• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.243-252
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• 2012

The purpose of this study was to examine the effect of utilization of creative techniques in elementary science class on science learning motivation and science academic achievement. To verify this study, the subjects of this study were sixth-grade students selected from four classes of an elementary school located in U Metropolitan city. First, the experimental group showed a significant improvement in their science learning motivation compared to the comparative group. Second, the experimental group showed a significant improvement in their science academic achievement compared to the comparative group.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.162-171
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• 2014

The use of evidence is very important in scientific argumentation. This study investigated the types and levels of evidence in scientific argumentation in an elementary science class. 34 fourth graders in a class were selected as subjects, and argumentation was performed in seven lessons on 'Heat transfer and our lives' unit. Small group argumentation was recorded, transcribed and used as data for analyses. The analyses found the following results. First, in regard of the types of evidence, personal evidence dominated over authority-based evidence. Second, in the analysis of the levels of evidence, using inappropriate evidence was found to account for the highest percentage, followed by using appropriate evidence and just arguments without evidence. There were quite a lot of cases of arguments without evidence. It was found that the types and levels of evidence that students used could change depending on the relevance between experiments and argument tasks.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.615-623
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• 2011

The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.166-179
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• 2007

The purpose of this study is to find a concrete plan by examining effect of environmental education program on Environment-friendly Attitudes in sixth grade elementary school and to testify the educational values of environmental education program. The study was carried out by 32 students, which was experimental group and by 32 students, control group, in the sixth grade of Y elementary school located in yangjung, Busan city. Both group was found out the same quality group through the pre-test. Environmental class using environmental education program was applied to experimental group and traditional lecture class was applied to control group. After executing post-test to each group, comparative analysis was conducted by t-test using a SPSS 12.0 program. The result of post-test showed that experimental group taken environmental class using environmental education program was more statistically meaningful than control group taken traditional lecture class in the cognitive, emotional, behavioral area. As a result, in sixth grade elementary school environmental class using a environmental education program was more effective in knowledge-acquirement about the overall environ mental programs, and in fostering Environment-friendly Attitudes and behaviors than traditional lecture class. The teacher must develop efficient environment education program in such side.

• 한국학교보건학회지
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• 제18권1호
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• pp.1-14
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• 2005

Purpose: The purpose of this study was to identify the needs of health education in students, their parents and teachers in the elementary, middle and high schools and the current situation of health education class. Method: The subjects of this study were a total of 9450 persons including students, their parents and teachers from 279 schools throughout the country. They were selected through convenient sampling. Data were analyzed through $\chi^2$-test and ANOVA. Result: Students, their parents and teachers replied that 18 dimensions of health education class (DHEC) are necessary. The four DHEC - healthier life style, sex education, mental health and safety education - showed high educational needs in students, their parents, and teachers. High school students had higher educational need of 'symptom management for daily living' than elementary and middle school students. Students, their parents and teachers in elementary school had higher educational needs of 17 DHEC than those in middle and high school. The percentages of schools with health education class taught by health teachers were 99.2%, 75.5% and 66.0% respectively in elementary, middle and high schools. Health education was given mainly using physical education classes at elementary schools, and creative class hours at middle and high schools. In general, health education took 1-3 hours per week at elementary schools, and less than an hour at middle and high schools. Conclusion: Therefore, based on the results, systematic health education class should begin from elementary school to meet the need of health education in students, their parents and teachers, and further study should be made on the number of hours required and the amount of contents of 18 DHEC.

• 교육시설
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• 제5권2호
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• pp.57-66
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• 1998

The present, there are no evident standards about facilities of minimum-sized kindergarten and lower grades elementary school. So, there are many serious obstacles that related laws and regulations, planning for facilities and scales in this country. Accordingly, this study proposed the concept, type, and size of minimum-sized kindergarten and lower grades elementary school, in case big cities of high density. 1. The concept of minimum-sized kindergarten and lower grades elementary school is defined to the large scale school and class, that integration of children of kindergarten into lower grades elementary school. 2. The type of minimum-sized kindergarten and lower grades elementary school is classified into branch school type and detached school type. The former is located in the main elementary school, The latter is separated from the main elementary school. And each type is classified into singleness case and attached case. 3. The number of students per minimum-sized kindergarten and lower grades elementary school is hold from two hundred children to three hundred children in 12 classes, but suitability is from one hundred to two hundred children. And class sizes proposed $20{\sim}25$ children in minimum-sized kindergarten and $25{\sim}30$ children in lower grades elementary school.

• 과학교육연구지
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• 제40권3호
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• pp.238-253
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• 2016

본 연구는 인쇄물 형태의 학습안내 제시물을 활용하여 초등학교 과학 수업에서 거꾸로 수업을 실시했을 때 어떤 효과가 있는 지를 알아보기 위한 것이다. 연구는 6학년 학생을 대상으로 실시하였으며, 학급의 학습 분위기와 성취가 유사한 2개 반을 선정하여 연구반(27명)과 비교반(26명)으로 각각 1학급씩 선정하였다. 연구반의 경우 인쇄물 형태의 학습안내 제시물을 활용한 거꾸로 수업을 적용한 과학 수업이 진행되었고, 비교반의 경우 기존 과학 수업의 형태로 진행되었다. 연구 결과 학습안내 제시물을 활용한 거꾸로 수업의 학습동기 측면에서 효과를 살펴본 결과, 내적 동기 영역에서 학생들의 호기심을 향상시키고, 과제가치 영역에서의 과학 수업 내용에 대한 관심을 높이는데 효과적이었으나 학업성취도에는 큰 차이가 없었다. 그러나 인쇄물 형태의 학습안내 제시물을 활용한 거꾸로 수업은 의사소통과 교육환경 측면에서 가장 큰 만족을 느끼는 것으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.225-238
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• 2013

The purpose of this study is to find out The Effects of the Learning Motive, Interest and Science Process Skills using the 'Light' Unit on Science-based STEAM. As the subject, 2 classes in the 6th grade of G elementary school located in Busan were selected. Through the pre/post inspection design between experiment and comparison class, the units of science courses in the first semester of 6th grade '1. Light' were applied. The results were as follows: Firstly, it was observed that it would have a meaningful effect to improve the learning motive of students who performed STEAM education. Secondly, it was observed that it would have a meaningful effect to improve the interest of students who performed STEAM education. Especially, the results of 'attention', 'relevance', 'confidence' and 'satisfaction' in the experimental class were higher than those of students in the comparative class. The experimental class gave a positive effect on the 'attention', 'confidence' and 'satisfaction'. According to statistical analysis, this result is meaning. Thirdly, the test on science processing skills showed that there was not statistic meaningful differences between the two groups. But, in the sub-parts, there was statistic meaningful differences between the two groups on the 'integrated inquiry ability'.

• 초등상담연구
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• 제7권1호
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• pp.135-163
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• 2008

This study intends to confirm if it is effective in improving the problem behaviors by applying "Logical Consequence" suggested by Adler to the class management. The researcher who is in charge of the 4th grade class of elementary school in G city applied Adlerian logical consequence to her children, observed and examined the effectiveness of reducing the problem behaviors by the qualitative study method of in-depth interview from March to October. The problem behaviors treated in this study includes irrelevant remarks and gossip in school time, no preparation for taking lessons in time, no preparation of a textbook and a supply, no involvement in doing homework, scribbling and poor handwriting on a textbook, teasing a friend (abusive language, joking, violence), indoor running, no involvement in doing a task, being late and no arrangement of indoor shoes. In conclusion, this study indicated that the use of Logical Consequence was relatively effective in improving the problem behaviors and more effective in individual behaviors rather than group's behaviors. While the problem behaviors conducted in a class in the daily routine were effective at the point of the occurred problems, the problem behaviors occurred at the point of time related to a home or the finish of daily routine were ineffective.

• 한국초등과학교육학회지:초등과학교육
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• 제17권1호
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• pp.11-21
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• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.