• Journal of Digital Convergence
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• v.15 no.5
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• pp.363-372
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• 2017

Attention deficit hyperactivity disorder (ADHD) is a relatively common condition of childhood onset and is of significant educational and social concern in elementary school. Investigating the determinants of teachers' attitudes and behavior and their relative importance is crucial for improving teaching practices and initial teacher education for effective inclusion of ADHD children. Based on two hundred and twenty seven survey responses from elementary school teachers, having experienced in dealing with ADHD students, this paper examines the age, gender, career and training-hours effects on the knowledge, attitude, stress and inclusive education involving ADHD children. The regression analysis shows that the gender influences the level of stress and that the training hours has some impact on the knowledge about ADHD at 5% significance level. However, the number of ADHD children experienced, age, gender, career and training-hours were identified as the non-significant predictors of teaching behavior in relation to ADHD children. As a conclusion, a brief discussion concerning the critical needs of elementary school teachers is also presented.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.449-459
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• 2010

Using a geometric computer program achieve learning effects as handling various function and has advantage to overcome the environment of classroom through providing an inquiring surroundings in the figure learning at an elementary school. There are many software for drawing the geometric. But currently most is focus on how to use the softwares without contents. So, It is necessary to develope a geometric software adapted cognitive development of primary schoolchildren. This study is aim to analyze elementary mathematic curriculum based on Van Heiles theory, to develope the software(Geometry for Kids : GeoKids) considering cognitive level of the primary schoolchildren. This software is developed to substitute a ruler and a compass considering cognitive level of the primary schoolchildren. Using mouse, GeoKids software help a child to draw easily lines and circles and this software notice another lines and circle automatically for a more accurate drawing figures. Children can use practically this software in connection with subjects of elementary mathematic curriculum.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.203-216
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• 2021

Seeing the elapsed time as a quantity that can be measured is quite challenging for students while making students see it is also challenging for teachers. Tuning on these challenges, this article reports on what learning opportunities elementary teachers provide when they teach elapsed time focusing on quantitative objectification. I observed three mathematics classrooms where the elapsed time was taught by three elementary teachers and did a narrative analysis on the instructions. All three teachers utilized certain tools to support students access to the elapsed time as a quantity. They appropriated various quantitative attributes of the tool. In the case of the analog clock, one teacher tried to quantification the elapsed time with the number of minute hand's turning, while the other teacher indicated the distance of minute hand's moving. One teacher represented the elapsed time with the longitudinal attribute of the time band. Standing on the findings, the didactical implications of various attempts for quantitative objectification of the elapsed time implemented were discussed.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.383-395
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• 2006

School science is often criticized as being too remote from both learners' interests and needs and as maintaining scientist-oriented approaches rather than humanistic ones. Although science is mainly taught on the basis of textbooks inside classrooms, the learning of science can not be confined to the boundaries of curriculum and school. Firstly, this paper briefly reviews and characterizes the historical development of science education with a series of analogies, and then suggests a new analogy, a so-called 'Hearts-On' approach to science education which emphasizes the humanistic aspects and the contextual dimension of science education. Secondly, it critically examines how much traditional school science teaching, particularly in physics, is limited in terms of the context of learning (i.e. textbook, laboratory, classroom, local, and global) as well as in terms of the context of the contents (i.e. physical, personal, social, and global). Thirdly, some recent attempts initiated by the author and colleagues are explained as examples of the Hearts-On approach to science education. In particular, a series of community-based science programs led by SNU and the development of a series of books on 'Contextual Physics'(i.e. Body Physics, Wearing Physics, Dining Table Physics, and Sports Physics) are outlined. Finally, the idea of scientific humanism is explored in relation to the context-rich approaches in science education. It is hoped that this paper helps us to reconsider how we can expand the world of science education beyond the boundaries of the curriculum and school and into a more humanistic one.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.131-140
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• 2008

The purpose of this study is to develop a teacher's encouragement response and to prove its effect. In order to do so, this study includes three sub-studies. First study is to identify the categories of teacher's encouraging verbal response. second study is to examine whether a teacher's encouraging verbal response can be developed, and third study is to identify how a teacher's encouragement has an effect on school adjustment of elementary children. The results of the study are followings: First, listening, asking, supporting, accepting, and describing are established as teacher's encouraging verbal responses. Second, a teacher can develope his encouraging response through self-discipline. Third, teacher's encouragement is effective on the enhancing of children's school adjustment.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.419-427
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• 2012

This paper presents the effect of a interactive learning experience and student's response to technological components We develop the interactive learning environment and learning model in lessons relying on educational robots and augmented reality in the school classroom. The developed learning model is based on the problem-based learning model. The experiments of the study conduct with 18 students, the $5^{th}$ and $6^{th}$ graders of an elementary school for 8 weeks using developed system. We find out the interactive learning experiences have an influence on the creative ability of children. We know that students who scored lower on the school exam scored higher on the score of creativity compared to top students through educational robots and augmented reality.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.127-150
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• 2006

The purpose of this study is to apply the principles of CGI(Cognitively Guided Instruction) into mathematics class in Korean elementary schools and to explore which mathematical concepts Korean students have and how they use informal knowledge and procedures to solve problems. In addition, this study tries to analyze difficulties that teachers might face when they are planning mathematics teachings based on CGI. The conclusions of this study are followings: First, the mathematics teaching based on CGI provides opportunity for students to communicate about mathematical knowledge that they know, The students are sure of their thoughts and learn from others by presentation. Second, the mathematics teaching based on CGI make students think mathematically. The students try to understand the meaning of problems and find various ways. Third, teachers should lead appropriate environment for the mathematics teaching based on CGI. They should offer proper problems and encourage their students to ask and answer questions respectively.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.323-329
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• 2008

The purpose of this study was to compare the oral health education effect and the satisfaction about the method between SDL and CCI on elementary school students. Method: The subjects of this study were 233 elementary school students in fourth grade (male: 56%, female: 44%) who attended two different elementary schools in Wonju Gangwon-do. They are divided into two groups and instructed by different method of the oral health education, SDL (Self-Directed Learning) and CCI (Conventional Classroom Instruction). The survey was conducted three times, preeducation, just after the education and one week after education. Collected data were analyzed into Chi-square test, Independent t-test and Repeated measure ANOVA using SPSS 12.0 K program. Result: 1. Changes of oral health knowledge: After the education, the average score of the oral health knowledge went up significantly in both groups. 2. Changes of oral health behavior: After the education, the average score of the oral health behavior rose up significantly in both groups and especially just after education, SDL group was recorded higher average score than CCI group. 3. Satisfaction: In both groups, the satisfaction rates about the education method were high (SDL: 88.9%, CCI: 99.1%). The main reason of satisfaction in SDL group was that the students were interested in the method of the education and the main reason of dissatisfaction was that they could not ask a question to the educator.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.