• Journal of Korean Elementary Science Education
• /
• v.25 no.4
• /
• pp.363-373
• /
• 2006

The purposes of this study were to analyze the within-group verbal interactions in Thinking Science activities and compare the characteristics of verbal interactions shown by the pupils as well as the differences in help by e teacher in Korea with those in the UK. For the purposes of this study, 16 pupils from comparable groups by cognitive level were selected from both countries. Verbal interactions and teacher help during group discussions were audio/ video taped and the types of students' interactions were classified into interactions related to problem solving, management of classroom loaming and others. The results of this study showed that the verbal interactions in Korean groups were more activated than those in the UK groups. However, the percentages of high level interactions such as metacognitive questions, elaborative suggestions and logical argumentations were higher in the UK groups than those in the Korean groups. Observation of the within-group activities revealed that the pupils of both countries shared some common ground in the following ways; neither recognized the need to formulate the hypothesis in the process of inquiry and that the procedures of discussion were dominated by the pupils of higher cognitive level as the discussion proceeded. It was also observed that the pupils in the UK were considerate in response to the questions posed by both their peers or the teacher, while the pupils in Korea were influenced by their prior knowledge in the subject. Analysis of the teacher help during the inquiry activities showed that the tendency fur the teacher to emphasize the process rather than the product in the procedures of discussion and the extent he/she allowed the pupils to think and consider were closely related to the characteristics of the teacher himself/herself and was found to be a point of commonality in both countries. However, the teachers in the UK revealed the tendency of trying to propose the task to the pupils in concrete and systematic ways and guide the discussion based on the thinking of the pupils, while those in Korea tried to use strategies designed to draw out active verbal interactions among the pupils.

• Journal of The Korean Association For Science Education
• /
• v.37 no.6
• /
• pp.1025-1035
• /
• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Hwankyungkyoyuk
• /
• v.22 no.4
• /
• pp.81-94
• /
• 2009

This study was intended to develop the STS module regarding conservation of water resources, called "A Project for the Conservation of Water Resources". Since each theme consisted of 2 subject activities, they had total 8 subject activities. Developed STS module was applied to 113 male students of 11th grader of D High School in Incheon. After they received 8 periods of the developed STS module, the environmental sensitivity and environmental conservation behavior and the interest of the affective domains related to science were determined. Results were as follows; Four themes of this module were 'What are the water resources?', 'What is a main cause for the water pollution?', 'A drinking water? or non-drinking water?' and 'Making UCC for the water resources'. Since each theme consisted of 2 subject activities, they were for total 8 periods. Developed STS module was found to be appropriate for the STS and they could be applied to the classroom easily. Students who were instructed according to the developed STS module showed that there was a statistically significant enhancement in the environmental sensitivity and environmental conservation behavior and in the area of interest of the affective domains related to science. Students who were instructed according to the developed STS module showed positive responses to the instructional methods by STS. Based on students' interview, they revealed that they were impressed with the hands-on activities and the process of subject activities. Instruction with STS module seemed to be more appropriate way of teaching compared to the traditional way of teaching. However, it will be necessary to develop more modules or programs which could be linked from the elementary school level to the high school level and to use them consistently in order to maximize their effects.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.4
• /
• pp.695-715
• /
• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• Korean Journal of Cognitive Science
• /
• v.21 no.2
• /
• pp.283-307
• /
• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• Journal of The Korean Association of Information Education
• /
• v.26 no.2
• /
• pp.129-140
• /
• 2022

Our society is undergoing rapid changes due to COVID-19, and in particular, online learning using digital technology is being tried in various forms in the educational field. A change has occurred. However, the limitations of distance learning, such as reduced learning immersion in non-face-to-face educational situations, lack of interaction between teachers and learners, and lower basic academic ability, are constantly being raised, and an appropriate educational strategy is needed to solve these problems. This study focused on the concept of 'Metaverse' based on the interaction between the virtual world and the real world, and tried to verify the effectiveness of educational activities based on it. In detail, we propose an educational framework for realizing flipped learning in the Metaverse Virtual Classroom, and a frame developed by measuring the learning immersion of a single group with a teaching/learning program developed based on this. The effectiveness of the work was verified. When the metaverse platform-based flip learning framework and education program proposed in this study were applied, it was confirmed that learners' immersion in learning was improved.

• The Korean Journal of Food And Nutrition
• /
• v.19 no.2
• /
• pp.193-200
• /
• 2006

The objective of this study was to identify factors affecting the job satisfaction of cooks employed in school foodservice and to propose a plan to improve school foodservice quality. Therefore, in this paper, we examined the job satisfaction of 119 elementary school foodservice employees in the Northern Gyeonggi Province using a 5-point scale method. The results were analyzed by the SPSS Package Program(Ver 12.0) to determine percentages and frequency. Among the employees, 99.2% were women, and 75.9% were employed by contract. All of the subjects worked in elementary schools with self operated foodservice system and 57.6% of them served food in the classroom. The total number of diners served by these foodservice programs was $1,391.6{\pm}307.6$ an average of $135.0{\pm}18.2$ diners per cook. Among the foodservice employees, 82.2% had completed high school academic courses, and 98.4% had never changed jobs. Their overall degree of job satisfaction degree was relatively high at $3.05{\pm}0.85$, but the wage and welfare system($2.45{\pm}0.86$), and the merit rating methods($2.25{\pm}0.87$) ranked among the lowest in the job satisfaction survey. On the other hand, the relationships between the managers and the coworkers marked relatively higher at $3.02{\pm}1.03$, compared with other aspects of job satisfaction. As for the work environment, the scaled score was $2.38{\pm}0.85$. Finally the ranking of achieving job improvement through education($3.28{\pm}0.93$), and the effectiveness of education($3.58{\pm}0.78$) showed us the importance and necessity of education.

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.757-777
• /
• 2012

Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.

• Journal of Nutrition and Health
• /
• v.51 no.5
• /
• pp.433-444
• /
• 2018

Purpose: This study examined the status and needs of school-based nutritional education programs for reducing sugars intake in elementary schools. Methods: A total of 230 elementary nutrition teachers participated in this study through an online survey in July 2017. Results: Approximately one-third of the schools conducted nutrition education on reducing sugars intake as a main topic. The most frequent educated grade and education period were $4^{th}$ and $3^{rd}$ grade, and once a year. Most of the nutrition teachers answered that nutrition education related to reducing sugars intake for children was necessary. The nutrition teachers answered that first graders were the recipients in most need of nutrition education for reducing sugars but, realistically, third graders were the most suitable for nutrition education. The appropriate education topics were limited to the lower grades, such as sugars consumption related health problems, foods containing high sugars, and behaviors to reduce sugars intake; however, a wider variety of topics were selected for the upper grades. The experiment was considered to be an effective educational method for both the lower and upper grades. The most appropriate nutrition education media appeared to be a mock-up in the lower grades, and an experiment kit in the upper grades. Games and videos were highly considered to be effective media to educate students in reducing sugars consumption by voluntary participation in free time in the classroom in both the lower and upper grades. Conclusion: Nutrition education programs focusing on sugars intake reduction were conducted in some elementary schools, but the training time was short and the types of activities were limited. The perception and demand for nutrition education was very high. Therefore, the development and dissemination of elementary school-based nutritional education programs for sugars intake reduction is urgently needed. Moreover, to develop an effective nutrition education program, the education environment and demand in the field should be fully considered.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.204-217
• /
• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.