• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.201-209
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• 2008

The purpose of this study was to develop an instrument for evaluating quality of the web site about elementary science education. Eight experienced specialists (three elementary science education specialists and five elementary school teachers engaging) in elementary science education verified content validity twice. The evaluation criteria for elementary school science were considering aspects of the characteristic and the quality of web site. The evaluation criteria can be categorized as being in five areas, fifty-seven items. The five areas were a purpose, a credibility, an efficiency, a data-type, an interactivity. Four web sites were analyzed for the subject of this study. Evaluators were nine elementary school teachers, who were educated in the use of instrument. The developed evaluation instrument in this study is considered valid and reliable. The content validity is 91.1%, and the reliability has a Cronbach's ${\alpha}$ of .82. The developed evaluation instrument in this study will verify the quality of web site, provide teachers and students with efficient information about elementary science education. In addition it suggests guidelines about design and devise web site to instructional developer or subject-matter expert.

• KIEAE Journal
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• v.2 no.3
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• pp.3-10
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• 2002

The objectives of this research are to find the problems in the courtyards of the elementary schools and to provide the new design guidelines on the environmental design applicable to the court yard of the elementary schools. To analyze the current usage condition of the court yards of the elementary schools, sixty-three elementary schools in Seoul were investigated through the architectural drawings, and then nineteen of them were selected for the detailed investigations. The survey findings testified that the orientation of the courtyard's open direction and D/H ratio would be critically important for the architectural design of the courtyard in elementary schools. From these analyses, the following guidelines would be proposed on the courtyards for the improved elementary school design. Firstly, to increase the environmental condition of the courtyard, the orientation of the courtyard's open side would not be north. Secondly, to make the environmentally friendly courtyard, it is necessary to increase the D/H ratio. Sooner or later, the courtyard of the elementary schools would be introduced very largely. Thus, it is important to figure out the elements of the environmental design of the courtyard in elementary schools. The continuous research on the elements of the environmentally friendly design of the courtyard will provide the proper direction for the better design of the elementary schools.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• Research in Mathematical Education
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• v.13 no.2
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• pp.123-139
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• 2009

In this paper some attempts have been made (a) to identify all the elementary concepts of the major concept "measurement of length" and, (b) to find the sequential order of these elementary concepts. Total 714 elementary concepts have been identified and sequenced.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.2
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• pp.57-66
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• 1998

The present, there are no evident standards about facilities of minimum-sized kindergarten and lower grades elementary school. So, there are many serious obstacles that related laws and regulations, planning for facilities and scales in this country. Accordingly, this study proposed the concept, type, and size of minimum-sized kindergarten and lower grades elementary school, in case big cities of high density. 1. The concept of minimum-sized kindergarten and lower grades elementary school is defined to the large scale school and class, that integration of children of kindergarten into lower grades elementary school. 2. The type of minimum-sized kindergarten and lower grades elementary school is classified into branch school type and detached school type. The former is located in the main elementary school, The latter is separated from the main elementary school. And each type is classified into singleness case and attached case. 3. The number of students per minimum-sized kindergarten and lower grades elementary school is hold from two hundred children to three hundred children in 12 classes, but suitability is from one hundred to two hundred children. And class sizes proposed $20{\sim}25$ children in minimum-sized kindergarten and $25{\sim}30$ children in lower grades elementary school.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.495-502
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• 2013

The purpose of this study was to explore North Korean immigrant elementary students' cognitive and affective characteristics related to science education. A total of 68 North Korean immigrant students enrolled in 3 to 6 grades and 133 South Korean students in 4 and 6 grades in 3 South Korean elementary schools participated in the study. A short version of Group Assessment of Logical Thinking(GALT) was used to investigate the students' levels of logical thinking, and the Enjoyment of Science Lessons Scale(ESLS) of the Test of Science Related Attitudes(TOSRA) was administrated to examine their attitudes towards science lessons. The statistical analysis of data revealed that the level of logical thinking of the North Korean immigrant elementary students was very low and that this was also the case for the South Korean students. Especially, the mean score of logical thinking of the North Korean immigrant 6 graders was much lower when compared with that of the South Korean counterparts. For both the North Korean immigrant students and South Korean students, the enjoyment of science lessons decreased as they progressed through higher grades. This decreasing trend, however, turned out to be more serious in the South Korean elementary students. Based on these results, suggestions were presented to help successful science learning of North Korean immigrant elementary students.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.13-21
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• 2010

This study reflects the demand of content elements related to "Human Reproduction" in elementary school science curriculum, and verifies its effects by developing and applying sex education contents available to elementary science class. The developed contents is composed of three sections in reference to the contents guideline for teachers. The contents include anatomical knowledge related to human reproduction and reflect social and cultural context of sex ethics. The first section: "How was I born?", second section: "Amazing changes in my body" and third section: "Healthy body, healthy mind." In the result of analysis of changes in sex knowledge and attitude after applying the contents, it showed statistically significant differences between experimental and comparative class. Thus, the developed contents made positive influence on improvement in elementary students' knowledge and attitude of human reproduction. However, it showed little difference in the effects of sex education contents by the grade and gender. In conclusion, if the sex education contents developed through this study is actively applied, it is expected to provide the elementary students with knowledge of the anatomic difference between male and female, its social and cultural understanding and responsibility for sex ethics. In addition, it is considered to be used as effective education programs and materials in elementary school science curriculum.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.243-251
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• 2010

The purpose of this study is to investigate the relationships between elementary school teachers' points of view about the organization of the science curriculum and their views on the nature of science (NOS). We surveyed 132 elementary school teachers' view points about these two kinds of views, analyzed the data by their variables, and compared the two viewpoints with their personal details. The elementary school teachers thought the science curriculum should be emphasized through the process more than contents. They thought the contents of the science curriculum should be integrated rather than separated. As teachers' career progressed, they focused on the contents more than the process. On the other hands, because elementary school teachers showed the NOS views as relativism, deductivism, decontextualism, content, and instrumentalism, when we plotted sub-viewpoints of NOS in process-content dimension, we thought it would be similar distributions with point of views on the organization of science curriculum. However, there was no meaningful relation. This showed that teachers' views on the organization of the curriculum and the NOS are totally different. These findings suggest further research is needed to find how factors influence elementary school teachers' views on the organization of the science curriculum and what inclinations can occur in science classes with their different views.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.