• 한국초등과학교육학회지:초등과학교육
• /
• 제24권5호특별호
• /
• pp.595-601
• /
• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• 한국초등과학교육학회지:초등과학교육
• /
• 제32권1호
• /
• pp.95-103
• /
• 2013

This study described a teacher's dilemma case caused by students' questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students' questions: Students' meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher's dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.

• 천문학논총
• /
• 제30권2호
• /
• pp.745-747
• /
• 2015

Astronomy is one of the interesting but difficult topics in science for elementary education. Therefore, it is interesting to create astronomy activities that children can understand clearly. The researchers developed activities by using astronomy and botany to improve writing skills. They have to glue the local flowers on the star pictures then write the name of those flowers, the name of the constellation and write an essay describing their work. The participants are into two groups. 71 $3^{rd}$ year undergraduate students who registered for teaching and are learning science as an elementary education subjec, and 10 $1^{st}$ grade student from the laboratory school of Ubon Ratchathani Rajabhat university. We can conclude that both groups were more interested in astronomy, they can tell the name of local flowers and not only used their imagination to create their work, but also to write great essays.

• 한국수학사학회지
• /
• 제12권1호
• /
• pp.45-52
• /
• 1999

This study is an analysis on the Arithmetic education curriculum of elementary school in Japan that will become effective from April 1, 2002. In new curriculum, loaming are highly reduced and mediated. This curriculum is characterized by the slow and interesting Arithmetic education focusing on creativity, student-based Arithmetic education, and real life-related Arithmetic education.

• 한국초등과학교육학회지:초등과학교육
• /
• 제27권4호
• /
• pp.341-355
• /
• 2008

The purpose of this study was to analyze the measuring abilities of elementary school students by using a microgenetic method. The participants were seven elementary students in the fourth grade. To analyze their measuring abilities, students attended three physical quantities measuring tasks such as length, volume, and time task by six times. Results were as follows. First, in the measuring length task, students selected appropriate measuring instruments but they didn't consider measuring amounts. And as their measuring experience increased, they desirably improved management abilities of measuring instruments. In the measuring volume task, they dealed with measuring instruments, but not very well. And these tendency were maintained. In the measuring time task, they were not measure exactly. Second, as their measuring experience increased, their ability to read the scale marks improved. However, they had difficulties in estimating the volume between scale marks. Results indicate that, elementary students need to basic education about measuring instruments, their usage, and scale reading ability for their science experiment courses in schools.

• 한국도서관정보학회지
• /
• 제38권3호
• /
• pp.353-381
• /
• 2007

우리나라 초등학교 도서관 온라인목록의 인터페이스는 이용자에게 친근하게 설계되어 있는가. 어린이 이용자들은 온라인목록을 이용하는 데 어떤 어려움을 갖고 있는가. 이용자들은 온라인목록에 대하여 어떤 인식을 가지고 있는가. 이런 문제에 대한 답을 통하여 온라인목록의 검색도구로서의 문제점을 파악하고 개선방안을 제시하였다. 실험연구를 수행하였으며, 4학년에서 6학년까지의 초등학생 35명이 실험에 참여하였다. 탐색자가 온라인목록을 실제로 탐색하는 과정중에 보이는 행태를 분석하여 데이터를 입수하였고, 탐색 후 질문지를 통하여 시스템에 대한 인식을 측정하였다.

• Nutrition Research and Practice
• /
• 제8권1호
• /
• pp.112-119
• /
• 2014

There has recently been Increased interest in the emotional intelligence (EQ) of elementary school students, which is recognized as a more important value than IQ (intelligence quotient) for predict of their success in school or later life. However, there are few sensory education programs, available to improve the EQ of elementary school student's in Korea. This study was conducted to develop an educational program that reflects the characteristics and contents of traditional rice culture and verify the effects of those programs on the EQ of children. The program was developed based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and participants were elementary school students in $3^{rd}$ and $4^{th}$ grade (n = 120) in Cheonan, Korea. Descriptive statistics and paired t-tests were used. EQ scores pertaining to the basic sense group, culture group, and food group were significantly improved after the sensory educational program(P < 0.05), but no change was observed in the control group. These findings indicate that sensory education contributed to improving elementary school children's Emotional Intelligence (EI) and their actual understanding about Korean traditional rice culture.

• 한국환경과학회지
• /
• 제20권5호
• /
• pp.611-621
• /
• 2011

This study aims to find out an effect of 3 types of environment worksheets used for 5th elementary graders's environmental class on their environmental perceptions and behavior. 104 of 5th graders in M elementary school in Ulsan Metropolitan City were selected and divided into A group(35), B group(34) and C group(35) for this study, and to A group, a class used worksheet of the photo taken clean, unpolluted environment, and to B group, a class used worksheet of the photo taken polluted environment and to C group, a class used worksheet of only text without photo were carried out. The worksheet used class was conducted 5 times, and then after the classes, the student's change in environmental perceptions and behavior by group was put into verification Below are the study results. First, the worksheets used for the environment class have incurred significant differences in student's environmental perceptions by their types. A. B groups were higher than C group in their post-test environmental perceptions score, a statistically significant differences. Meanwhile, statistically insignificant differences appeared in environmental perceptions score between A and B groups. Second, the type of worksheet used for environment class represented considerable differences in he students' environmental behavior. A group was higher than B. C groups in post test environment behavior score, the difference of which was statistically significant. While statistically insignificant difference represented in environmental behavior between B, C groups. Third, the both types of worksheets of the photo of positive environment and that of negative environment appeared to be effective statistically in changing the elementary students' environmental behavior, while the worksheets of the photo of positive environment appeared to be effective statistically in their environmental behavior.

• 패션비즈니스
• /
• 제9권1호
• /
• pp.89-98
• /
• 2005

Due to the fast changing social and physical environment, the clothing behaviour of elementary school students should have been changed. Since previous research was completed a long time ago, new research must be conducted to understand the relationships of the clothing behaviour of elementary school students in terms of the time of research, gender and grades. Third and sixth grades in Susan were sampled in 2002; the secondary data in 1988 was used. Factor analysis and Lisrel's group analysis were conducted. The results indicated as follows: 1. As there was an increased interest in clothes, the comfort of the clothes was decreased at the higher grades in 1988, and the low and high grades in 2002, and the clothes of boys in high grade increased in the manageability in 2002, but nor with boy students in the low grade neither all types of students in 1988. 2. As there was an increased manageability in clothes, all types of girl students became more independence in choosing their own clothes. However, boy students in the low and high grades only increased their independence in choosing their own clothes in 1988. 3. As there was an increased comfort of clothes, there was not a significant relationship with the independence of students for choosing their clothes concerning the gender, the grades and the period of research. 4. As there was an increased interest in clothes, the low grade girl and boy students in 1988 increased in their independence in choosing their clothes. However, the high grade boy students in 1988 significantly decreased their independence. Thus there are different results in the clothing behavior in the elementary school student concerning the time of study, gender and grades.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권4호
• /
• pp.507-518
• /
• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.