• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.321-334
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• 2017

The purpose of this study is to investigate teacher factors influencing ICT literacy in elementary and middle school students. For this purpose, ICT literacy was measured in 6,383 students in $4^{th}$, $5^{th}$ and $6^{th}$ graders, 337 teachers in 150 elementary schools, and 9,183 students in $1^{st}$, $2^{nd}$ and $3^{rd}$ graders, 337 teachers in 150 middle schools. Additionally, we conducted multiple regression analysis to explore teachers' influential factors. As a result, our finding indicated that the level of teachers' computer literacy had a positive effect on elementary students' ICT literacy(overall and 7 sub-domains) while ICT utilization during class and teachers' age had a negative effect on elementary students' ICT literacy(overall and 7 sub-domains). In addition, we found that major in ICT education and the level of teacher education had a positive effect on middle students' ICT literacy(overall and 7 sub-domains). Based on the results of this study, we suggested increasing hours in the teachers' professional development and the pre-service and in-service teacher education course and supporting or promoting the self-development of the information school teachers in middle schools.

• Journal of Science Education
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• v.34 no.1
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• pp.72-83
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• 2010

This study aims to analyze the types of arrows used on the inscriptions in the light unit of 7th grade science textbooks, and to investigate middle students' conceptions on the meaning of the arrows. The types of arrows in 9 science textbooks were analyzed. Based on this analysis, the instrument was developed to access how 7th graders perceive the meaning of arrows. In addition, we interviewed 7th graders, 2 students in high level, 2 in the middle, and 2 in low level by their achievement level, to investigate their perceptions on the meaning of the arrows. We analyzed 4 types of arrow by the process in which the reflected light from the object come into one's eyes. Students tend to perceive the meaning of the solid line and the dotted line of arrows differently according to their achievement level. When the light pathway is represented in which the reflected or refracted light enter into our eyes, it is necessary to describe and teach clearly both the meaning of solid line as the light from the object and the meaning of dotted line as the perception of the existence of the object.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.97-107
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• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.103-121
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• 2008

The primary purpose of this study was to gather knowledge about $5^{th},\;6^{th},\;and\;7^{th}$ graders' proportional reasoning ability by investigating their reactions and use of strategies when encounting proportional or nonproportional problems, and then to raise issues concerning instructional methods related to proportion. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 12 questions, which included 8 proportional questions and 4 nonproportional questions. The following conclusions were drawn from the results obtained in this study. First, for a deeper understanding of the ratio, textbooks should treat numerical comparison problems and qualitative prediction and comparison problems together with missing-value problems. Second, when solving missing-value problems, students correctly answered direct-proportion questions but failed to correctly answer inverse-proportion questions. This result highlights the need for a more intensive curriculum to handle inverse-proportion. In particular, students need to experience inverse-relationships more often. Third, qualitative reasoning tends to be a more general norm than quantitative reasoning. Moreover, the former could be the cornerstone of proportional reasoning, and for this reason, qualitative reasoning should be emphasized before proportional reasoning. Forth, when dealing with nonproportional problems about 34% of students made proportional errors because they focused on numerical structure instead of comprehending the overall relationship. In order to overcome such errors, qualitative reasoning should be emphasized. Before solving proportional problems, students must be enriched by experiences that include dealing with direct and inverse proportion problems as well as nonproportional situational problems. This will result in the ability to accurately recognize a proportional situation.

• The Korean Journal of Emergency Medical Services
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• v.8 no.1
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• pp.87-104
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• 2004

This study selected the fifth and sixth graders of elementary school in Jeollanamdo who can express their opinions of safety consciousness and understand the items of questionnaire as the population. It selected 10 elementary schools under the supervision of Jeonnam Board of Education and sampled 700 students randomly from 2-3 classes in the 5th and the 6th grade. One preliminary survey was conducted to revise and complement the contents and forms of questionnaire with 70 students of a school from Apr. 1 to 6, 2004 and this study was conducted from Apr. 10 to 30, 2004. Data of this study were collected by explaining the purport of study to subjects after obtaining approval of principal and teacher of the school and distributing questionnaires. Total 700 questionnaires were distributed and 681 were collected (97%) and 602 were used for final analysis except 79 lacking responses. The results of this study are as follows. According to demographical characteristics of subjects, 'male' students were 302(50.%) and 'female' students were 300(49.8%) by sex and 'the 5th graders' were 285(47.3%) and 'the 6th graders' were 317(52.7%) in grade distribution. Residents at 'apartment house' were 406(67.4%) in residence type, 'going to school by foot' was 477 students(79.2%), 'high school graduates' were 297(49.3%) in fathers' education, 'high school graduates' were 366 (60.8%) in mothers' education, 'professional and office workers' were 231(38.4%) in fathers' job, 'full-time workers' were 283(47.0%) in mothers' job, and the number of siblings was one except myself in 343 students(57.0%). Respondents on the level of class showing 'good' were 340(56.5%) and those on the degree of adaptation to school life showing 'active' were 349(58.0%). On the characteristics related to safety education, 360(59.8%) responded it was 'very necessary', on the frequency of safety education at school for last one year, 339(56.3%) responded they had 'once or twice', on the frequency of safety education by parents, 279(46.3%) responded they 'often' had it, on the level of safety practice by parents, 347(57.6%) responded they practiced it 'frequently', on the source of knowledge of safety, 223(37.0%) responded they got it from 'parents, siblings and relatives', on the degree of recognizing the need of safety education textbooks, 295(38.5%) responded 'it was needed', on the recognition of necessity of teacher for safety education, 271(45.0%) answered it was very necessary', and on the recognition of qualification of teacher for safety education, 370(61.5%) answered it was 'paramedic'. The mean score of safety consciousness of subjects was 2.72 (SD. 21) of full score 3, having high score over mean score. According to each area, the area showing the highest safety consciousness was safety of fire(2.83), followed by home safety(2.76) and first-aid treatment(2.76), traffic safety(2.71), play and leisure safety(2.66) and school safety(2.56). Items showing statistical differences in the degree of safety consciousness according to demographical characteristics were sex(t=-3.11, p=.002), education(t=2.33, p=.021) and number of siblings(F=3.729, p=.011). In the difference of safety consciousness between both sexes, 'female' students(2.75) showed higher safety consciousness than 'male' students (2.69), and the former also showed higher safety consciousness than the latter in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of play and leisure safety, traffic safety, fire safety and first-aid treatment. According to the differences of safety consciousness by grade, 'the fifth graders'(2.74) showed higher safety consciousness than 'the sixth graders'(2.70) and the former also showed higher safety consciousness than the latter in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of fire safety and home safety. In the safety consciousness by the number of siblings, 'single son or daughter' (2.78) was highest and their safety consciousness was also highest in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of school safety, fire safety and home safety, There were statistically remarkable differences in degree of adaptation to school life (F=15.349, p=.000) and perceived schooling level(F=9.552, p=.000). According to the degree of safety consciousness related to characteristics of safety education, there were statistical differences at the degree of recognizing the need of safety education(F=9.797, p=.000), degree of safety education at school(F=2.595, p=.006), degree of safety education by parents(F=12.709, p=.000), degree of practicing safety by parents(F=17.579, p=.000), source of knowledge of safety education (F=2,715, p=.044), necessity of safety education textbooks(F=3.972, p=.008), need of safety teacher(F=4.137, p=.006) and qualification standard of safety teacher(F=3.016, p=.029).

• Educational Technology International
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• v.17 no.2
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.

• School Mathematics
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• v.7 no.4
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• pp.445-467
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• 2005

The purpose of this study was to investigate mathematics teaching of an elementary school teacher and to understand the meaning of it. This study was a qualitative case study using by analyzing metaphors. The notion of metaphors was newly set up. Traditionally, it had been regarded as a mere tool for better understanding, but it was recognized as the primary source of all of our concept(Sfard, 1998). The subject of this case study was a researcher 'I' and also an elementary school teacher. The three selves named Mee1, Mee2, Mee3, respectively. Mee1 was the 'I' who developed the 4th graders' activities on mathematical patterns in 1996 and wrote mathematics textbook for the 4th graders in 1998-1999. Mee2 was the 'I' who taught mathematical patterns to her students in 2002. Mee3 was the 'I' who criticized the teaching of Mee2 in 2005. [ADVENTURE], [HIDE-AND-SEEK], and [FIREWORKS DISPLAY] were deter-mined to be key metaphors of mathematics teaching. [ADVENTURE] of Mee] was focused on profound understanding of mathematics, [HIDE-AND-SEEK] of Mee2 on construction of mathematics, and [FIRE-WORKS DISPLAY] of Mee3 on making meaning and participating in communities. Studies of metaphors give us the power of understanding mathematics teaching and also generate it. And viewing mathematics teaching via metaphors makes teaching studies open to new ways.

• Journal of the Korean Society of School Health
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• v.24 no.1
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• pp.110-117
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• 2011

Purpose: The study aimed at identifying distributions of career stress and determining whether conflict at school or with family and health-risk behaviors could be associated with career stress. Methods: The subjects were 7,155 high school students in Seoul. Data were stratified random samples from Seoul student health examinations in 2010. Chi-square, trend test and multiple logistic regression were conducted. Results: Fifty six percent of subjects had career stress. Career stress, after adjusting for confound variables was associated with a significantly increased odds ratio (OR) for sociodemographic characteristics including females (OR=1.34), 12th graders (OR=1.56), 11th graders (OR=1.50), south area (OR=1.47), and northeast area (OR=1.40), for conflict at school or with family including violent threats made by family members or schoolmates (OR=2.00), thoughts of running away from home (OR=1.45), and needing of counseling for agony (OR=5.45), and for health-risk behaviors including sleep ${\leq}6$ hours/day (OR=1.23), nonuse of seat belts or protective euipment (OR=1.50), and frequently viewing pornography or chatting on adult Web sites (OR=1.23). Conclusion: Stress-coping skills and intervention strategies will be needed to enhance students' positive and to help them cope with psychosocial conflicts at school and with their families, and with health-risk behaviors, including sleep deprivation and nonuse of safety measures, including seat belts and protective.

• Research in Community and Public Health Nursing
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• v.24 no.4
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• pp.407-418
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• 2013

Purpose: The purpose of this study is to clarify mediating effects of self-concept on mental health of children and adolescents who fell victim to violence. Methods: A survey was conducted on 4th, 5th, and 6th graders from 2 elementary schools and 1st, 2nd, and 3rd year students from 3 middle schools (n=2,391). Data were analyzed using descriptive statistics and AMOS. Results: The mean scores of mental health and self-concept in the subjects were 4.5 and 184.9 respectively. The rate of poor mental health in students who had fallen victim to violence was more than twice as high as that in students who had never experienced it. The self-concept of students who experienced violence had a tendency to decline. Violence experience and self-concept accounted for 47.7%(43.0% for boys and 53.4% for girls) of the changes in mental health. The indirect mediating effects of self-concept were significant. Conclusion: Based on the findings, the following is suggested. Schools should offer a self-concept improvement program for students with a distorted self-concept caused by falling victim to violence. It could help such adolescents have a positive self image and improve their mental health.

• Journal of the Korea Computer Industry Society
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• v.4 no.4
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• pp.467-478
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• 2003

The purpose of this paper is to develop and to introduce the rubrics for performance assessment, which can measure elementary school upper graders' ability to use ICT, With a goal of improving their ability to use ICT, the students, who are in the fourth, fifth, six grades, received instructions on the basic skills and knowledge for using the computer during the extracurricular-activity session or the self-directed session after regular classes. In the study, the rubrics were developed on the basis of the 7th national curriculum, and defined respectively assessment criteria and attainment targets for the upper graders. The assessment criteria were set after the researcher determined the most basic and important skills and knowledge that the upper graders should have, and then compared them with the attainment criteria in the national curriculum. Accordingly, the application of the rubrics developed for this study is expected to lessen the burden of elementary school teachers when they implement performance assessment in their classrooms. Finally, using the rubrics, the study assessed elementary school students' ability to use the computer, and showed somewhat limiting but satisfactory results.