• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.23-33
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• 2008

The computer education has not to remain literacy education but to change with object of training a member of real society which is logic in thinking, initiativeness in suit with the knowledge information-oriented society by teaching the theory of computer science. This study examined effects and applied by means of developing project- based programming teaching model for elementary students in a classroom when teachers instruct programming education This study is expected to contribute to make computer teaching methods better, by providing teachers with teaching models of computer programming education for elementary students.

• Fire Science and Engineering
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• v.17 no.4
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• pp.1-6
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• 2003

This study measures the various moving velocities of elementary school children under situation of fire drill and suggests the methods of analysis. The velocities are such as the exiting velocity at the door of the classroom, personal walking velocity at corridor, velocity according to density of crowd and personal walking velocity at stairway. For these measurement an elementary school in Daejeon is chosen and 15 girls and 15 boys are selected in each grade. Finally speed data of the children is obtained and we can apply this data for the evacuation simulation of a school.

• Journal of the Korean Society of Food Science and Nutrition
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• v.28 no.3
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• pp.747-754
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• 1999

Food waste in school foodservices is an important factors in managing expense and in evaluating the acceptance of served meals. This study was undertaken to investigate the management of food waste and the opinion of dietitians in one hundred fourty nine elementary school foodservices, in Pusan, Korea. When serving places were compared, the classroom generated more leftover and plate waste than those of lunchroom(p<0.05). In rank for generating raw waste, the residue from vegetables was the highest in first order. Fruit, eggs, fish, and shell fish also left the most raw waste, respectively, in descending order. The residue that generated the most plate waste in the first and the second order was from soup and pot stew, and vegatables side dishes, respectively. The treatment process of food waste which was the most common in school foodservices was the fertilization by processing machine in order to make recyclable fertilizer(52.1%). Food waste at 30.8% of foodservices was processed for live stock feed. At 92.3% of investigated foodservices, food waste water was drained through a round net basket. Before treating as a waste, food residue was recycled at only 41.9% of foodservices. The main utilization of food residue was the production of soap from used oil. Most dietitians in school foodservices recognized that treating food waste was not so inconvenient, although, the problems of odor and hygiene were not solved. They also thought that the liquid residue(54.1%) and oil(30.4%) among food waste were primarily responsible for resulting environmental pollution.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.225-235
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• 2017

The study in this paper considers how elementary school students' interest in mathematics and STEAM literacy could be promoted by conjoining the learning of mathematics with the learning of drone topics. Survey instrument was developed to measure student attitudes toward mathematics and science subjects and to evaluate student beliefs on learning mathematics embedded in science topics. Data were collected from elementary school students by administering pre- and post-tests: students were intervened with examples of math problems embedded in certain science contexts. The findings indicate that elementary school students' experience of solving mathematics problems embedded in science contexts positively affects the promotion of their attitudes toward, beliefs on science subjects and science and engineering career path selection. We hope that the mathematics program using the drone will be used in the classroom for STEAM.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.551-562
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• 2020

The purpose of this study is to investigate the effects of Data Science Education classes using PBL-based App Inventor on elementary student Computational Thinking and Creativity. Based on the results of the pre-requisite analysis by Rossett's demand analysis model, PBL-based Data Science Education class was designed according to the procedure of ADDIE model which is 42 hours of classroom instruction for elementary student. As a result of the Paired t-test, it was proved that the Computational Thinking was statistically significantly improved in the post-test. In addition, as a result of the Paired t-test and Wilcoxon's signed rank test, it was found that the sub-factors of Creativity were 'Originality', 'Fluency', 'Closure', 'Average', and 'Index'. Therefore, it was confirmed that the PBL-based Data Science Education class using App Inventor is effective in improving Computational Thinking and Creativity of elementary student.

• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.497-504
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• 2007

This study proposed the unplugged learning strategy of computer science that makes more easily to understand learning contents and to improve logical thinking of learners in elementary school. We reorganized the contents of data structure in computer science. The students write project papers from their own experiences and daily lives in the classroom, not in the computer room as applying unplugged learning methods. The result of this study shows that students can better understand computer through a study method of computer science on their step of growth. Through this study, the learners can be the abilities of organizing digital data and increasing the logical thinking, based on information education.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.82-92
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• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.306-321
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• 2014

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.