• East Asian mathematical journal
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• v.30 no.4
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• pp.385-404
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• 2014

There are some researches for international comparing of textbook and curriculum, so far. But These researches focused on comparing special region of textbook or curriculum. On the contrary, there are hardly papers how teacher's guide is consists and different with other country. In this paper, we have analyzed teacher's guide of Korea and Everyday Mathematics which is one of the teacher's guide in the many counties in the united states of America. Especially, teaching method, differentiated contents of curriculum, characteristics of consists of curriculum and so on. On the basis of this analysis, we search the improvement points of teaching of primary mathematics and also we make all the primary school teachers realize the diversity of teaching method through foreign cases and consequently they will make use of these results as a reference material such as reconstruction of textbook.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.129-145
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• 2002

This paper compares the four official romanization systems (1948, 1959, 1984 and 2000) and analyzes the third- and fourth-year primary school English textbooks and teacher's guides in terms of romanization of personal names. This study is conducted with the assumption that the inconsistent use of romanization is due to two major causes, i.e., the frequent changes of the formal romanization systems and the exclusion of the romanization system from the school curriculum. The current third- and fourth-year primary school English text books (Ministry of Education, 2001) are chosen for the analysis because they are the first primary school English textbooks to be implemented based on the 7th National Curriculum. The study found that the textbooks and teacher's guides did not state which romanization system they were following and were not consistent in romanizing personal names. This study suggests including the current official romanization system in the current primary school curriculum and outlines a strategy for teaching the romanization system which suits the curriculum.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.460-479
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• 2021

The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19's social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher's awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher's digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher - student and student - student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.21-36
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• 2019

Objective: Using data from the Panel Study on Korean Children, this study investigated the influence of teacher'thoughts about the transition from ECEC to primary school in relation to learner-centered teaching methods and children's school adjustment. Methods: We analyzed the longitudinal data of 658 seven-year-olds from the 8th and 9th waves of the panel study of Korean children collected by the Korea Institute of Child Care and Education in 2015 and 2016. The main analysis method was Structural Equation Modeling(SEM). Results: First, theachers' thoughts about the transition from ECEC to primary school was noteworthy. Second, the more concern a theacher' had about transition, the higher their learner-centered teaching method. Third, teacher' concern about transition influenced children's school adjustment. Fourth, a teacher's learner-centered teaching method mediated concern about children's transition and school adjustment in the first year and the second year. Conclusion/Implications: According to the results of this study, 1st grade teachers' concern about the transition from ECEC to primary school has been found to be predictors of children's school adjustment.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.47-59
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• 2013

The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of the Korean Dietetic Association
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• v.22 no.3
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• pp.193-213
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• 2016

The purpose of this study is to provide a standard job description for a nutrition teacher placed in primary and secondary schools by analyzing their duties. DACUM is an acronym for 'Developing A CUrriculuM'. It was used by experts to determine the job duties, tasks and task elements to establish the job descriptions of a nutrition teachers through the development of a DACUM chart. An expert panel consisting of 10 nutrition teachers participated in a DACUM workshop and derived nutrition teacher's DACUM chart. A total of 1,550 nutrition teachers across the country were targeted as the survey subjects for validation of the DACUM chart through their perception of the frequency, importance, and difficulty of each item in the job description. A tree structure, criticality analysis, and contents validity index were added for verification. The definition of the nutrition teacher's job and DACUM chart with 5 duties, 28 tasks, and 107 task elements were derived by the DACUM method. The definition of a nutrition teacher was 'A teacher who is responsible for food service management and nutrition education and counseling for health promotion and disease prevention for students in primary and secondary schools'. The validation results of the tree structure were the priorities of the 28 tasks with ranks 1 and 2. Because there was no third priority, it was considered to be a good representation of the tasks of nutrition teachers. The DACUM chart was found to be evenly distributed with relative importances of more than 17 or less than 11 through the criticality analysis. Since the C5-4 (Conduct simulation exercise against food poisoning)'s content validity index was significantly less than the reference value of 0.78, it was not included in the final job description. 5 duties, 28 tasks, 102 task elements were included in the final job description of a nutrition teacher.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.