• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.109-124
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• 2001

This study of 54 folk paintings of the late chosen period analyzed the perception of children of that period. Three types of children's activities were identified: children playing, children working hard, and children studying hard. Only boys participated in these activities along with their parents or grandparents: girls were relegated to the background, along the fence. Conclusions were that people recognized play as a natural part of childhood. children's lives were defined by social status: children of the yangban (upper) class had to study hard for their family's honor while children of the lower classes had to labor for their family's livelihood, children were recognized as members of a family and a community. Boys were considered important because they were heirs to the family fortune: girls were to be supportive of men and family.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.79-96
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• 2005

The purpose of this study is to explore the conceptions of children and their activities in everyday lives during the late period of the Goryo Dynasty. The historical method was used and the materials for analysis were the literatures written from the late thirteenth century to the fourteenth century in the Goryo Dynasty, such as 'the Ikjaijip'(익재집), 'Mokeunjip'(목은집), 'Yangchonjip'(양촌집). According to the results, the perspective on the nature of a chad was that children were inherently good with the true character which was given from natural laws and that each child was born with different natural endowment. Also, the notions on child development were that the infancy was a pure and perfect period which us not contaminated by temperament and worldly desires, instead of the developmental model that childhood is as a stage and the child must develop from the state of incompetence to the state of maturity. In addition, there were the principles for development that were keeping the innate ideal state and fostering it from the earliest time as infants were born with innate ideal state or ability. The concepts of children's characteristics were considered that they were inclined to make much noise and movement, but to have the plain and straightforward expressions and consistency in their feelings and everyday activities. And intelligent abilities for learning were often considered as desirable traits. In everyday lives, children did the household chores such as caring for livestock and silkworms or embroidering. Among their games were exploring activities, free plays using natural materials, pretend-plays, bamboo-stilts riding, and Yutnori.

• Research in Community and Public Health Nursing
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• v.12 no.1
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• pp.142-149
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• 2001

The health education for elementary school students is a very important factor in the development of adult health practices. Particularly, eyesight is difficult to recover if lost. Therefore, prevention is better than cure. This study was conducted to investigate the factors that affect the visual health behavior of elementary school students and to furnish basic materials and directions for the promotion of elementary school health. The investigation was carried out for 4 days from 9. 18. 2000 to 9. 21. 2000 for 199 children in 3 elementary schools. A questionnaire was composed of 3 questions about general property. 20 questions about visual health behavior. 7 questions about visual self-efficacy. 5 questions about visual motivation. 16 questions about self-conception. 20 questions about the health locus of control. The data was analysed by an SAS program for t-test. ANOVA. correlation, and multiple regression tests. The results are as follows. 1. The visual health behavior of elementary school children was good (average 52.53). 2. For visual health behavior, school, year, and sex were influential factors. economic levels were not. 3. Visual health behavior had a significant correlation with visual self-efficacy, visual health motives and self-conception. but not with the locus of control. 4. In the multiple regression test, visual self-efficacy and self-conception were significant prediction factors -- the suitability of the regression model was 30.8%. Suggestions from the results are as follows: First, school year and sex had a significant influence on visual health behavior: therefore, it is necessary to consider these two factors when education programs are developed. Second, this study was carried out for students in a partial area only. Therefore, repeated studies for a large sample are necessary for the future.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.944-956
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• 2002

The purpose of this study was to investigate students' conceptions of the simple electric circuit using a battery and a bulb. 19 fourth grade students from a rural elementary school in Korea participated in this study. Data on the children's understandings of electric circuit were collected through three sources; prediction tests, drawing tests and individual interviews. The prediction tests were paper and pencil tests composed of 10 problems, predicting whether bulbs in 10 simple circuit diagrams would light. For each prediction, the children were asked to provide a written explanation of their thinking. The drawing tests consisted of 6 problems. One was to draw the inside of the bulb base, and the others were to make the wire connections between a battery and a bulb in the diagrams, to light the bulb. The interviews were conducted with seven children who showed differing degrees of understanding. No student was aware of the wire connections inside the bulb base. Many students stated whether the bulb would light or not, according to the tip of the bulb contacting the positive battery terminal and an end of wire contacting the negative battery terminal. Most of them thought that the tip of the bulb should contact the positive battery terminal, so that the bulb would light. In short, students did not use a scientific conception of electric current to predict and explain the electric circuit.

• Journal of the Korean Geographical Society
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• v.31 no.4
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• pp.699-715
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• 1996

This paper examines the cross-sectional development of children's conception of place. Previous research by Piaget and Weil, Jahoda, Daggs has questioned how young children develop the ablity to comprehend place. Oral interview and graphic test were made vy the children at the age of 5-14, in order to attain information on their knowledge, understanding and feeling about place. These data were used ti indentify developmental stages through cluster analysis. The results suggest that young children's conception of place develops with an identifiable 4 stages. There is no significant difference in development of conception of place between the 2nd year of kindergarten and the 1st year of elementary school, or the between the 5th, 6th year of elementary school and 1st, 2nd year of middle school. Rather, the 4th year of elementary school is an important and crucial truning point in the development of children's conception of place. It is concluded that children's conception of place develops in line with Piaget's general cognitive developmental theory in which the pre-conceptual stage ends at age 7 and the concrete-operation stage starts at age 11 to 12.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.05a
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• pp.81-85
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• 2004

It became new social interest for children to have their own appropriate physical, mental, social environment as one independent identity, In these social atmosphere, new design method and standard of children's residence, education, playing environment which can fill their desire. When home and school are the first places to meet the world and learn, museum and science hall are the representing places to provide education and entertainment, especially to preschoolers, they are the prior education system. it is the most important these science halls to give children potential familiarity of science rather than direct knowledge. Also these places should be stepping stones of the process of intellectual growth as foundation stones for future science education. On this research i will provide a direction to space planning of children's science hall, extended to children' museum studying display producing of playing conception, the necessary element of children's physical, mental, social behavior development process.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.19-37
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• 2007

In this study of the relative effectiveness of constructivist and non-constructivist approaches to shadow activity for young children, 59 children in two kindergarten classes were assigned to constructivist or non constructivist conditions. Each group participated in 12 units covering shadow search, shadow making, changing shadow size, changing shadow position, and shadow disappearance. Analysis of covariance of differences between the mean scores of the two groups on the posttests of shadow concepts and scientific attitudes revealed that the children in the constructivist group performed better than the children in the non-constructivist group. This confirms the constructivist approach to shadow activities as good science activities for young children by promoting their active experimentation using reasoning about light to foster spatio-causal relations construction.

• Korean Journal of Child Studies
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• v.12 no.1
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• pp.113-128
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• 1991

The purpose of this study was to analyze the environment of poverty children as reported by the children on a questionnaire. The conception of the environment was divided into the physical environment and the sociopsychological environment. The dimensions of the physical environment included household, cultural, and play conditions. The sociopsychological environment included structural (family values, family relationships, and the reinforcement system) and process variables(affect, care, and communication). For the purpose of this survey was administered to 122 children living in a poverty area and 102 children living in a middle-high income area. Statistics used for data analysis were frequency, distribution, percentile, mean and one-way ANOVA. Major findings showed that (1) The physical environment as reported by the poverty children was meager compared with that of children in the middle-high income area: the households were more overcrowded, and cultural conditions, play materials, and space was more limited. (2) The Structural conditions of the sociopsychological environment as perceived by poverty children were more material and physical than that of children in the middle-high income area: family values were oriented more toward materialism: family relationships were more negative and distant: and the reinforcement system was based more on material reward and physical punishment. (3) Process variables were perceived by poverty children as more laissez-faire and rigid; the parents neglected their children and communicated unilaterally more than the middle-high income parents. (4) Poverty children's perception of the causes of poverty and wealth were perceived as personal and social factors.

• Journal of Families and Better Life
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• v.2 no.1
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• pp.93-109
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• 1984

The purpose of this study is to investigate the direction and strategy of education for sex role concepts of children on the basis of factor analysis of the present situation in sex role concepts and their formation. Although some maintain that sex role concept of our society has been changing slowly, the traditional sex role concept still dominates and is potentially immanent. the analysis of present condition of our society indicates that the formal as well as informal education are facing with various crucial problems in providing the direction of behavior demanded for carrying out the role. The close analysis of the three theories, psychoanalytic theory , social learning theory, cognitive development theory, lends a support to the laim of the study that cognitive development theory provide an integrated frame of reference for us to see the sex role education analytically Furthermore, the factors which are found to have influences on the formation of sex role have been analyzed in three areas: Family, School and society. 1)The factors in family such as parental behavior of upbringing and their concepts of sex role have a direct relationship with the nature of sex tole concept of children. Therefore, the first step to make children to habe a new type of sex-role conception appropriate for modern societies is to change that of parental conception and attitudes. 2)the quantitative as well as the qualitative aspects of school education showed no exceptional trend from the dominant conception of the society, although school are expected to lead the society as formal education institution rather than just reflect the society. The educational activities and contents such as the conceived goal of education for eoch sex, textbook constitation, teaching behavior and sex-role concepts of teacher are found to be still dominated by the traditional sex-role assumption. 3) The social factors that have direct relationship with children's sex-role formation are social and cultural, which include social milieu, condition of employment, family structure and mass-media. Since family and school do not educate the young in a social vacuum. their educational function of sex-role formation are doomed to be limited and determined by these social factors. Unfortunately, the analysis of present conditions showed the dominance of traditional types of sex-role concepts in all these social factors. The education of sex-role concept for children should be treated as one of the most crucial value problems related with many other important problems, such as direction and patterns of behaviors of each sex, the degree of self-development and capabilities, and consequently human right, equality, humanization and the quality of happiness. Neverthless, the analysis of researches on sex-role education which have been surveyed in this study lead to a conclusion that concerted effort to change the education, formal as well as informal should be provided in every aspect of social life. If the sex role education of the past has aimed at the "feminization"of girls which indoctrinate girls into a limited and fixed role of house wives, the new education in the future should be directed foward "humanization" of both sexes which opens the diversity of roles for both boys and girl on equal levels and provide future possibilities in accordance to their individual capabilities and interests.