• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.875-888
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• 2012

This study seeks to determine children's poem composition through an activity-based nature experiencing program and how it affects their language expression and peer interaction. This research also seeks to provide preliminary data for producing more effective lecturing and learning plans. The forty participants in the study included twenty 5-year-old children from E kindergarten and 20 5-year-old children from G kindergarten in N city. The results of the study demonstrated that children in the experimental group who experienced the poem composing activity with the nature experiencing program demonstrated a positive effect in terms of the quality of language expression as well as peer interaction. These results indicate that children's poem composing activity done with nature experiencing program could be used as a new lecture and learning method for the development of language expression and peer interaction in early childhood education.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.210-224
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• 2011

The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.169-176
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• 2018

CS Unplugged education at the base of computer science is emphasized as an instrument for teaching the basic principles of elementary SW education, but these materials for elementary education are very lacking. So We'll present the data error detection and correction materials for elementary school classes. Based on previous studies related to this topic, we developed learning materials for elementary higher grade students using Hamming code. We introduces the card magic in the introduction part. 'error detection and correction' learning materials based on the principle of Hamming code, were composed as activity-based education. The results of the questionnaire survey showed that it had a positive effect on improving learners' understanding of computer science.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.135-148
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• 2012

This research was aimed at developing the program using the natural circumstances in Jeju Oreum as the basis of environmental education. The students were inquired about how these activities influence the environmental literacy of elementary students. The result of this study were as follows; First, the experimental group applied experience activities to the developed program to contribute to the improvement of environmental literacy. This was then compared to the control group to which theoretical classes were conducted. Second, Jeju Oreum Experience learning program has evenly influenced the elements of environmental literacy divided by the four goal levels of environmental education. As a result of the research, the Natural Experience Activities on the basis of natural circumstance is considered to affect the elementary students' environmental literacy in positive, effective manner. Consequently, the Environmental Education in a school or society should develop programs that apply to natural circumstances as a field of Environmental Education.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.177-182
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• 2016

In this paper, we propose the computational thinking education framework which provides three steps of computational thinking process and three kind of activities about computational thinking learning in class. The key idea of this framework is to provide the guidelines of designing activity steps of teaching and learning computational thinking in class using three axles of framework such as problem area, process of learning, and steps of computational thinking process. After designing a framework, we show that sample course of programming education program containing contents of Informatics subject in middle school by implementing our framework. Proposed framework and programming education program in middle school will be the good case study and guide to implement computational thinking concerned education programs in elementary, secondary, and universities.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.4
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• pp.847-856
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• 2016

Flipped learning is a pedagogic model in which the typical lecture and homework elements of a course are reversed. Short video lectures or e-learning contents or other learning materials are viewed by students at home before the in-class session, while students are mainly carried out diverse active learning activities such as the discussions, exercises, team projects and so on in class time. Recently flipped learning has been emerging as an effective teaching-learning method that can train the 21st century talents who can create creative values based on fusion competencies. Based on the experience in applying the flipped learning to the database class that is an elective course of the school of computer engineering through three semesters, this paper proposes a flipped learning model consists of 7 steps in detail. Also, this paper analyzes the effects and weak points of the flipped learning and proposes several things for the successful flipped learning application.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.43-54
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• 2019

In order to organize various places for science experience study, this study gathered and analyzed prior research on science experience study and various science experience perated in school. To that end, a total of 162 relevant prior studies of literature published from 2000 to 2016 were collected and 2,201 cases of science experience study conducted in 2015 were collected and analyzed. The place where the science experiential learning was done is divided into three areas of natural ecology, cultural history, facility experiential learning study, and the characteristics of participating subjects are examined. In terms of the number of articles published in the field of science-related experiential learning areas, 83 ecological experience study sites (51.2%), facilities institution experience study sites 56 (34.6%), and cultural history experience study books 23 (14.2%). Through this study, it was found out that research tendency to analyze science - related attitudes became prominent by setting study subjects using natural objects around and learning to play while playing and playing in nature. There was also an analysis by subjects of participation in science related experience learning centers. Cultural history experiential learning field was significantly lower than previous studies. In the lower grades, nature ecological experience learning was mainly performed. Combining the above findings, it can provide implications for the development of science-related experience activities. First, it is necessary to develop a technology-related experience learning center using local community resources. Second, it is necessary to expand the culture and history experience learning center related to science. Third, we need an education support center to support the expansion and operation of such a technology-related cultural history learning center.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.499-524
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• 2010

In this paper, we applied NIE(Newspaper In Education) to the course of study for statistics unit of elementary mathematics which can improve students' abilities of concept of statistics, analyzing data and problem solving so they can do these with direct activity by themselves and find out how NIE effects on children's learning achievement for statistics unit and more effective solution for the course of study for elementary mathematics.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.