• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.81-95
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• 2006

School is an excellent place for children to loam environment-conscious behavior and for teachers to bring up environmental education. School has a plenty of teaching materials such as school building, pond, school forest, waste and school supplies. Especially, the environmental education for and with school supplies can be very effective, as it is mostly the first products for children to learn the buying and consumption in their daily life. In this study we conducted a survey on the environmental attitude of two groups of 5th graders towards environmentally friendly school supplies. The experimental group received environmental education on school supplies and the control group did not. The survey results showed that almost 50% of the children did not consider the environmental impact, but rather the price, design and function when buying the school supplies. However, more than 70% of children were willing to use the recycled school products, implying that they are aware of environmental Issues and want to contribute to the preservation and improvement of the environment. The children recognized paper/notebooks and paints/crayons as the major environmental problems. Writing appliances such as pens, pencils, highlighters and markers were also considered as environmental concerns, since most of them are made of plastics and they are not easily biodegradable nor refillable. We also exemplify a lesson-plan for environmental education program on school supplies and make suggestions to encourage the use of those eco-friendly school materials.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.75-87
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• 2005

The purpose of this study was to describe elementary school students' health communication needs based on school-based health fairs by students' demographic characteristics and school health education experiences. A self-administered survey was conducted to a total of 851 fifth-grade students in 8 elementary schools in Seoul. For survey participant sampling, Seoul area was divided into four districts: north, south, east, and west, and two elementary schools were selected from each district by the stratified convenient sampling process. Three class 5th-grade students in each selected school finished the survey. Questionnaires and survey instruction letters were delivered to vice-principals in the designated schools and the vice-principals managed the survey process. The survey Questionnaire included demographic characteristics (sex, parent's marital status, parents' educational status, famil financial status, the person whom was with after school, and daily computer hour), health education experiences (health education at school, and school health education satisfaction), and health communication types. The health communication types were reorganized into eight types based on comprehensive literature review on health fairs (or child and adolescence. The health communication types were 'health exam and advice fair,''health promotion advertising and campaign,' 'health-related exhibition and experience fair,' 'profession visit-in-school education,' 'health-related VCR or movie festival,' 'health-related institute visits,' 'internet health counseling,' and 'telephone health counseling.' Regarding demographic characteristics, sex, family financial status, and academic performance were significant factors related to health communication need scores (p <.05). Girl, high level of family financial status, and excellent academic performance score were related to high score of health communication need. In terms of school health education experience, taking regular class for health education and satisfaction with school health education were linked to higher health communication need scores. This result discusses that experience and satisfaction with school health education largely contribute to building participants' health communication concepts and needs.

• KIEAE Journal
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• v.14 no.5
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• pp.5-12
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• 2014

Building has been deteriorated gradually owing to geographic, physical complex and other factors. School living condition has a key role to improve the learning ability, life attitude and qualifications to adopt to social life. Therefore, it is important for school environment to keep the living condition. Repair time and scope of school facilities are required to maintain the function and performance to plan the long term repair. But there are little information about the school maintenance such as repair time and function. In this paper, it aimed at providing the service life to suggest the repair time and scope in the roof-proofing and floor finishing which used the three estimation method in probabilistic approach. The service life has a key role to decide the repair time and to make the plan for the repair maintenance. Results of this study are as follows ; First, the 1st repair time were taken through three methods in probabilistic and deterministic functions to eliminate the estimation bias. Second, the service life is suggested 36 years of an elementary school, 34 years of a middle school and 41 years of a high school. Third, the service life of a floor finishing is 43 years of an elementary, 39 years of a middle school and 41 years of a high school. The above study could not include the detailed information about the materials and repair works. Therefore it needs a further study to reflect the detailed information and to make a repair strategy.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.309-327
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• 2018

This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.

• Journal of Korean Society of Water and Wastewater
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• v.23 no.4
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• pp.481-489
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• 2009

The objective of this research is to provide more reliable and accurate unit factor of water amount by investigating of informations related to various educational institutions such as elementary, middle, high schools and university. In order to estimate the water demand of educational institutions, first of all, the informations such as building area, site area, total school population, and water amount of various educational institutions are investigated to estimate the water unit factor. In this research, we used the total population of students and teachers to estimate the water demand of educational institutions. The results of unit factors of this research are as follows: 1) The elementary school is $0.027983m^3/person{\cdot}day$, 2) middle school: $0.024106m^3/person{\cdot}day$, 3) high school: $0.041415m^3/person{\cdot}day$, 4) specialized high school (science high school and foreign language high school): $0.156938m^3/person{\cdot}day$ and 5) university: $0.033766m^3/person{\cdot}day$. Finally, these water amounts calculated by unit factors were compared with real water amount of educational institutions.

• Research in Mathematical Education
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• v.23 no.2
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• KIEAE Journal
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• v.14 no.3
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• pp.23-29
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• 2014

With high acknowledgements of environmental conservation and energy saving, many architectural technologies using renewable energy have been recently applied at buildings which take about 20% of total energy consumption. Among renewable energy sources, the photovoltaic is considered as the most highly potential one due to advantages of infiniteness and cleanliness. Also, projects to install renewable energy systems have been continuously performed at deteriorated educational facilities as energy efficient remodeling projects or green school projects by the Korean government. This paper proposes appropriate capacities by school level on installing photovoltaic systems at deteriorated school buildings, based on the balance of annual electricity power demand and supply between buildings and systems. Using the Visual DOE program and Merit program, the appropriate installment capacity of photovoltaic system turned out be 40kWp at elementary school building and 60kWp at middle and high ones. In addition, annual energy use proved to be reduced by 20.2% at elementary school, 26.9% at middle school, and 21.0% at high school by installing photovoltaic systems with the appropriate capacities.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.4
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• pp.3-14
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• 2017

Since the education law was changed in 1997, schools for K-12 education are required to build a multi-purpose auditorium which accommodates auditorium and a gymnasium functions. Evaluation of the present status of multi-purpose auditoriums will provide a clear direction for improvements in planning and design stages. The purpose of this research identifies the current status and major drawbacks of the multi-purpose auditorium through applying a performance evaluation tool kit called the Advanced Building Quality Evaluation Techniques(ABQET) and Graphic Analysis of Quality Quotient (GAQQ). In addition, the research will provide future foundations for planning and design methods for a multi-purpose auditorium.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.5
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• pp.23-29
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• 2014

It is evident that the education of architecture is being transformed under the influence of technological, environmental, social, and financial challenges. BIM application for design education is innovative responses that are expected to provide the high ground for the AEC industry. So the purpose of this paper introduces that application of BIM for design education of students is efficiency and effectiveness through an actual experiment by elementary school project. The results by actual experiment elaborate the role of BIM in architectural education and its appropriate place in the curriculum. Also they state that increasingly complex nature of professional world that is reliant on design teams, joint development efforts, and more complex design projects makes obsolete the designer who is trained as solo artist engaging in competitive and individual pursuits.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.399-408
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• 2023

This study developed and applied a maker education program for an elementary school's science unit on 'Animal Life'. It examined the program's impact on students' academic achievement and creative problem-solving ability. The theme of the maker education program was 'creating a robot virtual reality (VR) exhibition hall mimicking animal characteristics'. It explored scientific concepts and creatively created a robot VR exhibition hall in accordance with the TMI maker education model. Findings revealed that the program significantly improved students' academic achievement and creative problem-solving ability (p<.05). This study provides evidence for the effectiveness of maker education in elementary school science classes and suggests that using maker education can increase students' interest in and engagement with science learning. To implement maker education more actively in elementary school science classes, stakeholders should develop various topics and programs. Additional research investigating the effectiveness of maker education in different age groups and various other areas of elementary science education is required to generalize the results of this study. Moreover, educational and teacher capacity building is required for educators to utilize maker education effectively.