• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.21-29
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• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.283-304
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• 2004

This study is to make strides toward an enriched understanding of changing a prevailing teacher-centered mathematics classroom culture to a student-centered culture by analyzing six reform-oriented classrooms of three elementary school teachers throughout a year This study provided a detailed description of important classroom episodes to explore how the participants in each class established a reform-oriented mathematics microculture. Despite the exemplary form of student-centered instruction, the content and qualities of the teaching practices are somewhat different in the extent to which students' ideas become the center of mathematical discourse and activity. Given the similarities in terms of general social norms and the differences in terms of socio-mathematical norms and mathematical practice, this study addresses some crucial issues on understanding the culture of elementary mathematics classroom in transition.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.66-78
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• 2008

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum various teaching and teaming methods for each lesson are introduced. Thus, this re- search is very practical for elementary school teachers who are planning to teach environment in their classroom.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.1
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• pp.183-191
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• 2013

The purpose of this study is to discover the effects of Reality Therapy group program on leadership life skills, sociality, and classroom unity of elementary school children. The objects of this research are the 34 elementary school children at the K elementary school in the S area of Kyunggi-do, and randomly divided into two groups. Scientific methods are employed to test a Reality Therapy group program as a treatment for elementary school children to increase their level of leadership life skills, sociality, and classroom unity. For this study, one experimental group and one control group, composed of 34 students in total, are organized and treatment is conducted on these groups. The SPSS 12.0 statstics program is employed to analyze the questionnaires of both-test. Mann-Whitney U and Multiple Linear Regression test are used to analyze the result in order to verify the differences between experienced group and controlled group of pre-test scores within the groups. First, the statistics show a difference in leadership life skills factors(p<.001) between the experimental group and the control group. The Reality Therapy group program is a significant predictor of the leadership life skills. These statistics prove that experimental group has higher leadership life skills than the other group. Second, the statistics show a difference in sociality factors(p<.01) between the experimental group and the control group. The Reality Therapy group program is a significant predictor of the sociality. These statistics prove that experimental group have higher positive sociality than the other group. Third, the statistics show a difference in classroom unity factors(p<.001) between the experimental group and the control group. The Reality Therapy group program is a significant predictor of the classroom unity. These statistics prove that experimental group have higher positive classroom unity than the other group.

• Journal of Science Education
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• v.41 no.2
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• pp.248-266
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• 2017

The purpose of this study is to present various examples of collaborative learning based on the Instruction of Internet in the 6th grade elementary school mathematics class. So we introduce the design method of classroom environment for classroom Internet and give example of various teaching methods. This study was conducted for nine months from March to November, 2016, one sixth grade of elementary school in D area. During this period, we conducted Instruction of Internet-based collaborative learning to classify typical teaching cases. We classified into 5 type collaborative learning. First, collaborative learning in the classroom. Second, remote collaborative learning between classroom and classroom. Third, Live participation classes. Forth, project collaborative learning. Fifth, using virtual reality in collaborative learning. In addition, we could identify that there is a difference compared to the conventional learning. It became possible to conduct collaborative learning with other students simultaneously or have opening class with both parents and teachers by using Youtube. These examples can be presented as a case to depart from traditional mathematics class in one classroom. In this regard, we will be able to provide several implications about teaching methods utilizing smart device and Internet in future classroom.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.5
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• pp.21-30
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• 2019

The purpose of this study is to present the direction of the new space plan by reflecting the opinions of the user (student) in the existing standardized elementary school space planning. The purpose of this study is to investigate the activities of elementary school students by using socio - spatial network analysis method and to propose the direction of new elementary school space planning through the results. We analyzed the results of each centrality by using the analysis of closeness analysis, betweeness analysis, girvan-newman clustering, and concor analysis. The results of this study are as follows. First, it should be planned to use the classroom and the special room as one area by utilizing the corridor. Second, it should be planned that the outdoor space and the indoor space are closely related to each other by utilizing the hall, the lobby and the classroom. Third, the school should create a small space where physical activity is possible in an indoor space of the school. In order to improve the standardized elementary school space, this study proposes a method to reflect the opinions of the users in the school planning stage.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.8
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• pp.3436-3443
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• 2012

The purpose of this study was to examine the impact of a sense of classroom community and social presence on learning satisfaction in a cyber learning setting. The subjects in this study were 172 sixth graders in M elementary school in the city of D, who studied in a cyber setting at home. A survey was conducted to gather data, and multiple regression analysis were carried out to determine the influence of a sense of classroom community and social presence on learning satisfaction. As a result, it is found that a sense of classroom community and social presence had a significant correlation to learning satisfaction. A sense of classroom community turned out to affect learning satisfaction. A sense of classroom community are a major variable that should seriously be taken into account in an elementary cyber learning setting in order to boost the learning satisfaction of learners. In the future, the kinds of instructional design that could foster a sense of classroom community is required when cyber learning environments are prepared.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.163-172
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• 2001

Recently, higher discussions are made up on the culture of mathematics classrooms. These discussions are mostly about desirable culture and reform of culture in mathematics education. This paper is to offer a view point of seeing the culture of mathematics classroom. We need to look straightly our classroom as well as to reform the culture of mathematice classroom. This paper recommend sociomathematical norms to analyze and reform classroom culture. A elementary mathematics classroom was analyzed to understand our own culture of mathematics classroom.

• The Journal of the Acoustical Society of Korea
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• v.42 no.2
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• pp.113-123
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• 2023

This paper describes the acoustical conditions of elementary school and high school classrooms as well as university classrooms in Korea and suggests a need for Korean acoustic standards and guidelines for classroom design. Current standards and guidelines of classroom acoustics in several countries were briefly introduced to understand their acoustical performance criteria for background noise levels and reverberation times, and noise isolation design requirements in various types of classrooms. The results of several acoustic survey of domestic classrooms in elementary school, high school, and university were described and compared to provide information of the acoustic characteristics of Korean school classrooms. The survey includes occupied and unoccupied data on the acoustical conditions, noise levels, and noise isolation performance in the classrooms. Acoustical parameter values for achieving 'good' speech intelligibility in active university classrooms were also presented.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.75-94
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• 2010

The objective of this study is to divide the classroom behaviors into the obstacle behaviors in the classroom and the participation behaviors in the classroom for improvement of classroom behaviors upon the subjects of 4th graders of elementary school, and to find out what effects the self-monitoring program influences onto classroom obstacle behaviors and classroom participation behaviors of the subjective children. Study problems established in order to achieve this objective of study are to find out: first, what effects the self-monitoring program influences classroom obstacle behaviors of children, and second, what effects the self-monitoring program influences classroom participation behaviors of children. The subjects of this study are 12 children of a normal classroom of 4th grade of A elementary school located in J city of Jeollabuk-do, out of which 8 children, who showed high proportion in the classroom obstacle behaviors, and 8 children, who showed low proportion in the classroom participation behaviors were selected, and 4 children were those who belonged to both groups resultantly in accordance with the behavior scales measured during the baseline period. To summarize the results obtained through this study, first, the self-monitoring program turned out to influence positive effects upon reduction in the classroom obstacle behaviors of children and retention of their changed behaviors; second, the self-monitoring program turned out to influence positive effects upon increase in the classroom participation behaviors of children and retention of their changed behaviors.