• 동서간호학연구지
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• 제13권2호
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• pp.107-117
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• 2007

Purpose: This study was to examine the possibility of the contact with pornographs of elementary school boys and girls and to confirm responses after that, and to compare the feeling of sexual conflict between the boys and girls. Methods: The subjects were 952 5th and 6th graders of elementary school in four city areas(456 boys, 496 girls). Data collection was via questionnaires Results: Except several pupils(34.4% of boys, 27.4% of girls), most of subjects of the study had no contact with pornographs. The response after the contact with pornographs was feeling of shame the most, which was a negative reaction. The sexual conflict appeared more in pupils who had contact with pornographs than in those who had not boys(t=3.84, p<.000), girls(t=3.96, p<.000), which showed a significant difference. However, the conflict between boys and girls was not significant statistically. Conclusion: We would like to suggest that a sound control system must be prepared and a development of programs related to sexual education and promotion of ability fighting against them that can release their impulse of sex.

• 초등상담연구
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• 제7권1호
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• pp.165-181
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• 2008

In this study, a preliminary study has been made to check the availability of examination after selecting one among the criteria to adaptation of school life, in recognition of the necessity for a tool in order to collect multi =dimensional information about children. An examination has been done with the survey target of 291 pupils in the fifth and sixth grade in an elementary school located in Incheon. And the focus group with the teachers in charge of each class was undertaken to check the availability of the examination. As the result of the examination, 37 was the average score of children diagnosed as the category of temporary maladaptation in terms of the score of 4 sub-scales of school adaptation and their total scores, and 28 was the score which corresponds to the assessment of teachers. The results of examinations and the evaluations of teachers were proved to be highly correlated. Lastly discussion is focused on the meaning of these findings and the suggestions for the further studies.

• International journal of advanced smart convergence
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• 제13권2호
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• pp.258-266
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• 2024

E-learning systems have proliferated in recent years, particularly in the wake of the global COVID-19 pandemic. For kids, there isn't a specific online learning platform available, though. To do this, new conceptual models of training and learning software that are adapted to the abilities and preferences of end users must be created. Young pupils: those in kindergarten, preschool, and elementary school are unique subjects with little research history. From the standpoint of software technology, young students who have never had access to a computer system are regarded as specific users with high expectations for the functionality and interface of the software, social network connectivity, and instantaneous Internet communication. In this study, we suggested creating an electronic learning management system that is web-based and appropriate for primary school pupils. User-centered design is the fundamental technique that was applied in the development of the system that we are proposing. Test findings have demonstrated that students who are using the digital environment for the first time are studying more effectively thanks to the online learning management system.

• 아시아태평양코퍼스연구
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• 제1권1호
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• pp.61-94
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• 2020

The present study examined vocabulary usage in elementary English classrooms in Japan using elementary school corpus. The authors used three wordlists to benchmark the lexical items for four classes in the corpus: the CEFR-J, the General Service List (GSL), and Academic Word List (AWL). The percentage of vocabulary usage belonging to the Level A1 in the CEFR-J was below 15% (Class A: 12.1%, Class B: 12.6%, Class C: 8.9%, and Class D: 13.6%) with no statistical difference between levels. The mean ratio of Level A2 vocabulary items was below 10%, and all classes showed less than 1% of vocabulary usage for the Levels B1 and B2. Over 70% of all vocabulary items in the corpus belonged to the most frequent 1,000-word band (level 1) of the GSL, while the next most frequent word band (level 2 of the GSL and AWL) accounted for less than 10%. The results suggest that elementary school English teachers should use more vocabulary items in the CEFR-J Level A1. The findings demonstrate that elementary school teachers are less likely to expose their pupils to grammatically well-structured sentences with an abundance of lexical items since the teachers repeatedly use the same lexemes in each class.

• 대한안전경영과학회지
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• 제13권1호
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• pp.59-68
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• 2011

This study is to find out how much elementary school members have their consciousness against safety in their school. Simple questionnaire 1206 sheets have been distributed to the members and additional interview with teachers to take care of them. Statistically, frequency, and correlation analysis have been made and chi-test has also been made for data reliability. The results of these have been summarized as running on corridor with 53.4% in school safety, warming up exercise 45.2% in leisure safety, evacuation form classroom with 2.4% in fire safety, crossing around just in fromt or rear of vehicle with 61.2% in transportation safety. It is thought that safety training should be provided to more for man than for girl pupils and also, safety consciousness should be improved than all the other area.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.91-106
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• 2008

Interviews with 24 pupils in grade 1-2 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally experienced. Then it was suggested how to connect children's informal knowledge and formal knowledge of division. Most subjects counted cubes or made drawing, and related these methods to the situation described in the problems. In result, quotitive division was experienced as a dealing situation, where the number of items represented by the divisor was repeatedly taken from the whole number. And estimate-adjust was the most frequently displayed way of experiencing partitive division. Therefore, partitive division with its two measurement variables can be related to a measurement model. And children should be taught column algorithms for division with estimated-adjust which pupils used for partitive division problems.

• 한국초등수학교육학회지
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• 제24권2호
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• pp.207-229
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• 2020

본 연구에서는 프랑스와 우리나라의 초등 수학교육 비교를 위하여 일반적인 초등수학교육 체계, 수학 교육과정의 문서 체계, 수와 연산 영역을 중심으로 수학 교육과정의 지도 내용의 특징을 살펴보았다. 초등학교 6학년 수학 수업 시수는 프랑스가 우리나라보다 약 5% 더 많이 배우고 있고, 수학 교육과정 문서는 전반적으로 우리나라보다 더 구체적인 특성을 보인다. 수와 연산 영역 교육과정의 비교 결과 특히 혼합계산과 분수의 계산에서 많은 차이가 있었다. 본 연구를 통하여 수학 교육과정 문서의 구체화와 학교 수학적 관점에서 허용되는 구체적인 사례 제시, 분수의 계산 중에서 특히 분수의 나눗셈의 지도 시기와 방법에 대한 연구의 필요성을 제안하였다. 마지막으로 초등 수학에서 계산의 중요성과 지도 방법에 대한 재고가 필요함을 제안하였다.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 1998년도 The Third Asian Fuzzy Systems Symposium
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• pp.485-488
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• 1998

Elementary school pupils frequently have difficult acquiring creative writing skills, i.e. how to develop the idea to be expressed, how to compose the materials of the outcome or contents. In this paper, we focus on the problems of how to support creative writing work to arrange materials in order to formulate ideas as the stories develop. the stories develop. The basic ideas behind the method are that(1) a basic story is automatically generated by GA-based operations and shown to a user as sequences of pictures, (2) IGA(Interactive Genetic Algorithm) is used to evaluate and select a preferred story, (3) the results are combined with previously stored stories using case-based techniques. Based on these ideas, we have developed a computer supported environment for this purpose and conducted related experiments.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• 한국과학교육학회지
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• 제26권1호
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• pp.40-48
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• 2006

이 연구의 목적은 초등학교 6학년 학생의 분류활동에서 나타나는 사고 유형, 과정과 특징을 분석하는 것이다. 이러한 목적을 달성하기 위하여 분류활동 수행에 적합한 2가지 도구를 개발하였다. 첫 번째는 속성이 분명하게 드러나는 인공자극카드이고, 두 번째는 속성이 잘 드러나지 않는 자연자극카드이다. 서울시 영등포구 소재 D초등학교 6학년 8명을 대상으로 질적 연구를 수행하였다. 자료는 피험자의 과제 수행과정을 녹화한 비디오테이프, 피험자의 분류 기록지, 연구자의 피험자 행동 관찰, 피험자와의 면담 등 자료 삼각측정법에 의해 획득하였다. 연구결과, 6학년 학생들은 분류활동에서 속성 관찰, 속성 평가, 예비 점검, 기준 선택, 샘플 동정의 다섯 가지 유형의 사고를 하였으며, 모든 항목을 분류할 때까지 속성 관찰 $\rightarrow$ 속성 평가 $\rightarrow$ 예비 점검 $\rightarrow$ 기준 선택 $\rightarrow$ 샘플 동정의 과정을 반복하였다. 그리고 인지 경제성을 활용하여 분류하여 분류하였다. 이상의 연구 결과는 과학 분류 학습 지도에 다음과 같은 시사점을 줄 수 있다. 첫째,교사가 학생들의 분류 사고과정을 이해한다면, 보다 효과적인 분류학습 지도가 가능할 것이다. 둘째, 분류사고 과정의 각 단계를 고려한 단계별 학습지도가 필요하다.