards to bolstering nutritional education in elementary schools, it was deemed necessary for each school to have a school nutrition teacher. In conclusion, perception of nutritional education varied among school administrators, parents, and school nutrition teachers. In conclusion, a communication network between school administrators, parents, and school nutrition teachers should be established for revitalization of nutritional education at elementary schools.

• Journal of the Korean Dietetic Association
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• v.26 no.2
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• pp.141-152
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• 2020

Homeroom teachers are not usually nutrition professionals, but they spend a lot of time with students in elementary school classrooms. This study was conducted to determine the association of homeroom teachers' nutrition education with the dietary habits of their classroom children. The subjects were 131 homeroom teachers and their 1,102 children from 17 elementary schools in Gyeonggi, Korea. Self-administered questionnaires to collect information on dietary habits were conducted in December 2016. The dietary habits were determined with the adherences to the Dietary Guidelines for Adults and Children, respectively, by coding the better diet life with a higher score. The significances between groups according to teachers' implementation of nutrition education (106 implemented, 25 not implemented) were analyzed by using SPSS at P<0.05. Implementing nutrition education was not associated with the dietary habits of teachers themselves, but their students. Therefore, the students of teachers who implemented nutrition education had significantly higher adherence to 8 items out of 19 items (P<0.05, P<0.01). More of the students considered themselves as non-picky eaters (P<0.05), tried to eat all the foods served at school lunch even when it contained unwanted ingredients (P<0.01), and agreed on the need of nutrition education (P<0.01), as compared to their counterparts. Conclusively, this study suggests that nutrition education delivered by homeroom teachers may be associated with more desirable dietary habits of students, even though homeroom teachers are not nutrition professionals. Therefore, efforts should be undertaken to develop and provide proper contents for homeroom teachers to use in nutrition education for elementary students.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.243-250
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• 2016

The purpose of this study is to prevent school safety accidents by conducting an analytic investigation on safety accidents that occur in elementary, middle and high school during 2010-2014 in Chung-Nam. We used the status of safety accidents in school based on the Chung-nam School Safety and Insurance Association database. Data was analyzed by descriptive Statistics. It was found that the incidence of safety accidents in school has increased, and in the case of elementary schools it was higher than in middle school or high school. Safety accidents occurred most during break time, and in schoolyard, and due to student's carelessness. Safety is one of the most basic human needs. To decrease the incidence of safety accidents, we need to set up with comprehensive safety system including human, physical and environmental factors. Based on the this study, it needs more wide study on various countermeasures and to determine effects.

• Journal of Environmental Science International
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• v.11 no.7
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• pp.611-620
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• 2002

The purpose of this study was to analyze the elementary school teachers＇perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled｀Environmental Pollution and Protecting Nature＇showed the highest preference, whereas the unit for fifth graders titled｀Structure and Functions of Plants＇showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.509-516
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• 2009

As the necessity of cyber education is being raised up recently, Cyber Home Learning System(CHLS) is increasingly adopted at all school levels ranging from elementary to high schools. The purposes of this study are to find out that how elementary social studies of CHLS influence on the academic performance and learning attitude of students and their satisfaction. Based on these suggestions on social studies of CHLS are proposed. To accomplish the purposes, comparisons were made between experimental group utilizing social studies of CHLS and control group of traditional class of 54 students(27 students each in experimental and control group) in 5th grade. The results are as follows. Utilizations in social studies of CHLS showed positive effects on academic performance and learning attitude, and students' satisfaction on social studies of CHLS were rather increased. Based on these findings, several suggestions are made. First, strategy to improve motivation and confidence for students to participate on social studies of CHLS are necessary. Second, thinking and problem-solving activities needs to be integrated to social studies of CHLS. Third, for meaningful social studies, environment that can improve communication and thinking ability through interaction needs to be facilitated. Fourth, supporting plan is advised for teachers carrying on the role of manager and facilitator.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.263-271
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• 2009

Problem solving competency has always been a prime issue in education, and it is defined as core skills of a life competency or as 21st century skills that students need to successfully learn. This study aims to discover the scope and impact of digital textbooks on students' competencies. This study also examines meaningful differences brought about using digital textbooks and taking lessons specifically adapted to improve 5th grade students' problem solving competencies. The pretest-posttest control group design was adopted and a performance-based measurement tool for problem solving competency was developed and applied. The results indicate that the classes using digital textbooks achieved higher scores in problem solving competency. Also, a lesson that was specifically adapted with the aim to improve students' problem solving competency had a positive influence on students' achievement. Moreover, there was reciprocal influence between using digital textbooks and adapting instructions to improve problem solving competency. In conclusion, the effect of digital textbooks should be discussed further while also considering the influence of teachers' instructional strategies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.564-568
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• 2020

Problem-based learning (PBL) is applied to various subjects for the sake of learners' creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and for the communication skills required in a rapidly changing society. Among them, the English language-an official language-is invested in 2.3 times more than other subjects, according to the English education company Yoon's Teacher. Therefore, PBL is an important learning method. However, the reality is that teacher-centered instruction, acquiring knowledge of the best answers only, and traditional evaluations are the main subjects. In order to supplement these weak points, this study designed a learning model for English subjects based on Barrows & Myers (2002) and the analyze, design, develop, implement, and evaluate (ADDIE) model. As a result of a PBL English class based on the ADDIE model, the learners were able to improve their presentation skills by 86%, their interest in learning by 86%, their understanding of learning by 86%, and cooperation by 100%. As such, studies on designing the learning model should be carried out continuously to achieve the purpose of 21st century English education, which is to improve learners' communication skills and information processing skills.