• The Korean Journal of Emergency Medical Services
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• v.10 no.3
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• pp.61-70
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• 2006

Purpose: The purpose of this study is to develop a realistic illustration using watercolors on a complete airway obstruction maneuver that is at an appropriate level for elementary school students from the first grade through the third. The illustration is a series of cuts divided into specific frames designed to illustrate the method to be followed in an action or a practical skill that would otherwise be too difficult to explain in written form. Methods: The fundamental theory of the Jeong In-Sung's instruction learning program based on the WEB to construct an appropriate site of instruction learning was used after modification. In this study analysis, design, and production stages were realized. Results: 1. In Stage 1, impressions of the illustration, in sketch form, were received. In Stage 2, results of impressions from a modified illustration were received. After an appropriate level of understanding and accuracy in the practical steps for emergency maneuvers were achieved the illustrations entering Stage 3 and color was added to the sketches. 2. In Stage 3, the illustration was completed by adding color to the contents for the practical steps in the complete airway obstruction maneuver. 3. For composition evaluation, a result of 100% appropriateness was obtained for both items of harmony between illustration and subject being studied and sufficiency in quantity of illustrations. Also high results for appropriateness in items such as clarity, creating interest, illustration size, and tone preference as related to content were achieved and thus completed the production stages. Conclusion: The Complete Airway Obstruction Maneuver Illustration developed specifically for the characteristics and cognitive level of elementary school students grade 1 through grade 3 was appropriate for teaching and learning. There is a need for future research on developed illustrations aimed at elementary school students grade 1 through 3 on the complete airway obstruction maneuver. There is also a need for continued effort in developing certified evaluating tools that can judge the suitability of illustrations and developing illustrations related to emergency maneuvers for various subjects and appropriate for learner level.

• Journal of Engineering Education Research
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• v.16 no.5
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• pp.9-17
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• 2013

The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.137-156
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• 2014

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children's daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children's optimistic thinking was positively related to subjective well-being. Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children's subjective well-being, especially when they experience higher levels of daily hassles.

• Korean Journal of Culture and Social Issue
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• v.15 no.1
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• pp.49-79
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• 2009

This study examined how the explicit and implicit race attitudes differ according to age and gender from the developmental perspective in Korean elementary students. The study also investigated the efficacy of a multi-cultural education program on explicit and implicit attitude change in elementary school students. This thesis consists of two parts. In Study 1, elementary school students(first grade:117, fourth grade:117) completed Explicit Attitudes Rating Scales, Explicit Preference Test, and Child Implicit Association Tests (Korean-White/Korean-Black/ Korean-Southeast Asian IATs). The effects of age and gender on explicit and implicit attitudes toward Korean/White/Black/Southeast Asian were examined with two-way MANOVA. The results demonstrated that as age increases, in-group preference/out-group bias decrease on the explicit level. In contrast, on the implicit level, as age increases, in-group preference/out-group bias do not decrease. Rather, prejudiced attitudes toward blacks increase. Study 2 was performed to investigate the effect of a multi-cultural education program on explicit and implicit attitude change toward races in elementary school students. The program conveying an anti-bias message consists of three sessions, and the procedures are as follows; watching video clips, confirming contents and short discussion. Two classes in the program and two classes in comparative groups on the first and fourth grade of elementary school were assessed. The results showed that black preference significantly increased both in the first and the fourth grade elementary students on the explicit attitude level, but not on the implicit level. The theoretical and practical implications of these findings were discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.465-476
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• 2007

Whether and when naturalistic or supernaturalistic explanations of the origins of sun and earth, humans, life and species change with development was explored in a questionnaire and interviews with 32 first graders and 32 second graders, and in a questionnaire with 34 third graders, 32 sixth graders and 38 eighth graders. Participants were also asked about factors affecting their explanations in the questionnaires. Even the first and second graders could consistently provide supernaturalistic or naturalistic explanations on both the origins of sun and earth, and of humans. There was an age-related developmental shift from supernaturalistic to naturalistic explanation. As for origins of species, most of the first and second graders held the spontaneous generationist explanation, and after the third grade their views divided into evolutionist and creationist explanations. Students' explanations of species origins were established by the sixth grade through a transitional stage in the third grade. At the first and second grade levels, books and the children's own reasoning mainly influenced the views of origins, whereas parents and school were not perceived as being important. For the third graders and higher-grade levels, several factors, including parents and religion, were perceived as being important. These results show that explanations of origins start to develop earlier than or during the first grade, and are established by the sixth grade; moreover, the formation of these views is affected by several factors in addition to development.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.65-80
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• 2003

The purpose of this research was to survey and compare the status of science preference of elementary school students with that of middle school students. Preference for science was defined theoretically. According to theoretical model, a questionnaire was developed with piloting and consisted of three parts. First part was for background information, second part, for measurement of science preference and third for measurement of the relevant factors of science preference. The questionnaire was modified for primary school students. In July 2002, the questionnaire was administered to one class per grade of randomly selected 8 elementary and 8 middle schools all over the country and analyzed result of collected 696 elementary school students and 819 middle school students. Middle school students' science preference was low compared with elementary school students, especially in 'emotional response and 'valuational comprehension'. The preference for science became lower especially from 4th to 5th grade and from 8th to 9th grade. The differences of mean science preference were significant by gender. perception of science achievement. and future career choice. The average of science preference relevant factors of middle school students also became lower than elementary students, especially in 'educational factor'. Multiple regression analysis on the science preference showed that important factors were personal ability, the personal traits, rewards in school science and contents of school science, slightly different in elementary and secondary school. The way to promote students' preference for science was suggested on the analysis result.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.256-272
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• 2017

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.289-304
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Korean Journal of Human Ecology
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• v.19 no.1
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• pp.27-38
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• 2010

The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to mathematics.