• Journal of the Korean earth science society
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• v.32 no.4
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• pp.422-434
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• 2011

The purpose of this research is to investigate the actual conditions of primary school science teaching and ways to improve it. In elementary science teaching, teachers themselves tend to have science misconceptions and insufficient science content knowledge. Experienced teachers argued that it could be hard for elementary teachers with lack of science content knowledge to provide their students with meaningful learning experiences of science. Based on the general characteristics of elementary teaching and the awareness of elementary teachers' insufficient science content knowledge, we explored the real situation of the elementary science classroom. We conducted open-ended interviews with teachers and focus group discussions on a regular basis to analyze and compare classes of five primary school teachers. Data analysis focused on why elementary students avoid science classes in upper grades of elementary school and why elementary science classes always need hands-on activities. We also discussed ways to turn hands-on investigation into minds-on investigation by connecting it to important ideas in science. Based on the results, we suggested ways to improve inservice teacher training such as designing supplementary in-service training focused on content knowledge for primary school teachers, setting up professional exchange or collaboration between primary and secondary teachers, and introducing subject-specialized teachers for the fifth and sixth graders of primary school. In particular, considering elementary teachers' insufficient science content knowledge, employing science subject matter specialists in the elementary school could be a useful strategy.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.271-294
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• 2011

The purpose of this study was to explore the meanings of science classes to elementary school teachers from a phenomenological perspective. Participants were twenty-eight elementary teachers who majored in elementary science education in a graduate school of education. The study revealed that meanings of science classes were not consistent but rather varied with what the teachers experienced. In their early career years, when the teachers were filled with enthusiasm, they devoted themselves to doing science-related school works as well as science lessons. But, the teachers were gradually concerned about good science teaching, and this concern became more severe as they realized the characteristics of science experiments and elementary school students. The teachers' concern did not actually develop into good science teaching practices because of such constraints as lots of school works, accidents in science labs, and household affairs. Despite these difficulties, the teachers revitalized their interest in science and resumed their effort for good science teaching. However, for "unfillable cups" to the elementary school teachers.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.461-470
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• 2009

Even though the revised operational guide for ICT education emphasizes the basic concepts of computer science, many primary and secondary schools do not deal with the changed requirements properly. Also, it is doubtful if the education considers teaching period and the levels of students or not. In this paper, we survey on the state of ICT education, the relationship between ICT education and Computer Education, and the connectivity in Computer Education between primary and secondary schools. In order to do these, we analyze the result of our questionnaire and we propose an improved method for the connectivity in Computer Education. The results are (i) primary school teachers don't consider the connectivity of Computer Education and (ii) the teachers who have higher satisfaction levels of ICT education think ICT education and Computer Education between two schools are correlated and connected. As a result, new policies to re-educate teachers are required.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.141-162
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• 2023

Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.521-528
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• 2017

The purpose of this study is to find the mediative effects of students' relationship with parents or teachers in the effective path of school violence experience on depression, and to find out the path difference between elementary and middle school students. We used 1,385 students' data collected from the Korean Youth General Survey, and analyzed by multiple group analysis of structural equation. The results showed that elementary school students' relationship with parents or teachers did not play a mediative role. But the middle school students' relationship with parents or teachers play a negative mediative role. It means that if students were damaged by school violence, elementary school students' parents and teachers did not play a specific role but middle school students' parents and teachers caused more depression. Based on these results, some implications for parents and teachers about school violence and depression were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.491-509
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT). For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Lee(2011). The survey consisting of those items was administered to 76 Korean elementary pre-service teachers at Teachers College, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that the preference for the MKT items was very affirmative, but the percentages of correct answers to the MKT items weren't generally high. Second, the preference for the instructional consultation by experienced teachers was very affirmative. Third, the percentages of correct answers to KCS, SCK, CCK and KCT were 70.13%, 55.71%, 43.87% and 29.27%, respectively. Fourth, the percentages of correct answers to type 5, 6, and 7 were more than 60%, but those of correct answers to type 1, 2, 3, 4, and 8 were less than 60%. This means we need to strengthen type 1, 2, 3, 4, and 8 in education of elementary mathematics subject at Teachers College of J University.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.190-198
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• 2020

The purpose of this study was to investigate the changing trajectory of self-esteem and to explore contemporaneous and lagged effects of social supports(family, friends, and teacher) of 4th graders in elementary school to 9th graders in middle school. The subjects were 1,296 multiethnic students, who participated in the Multicultural Children and Adolescents Panel Study(MCAPS) from 2011 to 2016. The results of piecewise growth function showed that students' self-esteem was increased during upper grade in elementary school but soon deceased during middle school. Individual differences were found at initial, 1st and 2nd changing status. Students with higher level at initial status in self-esteem showed less increased pattern during elementary school but greater decreased pattern during middle school. In addition, supports from family and teacher showed contemporaneous effects across all 6 years while supports from friends showed such effects only for 5 years except 9th grade. Lagged effects of family were found in elementary school and significant lagged effects with supports from friends were found at 6th and 8th grade. The results of this study imply that the social support of family, friends, and teacher has an important role to encourage the self-esteem of multicultural adolescents.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.1-8
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• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.77-95
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• 2018

This study introduces the Classroom Assessment Scoring System (CLASS) and explores the characteristics of CLASS for observing classroom. The CLASS is a standardized observation instrument that was largely developed for use in the USA. The CLASS attempts to provide a conceptual framework for categorizing classroom interactions and consists of three broad domains of quality (emotional supports, classroom organization, instructional supports). We simulated this method to the elementary school classes. The professional-teacher makes the best use of student's initiation behaviors, and the novice teacher focused on the leading the contents of subject. The novice teacher tyr to make more positive climate and to present more frequent feedback to students than professional teacher's classroom. The professional teacher would like to reveal the student's opinions, questions and subtle emotional state. The CLASS can be used to collect data on a wide range of specific aspects of the teaching and learning process at any given time.