• Title/Summary/Keyword: Elementary School Writing

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The Effects of Science Writing Heuristic Class on the Metacognition and Scientific Creativity (탐구적 과학 글쓰기 활용 수업이 메타인지와 과학적 창의성에 미치는 효과)

  • Lee, Eun-A;Kim, Young-Gwon
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.54-63
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    • 2014
  • This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.

The Research of Mind Programs through Hemispheric Specialization on the Thinking (뇌반구 활용을 위한 사고력 중심의 마인드맵 프로그램 탐색)

  • 김현철
    • Journal of Gifted/Talented Education
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    • v.5 no.2
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    • pp.91-119
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    • 1995
  • The purpose of this study was to research the brain development program of childrens. Information gained from this study may be useful to school teachers who seek educational psychologist who are willing to guide students with potential minds. This study aimed to answer the research question as follows; What educational brain development program and strategegies did the children thinking as having influenced their potential minds. What educational brain development program and strategegies did the teachers thinking as having influenced their potential minds. To investigate the elementary students in kang seo gu bang hwa dong were selected. And the writing mind maps were examined for reports of mind maps. Some of the more salient findings are presented: Most of the elementary school 30 students came from very well mind maps where mind potential mind toward thinking. this study of the elementary school teacher came form well mind maps where mind potential mind toward thinking. The mind maps seemed to have been influenced positively in children brain development. Educational condition and events such as recommendation from mind maps had more effect on thinking than learning experiences had.

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Risk Factors for Smoking Behavior in Elementary, Middle and High School Students (서울 시내 일부 초 . 중 . 고등학교 학생의 흡연위험요인에 관한 연구)

  • 이보은;박혜숙;하은희;김남희;한영란
    • Korean Journal of Health Education and Promotion
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    • v.21 no.2
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    • pp.167-185
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    • 2004
  • Objectives: The rate of adolescent smoking is important because lead to adult smoking. And early onset of smoking is associated with chronic disease in adult life. The purpose of this study is to describe the smoking status of adolescents and identify the risk factors for smoking in each school. Methods: We selected the participant schools that are located in Yang-cheon Gu, Seoul, Korea, considering the social economic status. The subjects were included 719elementary school students,1,251 middle school students and 1,513 high school students. Self-reported questionnaires were administrated between December 16 and December 24 , 2002. Students were informed in writing that the survey was voluntary. The response rate was 98.7, 81.1 and 95.4 in elementary, middle, and high school, respectively. Results: The results of this study were as follows: 1) Students who have attempted to smoke were 8.8% in elementary school, 29.3% in middle school and 35.0% in high school. 2) The current smokers were 2.0%, 7.9% and 11.5% in elementary, middle and high school, respectively. 3) In elementary school, smoking of mends and physical health were significantly predicted the attempt to smoke. Stress, smoking of mends, alcohol, and binge drinking were associated with the attempt to smoke of middle school students. In high school, the attempt to smoke was related to gender, maternal education, depression, school performance, smoking of brothers, smoking of mends, alcohol, and binge drinking. 4) Current smoking was associated with smoking of mends and binge drinking in middle school and gender, school performance, smoking of brothers, smoking of mends, alcohol, and binge drinking in high school in multiple logistic regression. Conclusion: There is a need for health education and specific strategies to help adolescents prevent from smoking. Smoking prevention programs which include risk-taking behavior such as alcohol, method of copying with stress, and supporting environment were required.

Effects of School Forest on Elementary School Students' Awareness of School and Nature (학교숲이 초등학생의 학교와 자연에 대한 인식에 미치는 효과)

  • Lee, Jae-Young;Kim, Ah-Yeon
    • Hwankyungkyoyuk
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    • v.18 no.2 s.27
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    • pp.90-100
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    • 2005
  • This study was intended to investigate effects of building school forests on elementary school students, including changes in mental image of school, attitude toward nature and forest, and awareness of their relationship with school forest. The total number of 770 drawings and 1,124 writings were collected to be analyzed from three elementary schools. The results showed that there were significant differences between two student groups, respectively forest school group versus non-forest school group, in their mental image of school. For instance, more often observed in the drawings of forest school group students than their counterparts were natural and human elements, activities associated with nature, and natural or human elements located at central area. Also, more frequently found in the writings of forest school group students than their counterparts were letter-style sentences, stories about school forests, inherent values on nature and forest, and curiosity regarding the nature. These results seem to indicate that in order to materialize educational value of school forests, practical workshops for teachers need to be held as soon as possible and new activity models for students should be developed. In addition to that, long-term research on effectiveness of school forest have to be conducted to a number of schools.

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Application of a Performance Assessment Instrument on STS Theme in Elementary Science (초등 과학에서 STS 주제에 대한 수행 평가 자료의 적응)

  • Kim Eun-Jin;Shim Joo-Ok;Lim Chae-Seong
    • Journal of Korean Elementary Science Education
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    • v.24 no.3
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    • pp.226-235
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    • 2005
  • In this study, we applied the elementary performance assessment instrument on 575 theme in science instruction which it had been developed on the previous study. Sixty-seven elementary students participated in this study and were assigned into two groups: One was assigned to an experimental group since they were taught with the instrument (N=32) and the other was assigned to the comparison group since they followed teachers guide of 7th Korean National Curriculum (N=35). Prior to and after teaching, tests on the science attitude, science process skill, and science knowledge domains were administrated. The results were analyzed quantitatively. Further, we also investigated students recognition about the instrument and the science class qualitatively according to the instrument. The results showed that there were statistically significant improvements on science process skills and aspects of the understanding of science knowledge. Many students were aware of them positively as well. However, a few problems, including too many amounts of writing and difficulties in communication with one another, were appeared.

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An Analysis of Writing by 11th Grade Students on the Theme of Light According to the Type of Task (빛을 주제로 한 11학년 학생의 과제 유형에 따른 글쓰기 분석)

  • Jeong, Hyek;Jeong, Young-Jae;Song, Jin-Woong
    • Journal of The Korean Association For Science Education
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    • v.24 no.5
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    • pp.1008-1017
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    • 2004
  • In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.

The Effects of Writing activities Based on Polya's Problem solving Stages on Learning Accomplishment and Attitudes (Polya의 문제해결 단계에 따른 쓰기 활동이 학업성취도와 수학적 태도에 미치는 영향)

  • Lee, Jeong Hye;Ahn, Byoung Gon
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.1
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    • pp.87-103
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    • 2013
  • This study was investigated to examine the effects of writing activities based on Polya's Problem Solving Stages on Learning Accomplishment and Attitudes. A total of 54 students were selected from two Grade 6 classes of P Elementary School in G City to form an experimental group(n=27) and a control group (n=27). The experimental group was applied to a class which was creating writing activities according to Polya's Problem Solving Stages to problem solving and inquiry activities. The control group was taught by the traditional method to the same activities. The five questions for each area were selected as a descriptive assessment of the second semester of Grade 5 in the area of the Academic Achievement pre-test, developed by the G Education and Science Research. The post-test was selected by a descriptive assessment of the content of the first semester in Grade 6. The same questions were posed for both the pre-test and the post-test of the Mathematical Attitudes assessment. We examined the pre-test at the beginning of the school term, then the students were re-examined after one semester, using the same questions as the pre-test. This research showed that there was a meaningful difference in Learning Accomplishment as a result of T-test in the 5% level of significance. Secondly, there was a meaningful difference in the Mathematical Attitudes as a result of T-tests. It shows that writing activities based on Polya's Problem Solving Stages have an influence on improving Learning Accomplishment and Attitudes.

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Science Textbooks under the Rule of CHOSUN Government General (일제시대(日帝時代)의 조선총독부(朝鮮總督府)편찬 이과교과서(理科敎科書))

  • Nagata, Eiji;Song, Min-Young
    • Journal of The Korean Association For Science Education
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    • v.13 no.3
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    • pp.389-395
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    • 1993
  • Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.

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Analysis on the Chatting Language of Elementary School Students (초등학생들이 사용하는 채팅 언어의 분석)

  • Ceong, Hee-Taek;Jeong, Yeong-Sun
    • Journal of The Korean Association of Information Education
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    • v.9 no.1
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    • pp.99-112
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    • 2005
  • In this research, we analyze chatting language of elementary school students, present the properties which are a result of this analysis and propose the method to solve it. Analysis on the chatting language considering organic relation of sentences is classified into syntactic, semantic and statistical characteristics. As a result of analysis, new characteristics is discovered writing by the way children pronounce their words, writing by switching the order of syllable's frontal and rear ends, inarticulate conversation of the other man. To minimize language misuse and to establish a chatting culture that is favorable to the development of children's emotional development, we propose the methods of computer system.

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Development of Rubrics for Performance Assessment for Presentation Document Writing Area based Problem Solving Process Model (문제해결 과정 모형에 기반한 "발표용 문서 작성" 영역 수행평가 척도의 개발)

  • Kang, Sung-Gul;Jeong, In-Kee
    • Journal of The Korean Association of Information Education
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    • v.11 no.3
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    • pp.371-378
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    • 2007
  • Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

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