• Journal of the Korean Institute of Educational Facilities
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• v.8 no.1
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• pp.5-14
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• 2001

The purpose of this study is to clarify the block type of school buildings based on present conditions, by picking up elementary school buildings of Chungbuk Province in Korea. The summary of the block types can be given below. 1) Elementary school buildings(495) in Chungbuk Province are almost built in an average block of 1.7school(290). 2) The block types of school buildings are classified with "-", "ㄱ", "ㄷ", and parallel type. There are many "-" types over and parallel types in the second place of them. 3) The "-" block types are uniformly distributed with 166 elementary schools, below 6 classroom, 7through 24classrooms, beyond 25 classrooms. The "ㄱ" block types are 8 schools, and built as the wing of "-" block type in a limited space. The parallel types are classified with 2 3 lines according to the numbers of paralleled school buildings. The 2 parallel types are firstly represented with more than 95 classrooms, and 5 schools of "ㄷ" types, built as the wing of 2 parallel types, are only represented over 25 classrooms. The 3 parallel types are only 16 schools of all. They are uniformly seen in old and new school buildings.

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.6
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• pp.1167-1178
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• 2001

본 연구의 목적은 최근 미국 내에서 교육 개혁의 한 방편으로 공립학교 학생들에게 교복을 착용하도록 하는 도시가 증가함에 따라 교복 정책에 대한 여론은 찬반론이 교차하고 있고, 이를 뒷받침 할 연구는 부족하여 교복 착용에 관련된 요인들간의 관계를 알아보아 교육정책에 제안하기 위하여 시도되었다. 연구 대상자는 미국 미네소타 주, 도심 지역의 세 남녀 공학 고등학교를 대상으로 조사되었다. 세 고등학교는 학교 의복 착용에 대한 서로 다른 규율을 갖고 있었다. School R은 학교에서 지정한 교복만을 착용 해야 하는 규율을 갖고 있고 School F는 학생들에게 학교가 선정한 색상에 일치하는 의복을 통학복 으로 입을 수 있도록 한 매우 유동적인 교복 정책을 갖고 있었다. School N은 특정한 학교 교복은 없고 학생들에게 통학복 착용에 대한 규율은 있었다. 세 학교의 학부모, 교사, 학생을 대상으로 한 연구 결과는 부모, 교사는 교복 착용이 학생들의 행동에 영향을 미칠 것이라고 인지한 반면 학생들은 전체적으로 그렇지 않다는 태도를 보였다. 학생들에게 선호도가 높은 교복은 School F의 교복처럼 통학복에 색상 제한을 하는 약간은 자유로운 형태로 나타났으며 해당 학교 학생들의 교복에 대한 만족도 또한 높게 나타났다. 교복을 입지 않는 School N의 학부모들은 학생들 통학복에 대한 지출이 다른 두 학교 부모 보다 많은 것으로 나타났다. 또한 교복을 착용한 경험이 오래된 학생일수록 교복 착용에 더 긍정적인 관점을 보인 것으로 보아 미국 내에서의 교복 정책은 초등학교부터 실시하는 것이 바람직한 것으로 받아 들여 진다.

• Animal Systematics, Evolution and Diversity
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• v.10 no.1
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• pp.97-123
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• 1994

The author devided th period of 1876-1945 into three epochs ; the Opening of Ports in 1876 -before the Political Reform in 1894 , the Political Reform- the Japanese annexation of Korea in 1910 , and the Epoch of Japanese Colony during 1910-1945. As civilization through including educational reform rised. The modern school system began to be introduced nongovernmentally and governmentally to Korea in the 1880's without any school laws. Were chronologycally established school regulation by Korea Government in 1895-1893, school laws by Korean Government under the supervision of the Japanese Residency-General of Korea in 1906-1910, and the educational laws of Korea by the Japanese Government-General of Korea in 1911-1943. In these epochs, the numbers of elementary , secondary and higher educational institutions and the numbers of pupils and students had increased slowly. Japanese had developed sonwhat primary education and secondary technical education, but it had checked extremely the Korean peoples to receive secondary liberal education and higher education, On the epoch of Japanese colony, Japanese occupied nearly half of elementary school teachers, almost of public secondary school teachers educated in Japan, and nearly all of professor educated in Japan in public and national colleges which were technical, and in one imperial university . Forty or more Korean teachers taught natural history chief at private secondary schools for Koreans , more than half of them being graduates of colleges of agriculture and forestry in Korea and Japan. The author mentioned curricula , and subjects and textbooks connected with biology of elementary, secondary and higher educational institutions. The pup8ls and students received biological knowledge through learning sciences at primary schools ; natural history (plants, animals and minerals ) at secondary schools including normal schools ; botany, zoology, genetics and major subjects related with biology such as anatomy, physiology, bacteriology, pland breeding at medical colleges and colleges of agriculture and forestry. There were no departments of biology , botany or zoology in Korea. Only seven Koreas graduated from departments of biology, botany or zoology at imperial universities in Japan. Some of them played the leading parts to develop education and researches of biology in the universities after 1945 Liberation.

• Clinical and Experimental Pediatrics
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• v.51 no.5
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• pp.518-522
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• 2008

Purpose : The purpose of this study was to investigate the prevalence of enuresis in association with voiding habits and socioeconomic status in elementary school children. Methods : A dynamic survey was done of 1,514 students from two elementary schools in Suwon, Korea in December 2006. Data regarding gender, age, height and weight, voiding habits, and monthly family incomes were gathered and analyzed to discover any correlation with the incidence of enuresis. The percentile value of height or weight was extrapolated from the standard population curve. Results : Among 1,514 children, 1,063 (70.2%) answered and returned the questionnaires. Overall, the prevalence of enuresis was 8.7% and there was no difference between the public (8.8%) and private school (8.7%). The family incomes of the students from the two schools differed greatly from each other, but there was no difference in the prevalence of enuresis between the two schools. Children with a habit of void-holding showed a higher prevalence of enuresis. No significant correlation was found between the prevalence of enuresis and the height and weight percentile of children. Experience with hospital visits was low among enuretic children (20.8%), suggesting that Korean parents tend to neglect treatment of enuresis for their children. The prevalence of enuresis decreased by 2.0% each year, as school children aged. Conclusion : The overall prevalence of enuresis among elementary school children in Suwon district was 8.7%. The 12.1% prevalence of enuresis at the seven years came down gradually, to be nil at the age of 13. Infrequent urination or void-holding was assumed to be one of the important factors causing enuresis in elementary school children.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.1
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• pp.5-14
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• 2002

This study extracts the plan that is suitable to open education through the assessment and analysis of the open education environment. For this, the questionnaire survey of teachers at the elementary school in Kyengsang-bukdo was used. The results of this study can be summarized as follows; 1) In the estimation of satisfaction on the classroom environment for open education, although the score of "Comfortableness" is high, the scores of "Variety", "Convenience", and "Silence" are low in satisfaction. 2) The image on the classroom environment is highly regarded in general in "Stability", "Nobleness" and "Activity". However, it is necessary to devise some methods to improve the image on "Stability", when removing the wall between classrooms and corridors. 3) To improve the satisfaction and image associated with classroom environment, it is important to maintain suitable size of school and density of classroom. 4) The factors of satisfaction and those of image are correlated each other. Thus, to enhance the total image on the open class, it is necessary to improve the whole classroom environment.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.430-445
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• 2022

The purpose of this study was to explore the learning effects in elementary school students who participated in a geological field trip conducted under the theme 'minerals and rocks', focusing on novelty space. A total of 10 sixth-grade students participated in this program held at a public elementary school in Seoul as part of after-school club activities. Students observed mineral and rock samples in a classroom and outdoor learning environment. The authors collected activity papers (texts, drawing), researchers' participation notes, video and audio recordings containing the study participants' activities, and post-interview data To analyze the learning effects in the cognitive domain of students, the observation analysis framework for rock classification of Remmen and Frøyland (2020) and the rock description analysis framework of Oh (2020) were used. Additionally, to explore the learning effects of psychological and geographic areas, students' drawings, texts, discourses, and interview data were inductively analyzed. The results showed that the students demonstrated 'everyday' and 'transitional' observations in the classroom learning environment, while in the outdoor learning environment (school playground, community-based activities), they demonstrated 'transitional' and 'scientific' observations. Moreover, as the scientific observation stage progressed, more types of descriptive words for rocks were used. In terms of psychological and geographic aspects, students showed their selection of places to explore familiar outdoor learning environments, positive perceptions of outdoor learning, and aesthetic appreciation. Finally, this study not only discussed novelty space as a tool for analyzing students' learning effects but also suggested the need for an academic approach considering new learning environments, such as learning through virtual field trips.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.1
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• pp.24-39
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• 2022

This study was conducted to provide implications so that teachers' voices are heard in the social consensus for future schools by exploring teachers' needs for future school spaces. A qualitative study was performed to listen to teachers' voices directly, and 10 teachers from "A" Elementary School (tentative name) participated in the study. The study 1) recognized the emergence of learning that transcends time and space, and emphasized the importance of an ICT-based informatization environment that can support such learning, 2) confirmed the characteristics of futuristic school spaces centered on "tradition" and "technology," 3) recognized the importance of learning community spaces, 4) emphasized "variable" classrooms for flexible teaching and learning activities, and 5) confirmed the need to introduce eco-friendly elements and provide support for those who may be vulnerable in high-tech learning environments. Finally, the study concluded that teachers need systematic education and experiences that contain sufficient important discourses related to future schools such as "eco-friendliness" and "connection with local communities".