• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.55-68
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• 2016

Informatics curriculum revised 2015 proposed the use of block type and text type of programming language by organizing problem solving and the programming unit in a spiral. The purpose of this study is to find out whether the algorithms helps programming learning and whether there is a positive transition effect in block type programming learning to text type programming trailing learning. For 15 elementary school students was conducted block type and text type programming learning. As a result of the research, it is confirmed that writing the algorithm in a limited way can interfere with the learner's expression of thinking, but the block type programming learning has a positive transition to the text type programming learning. This study is meaningful that it suggested a plan for the programming education which is sequential from elementary school.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.141-151
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• 2003

The purpose of this study was to design and develop a multimedia program for elementary school students' emergent literacy teaching. The program aims at helping students improve their reading ability and enhance their letter decoding ability through drill-and-practice as well as tutorial instructional strategies. To that end, the instructional materials were reorganized so as to provide a basic syllable table and writing examples with standard pronunciation. The multimedia program is composed of three sections: basic literacy teaching, advanced literacy teaching, and evaluation sections. The implications of the study were discussed.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.580-595
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• 2007

To respond to the announcement of the revised version of science curriculum early this year, it has been necessary to develop new science textbooks which can be appropriate and effective to achieve the goals of the revised curriculum. The system of new textbooks needs to embrace the concerns of cognitive development in scientific knowledge, skills, and attitudes as well as social and cultural demands in the rapidly changing society. To develop an innovative framework of science textbooks, we examined previous studies on textbook analysis in Korea and analyzed science textbooks in the United States, Singapore, and Japan. We analyzed various ways of introducing and developing conceptual knowledge, leading scientific inquiry skills and process, enhancing scientific attitudes toward science, technology, society and the environment in those science textbooks. In the process of framing the structures of textbooks, we focused on ways of increasing educational effects of visualized texts, leaners' interest, user-friendly procedure, scientific inquiry, effectiveness of hands-on activities, scientific reading and writing skills, and usage of workbook. Based on those aspects and analyses of textbooks, we attempted to propose a feasible framework of Grade $3{\sim}4$ Science textbook which can effectively respond to the educational changes and demands in the local and global society.

• School Mathematics
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• v.19 no.3
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• pp.513-531
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• 2017

This study aims to analyze and compare Korean mathematics textbooks on time and to induce its educational implications. Concretely, the mathematics textbooks from the 1st to the 2009 national revised curriculum were selected for the longitudinal analysis. In each textbook, the contents such as clock reading, units of time, and calculation of elapsed time among various contents about time were chosen. The learning elements and their teaching sequence, the teaching method (the introducing ways of each concept and principle), and the didactical representations are set as an analysis framework. The results of analysis revealed many characteristics and differences in ways of dealing contents about time. Based on these results, we suggested several implications for writing the unit of time in elementary mathematics textbooks and teaching about time in classrooms.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.126-140
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• 2006

The purpose of this study was to design a 'Form of Abduction' which is the 'guide form used in generating hypothesis through abduction', and to analyze the features of the hypotheses generated with the 'Form of Abduction' compared with those generated without any special guide form. Through a review of Peirce's literature regarding the meaning and frame of abduction, a 'Form of Abduction' was designed as a three step format as follows: (i) writing down what is doubted, (ii) wiling tentative explanations which replace what is doubted with what is believed, (iii) writing the tentative explanations as hypotheses. The thirty four pre-service elementary teachers were asked to generate hypotheses without a 'Form of Abduction' at first, and then were asked to do so again using the form. The results of analysing the features of the hypotheses were as follows: in the case of using a 'Form of Abduction', firstly, the types of misunderstanding or mis-adapting the meaning of hypothesis were found to be rare, and secondly, the types of 'giving explanation about the cause of problematic situations through analogical inferencing from the existing knowledge' were found to be double the rate of when no special guide form was used. In conclusion, the hypotheses generated with the 'Form of Abduction' had the features of satisfying the original meaning of hypothesis, i.e. 'explaining the cause of phenomenon and leading to knowledge expansion'. These results also showed that using a 'Form of Abduction', although its form was simple, could be a way of helping students generate hypothesis properly in science classes.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.115-124
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• 2016

This study aims to analyze the types of occupations that are presented through the illustrations in the elementary school textbooks specifically designated by the government, from a perspective of a digital world.. Types of occupations were analyzed from a perspective of digital world by analyzing the illustrations presented in Korean language, social studies and ethics textbooks of elementary school year 3~6. Occupations that would disappear in future were compared and analyzed from a point of view of a report, "The Future of Employment: How susceptible are jobs to computerisation?". As a result of the analysis, it was confirmed that the occupations presented in the textbook were not reflecting the change of society and occupations, and there was absolutely no reflection of the times at all that highlights SW. This study has a significance for proposing directivity regarding writing of new textbooks at a current situation of new textbook work being processed, based on the 2015 amended curriculum.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.57-83
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• 2013

This study focuses on the use of mathematics notes in elementary school mathematics classes as a way of practicing mathematical communication, which was introduced as one of the main themes in the 2007 Mathematical Curriculum Revision. We investigate, through interviews with teachers and questionnaires, why and how mathematics notes are used and what are included in them, finding out various aspects of the use of mathematics notes such as the purposes, the necessities and the types. We draw some helpful suggestions for using mathematics notes in classes which has positive effects such as enhancing students' mathematical thinking and calculation ability. This study is to provide teachers with an appropriate information and basic materials on the use of mathematics notes.