• The Journal of the Korea Contents Association
• /
• v.21 no.6
• /
• pp.725-732
• /
• 2021

This study compared and analyzed the affective areas between innovative elementary schools and ordinary elementary schools for the development of Bitgoeul Innovation School in Gwangju Metropolitan City. The subjects of analysis were 318 freshman who graduated from innovative elementary school and 435 freshman who graduated from ordinary elementary schools. Students' self-esteem, antisociality, anxiety, and stress were compared between innovative schools and ordinary schools, and multiple regression analysis was conducted using the correlation between variables with self-esteem as a dependent variable and the others as independent variables. The results of study were as follows: First, the correlation of affective variables of freshman who graduated from each of the two types of schools showed a similar tendency. Second, in both schools, as the independent variable antisociality, anxiety, and stress increased, the dependent variable self-esteem decreased. Third, the difference in affective factors between the freshman who graduated from Bitgoeul Innovative Elementary School and the freshman who graduated from ordinary elementary schools was analyzed, and the results showed that there was no significant statistical difference in all variables. Based on the results, a plan for the development of Bitgoeul Innovation schools was suggested.

• Journal of Gifted/Talented Education
• /
• v.22 no.4
• /
• pp.855-874
• /
• 2012

This research aimed to obtain basic data for elementary school students to form proper concepts by comparing the science gifted students and the ordinary students of elementary school with regard to the groundwater concept, formation process, existence forms, and movement. The research subjects were 65 fifth and sixth graders of the elementary school students and the spatial ability test was conducted on the subjects, and 4 science gifted students and 8 ordinary students chosen from the subjects were analyzed using half-structured interview data and ground water drawing drawn by the students. The conclusion derived in accordance with the research purpose is summarized as follows. It was found that there were no great differences in the answers to the question asking what groundwater is between the science gifted elementary school students with high spatial ability and the ordinary elementary school students with moderate spatial ability. The ordinary students with low spatial ability tended to regard groundwater as the concept of water and sewage. In the concept of the formation process of groundwater, the science gifted elementary school students with high spatial ability explained it by citing diverse surface water such as rainfall, river water, lake, and waterfall, and the ordinary elementary school students with moderate spatial ability all mentioned only rainfall and river water and could not explain diverse spatial factors. The ordinary elementary school students with low spatial ability mentioned rainfall and river water and perceived that groundwater was formed artificially. In the concept regarding the existence form of groundwater, the ordinary elementary school students with low spatial ability could not think of space perception that small pore space exists in earth or soil in the ground. The science gifted elementary school students with high spatial ability knew that groundwater exists in pore space with regarding groundwater movement, the ordinary elementary school students with low spatial ability thought that there was no groundwater movement and that it could be moved only by artificial facilities. There were differences in the perception of pore space and in the perception of existence and non-existence of groundwater movement accordingly, but for most of the elementary school students, the concept of groundwater was formed differently from the scientific concept. It is considered that most of the elementary school students formed erroneous concept about groundwater and could not connect ground water under the surface of the earth with the substances forming its surroundings with regard to the concept of groundwater.

• Archives of design research
• /
• v.19 no.4 s.66
• /
• pp.17-30
• /
• 2006

This study is for the size calculation of classroom based on the size of human body and teaching tools. The curriculum of Elementary school has been changed since 1960. It has been reflected on the size of classroom of elementary school. The new education curriculum-the 7th curriculum- demands various activities in classroom. And the Ministry of Education repealed the statute about the facilities of the schools on September in 1997. So we need to different size of unit space of the classroom in elementary school because the size of classroom will affect the quality of education. It is generally known that a part of human body-size has an invariable proportion with human's status, age and weight. In this study, regression analysis is used to find out a part of human body-size of Korean. Then the size of classroom is calculated by the part of human body-size, teaching tools and the type of desk arrangement.

• Korean Journal of Construction Engineering and Management
• /
• v.15 no.3
• /
• pp.58-65
• /
• 2014

This study aims to understand the environmental impact reduction of green buildings that are certified by Green standard for energy and environmental design(G-SEED). To ensure this end, this study assessed and compared the environmental impacts(global warning, ozone layer depletion, acidification, and eutrophication) of a G-SEED-certified elementary school building(green building) and an uncertified elementary school building(traditional building) using the life cycle assessment methodology. This study considered the environmental impacts from the material manufacturing, material transportation, on-site construction, and operation during 40 years. The comparison of the environmental impact intensity of two buildings showed that the green building generated much more environmental impacts than the traditional building. For example, the global warming potential of the green building was approximately 12.5% higher than of the traditional building since the global warming potential of the green building was 3.751 $t-CO_2eq./m^2$ while that of the traditional building was 3.282 $t-CO_2eq./m^2$. It signifies that the G-SEED doesn't guarantee the reduction of the environmental impacts in terms of four impact categories. Therefore, the G-SEED should be complemented and improved to achieve the environmental impact reduction.

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.129-134
• /
• 2006

본 논문에서는 정보과학영재교육을 위한 문제해결력 증진과 논리적 사고력 향상을 위해 미래 사회의 핵심이 될 로봇에 대한 초등학교 저학년용 교육 프로그램을 설계하여 값 비싼 교구 없이 일반학교와 영재교육의 심화과정 으로 사용할 수 있도록 하였다. 일반학교 3학년 학생을 대상으로 하여 1학기 분량으로 재량 수업시수 17차시 의 분량으로 학생들의 능동적인 참여를 유도하는 학습내용을 제시하였으며, 향후 연구방향을 제시하였다.

• School Mathematics
• /
• v.16 no.1
• /
• pp.181-199
• /
• 2014

This study set out to analyze and compare gifted elementary students and non-gifted students in emotional intelligence and creative nature. To understand the characteristics of the former, and provide assistance for career education for both groups. For this purpose, the three following research questions were set: First, what kind of difference is there in emotional intelligence between gifted elementary students and non-gifted students? Second, what kind of difference is there in creative nature between gifted elementary students and non-gifted students? Third, what is the connection between emotional intelligence and creative nature in gifted elementary students and non-gifted students? For this study, 102 students from the gifted class and 132 students from non-gifted classes were selected. In total 234 questionnaires were distributed, and the results were analyzed. The results of this study were as follows. First, as a result of the independent sample T-test, there were noticeable differences in giftedness. Gifted students scored significantly higher than non-gifted students in creative nature. Second, as a result of the independent sample T-test, there were noticeable differences in the creative nature of gifted and non-gifted students. Gifted students scored significantly higher than non-gifted students in creative nature. Third, by analyzing the results found for emotional intelligence and creative nature with Pearson's product-moment correlation, there was a positive correlation between both emotional intelligence and creative nature in both groups of results.

• Journal of Convergence for Information Technology
• /
• v.9 no.7
• /
• pp.114-121
• /
• 2019

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.

• The Journal of the Korea Contents Association
• /
• v.17 no.4
• /
• pp.561-568
• /
• 2017

The purpose of this study was to analyze effectiveness of Jeonnam Innovation School based on comparison of 'democratic school management,' 'curriculum,' 'learning community,' and 'satisfaction with education,' between general schools and innovation schools. For the study, a survey was conducted among 24 innovation schools and 24 general schools, with 912 students of the innovation schools, 913 students of the general schools, 99 teachers of the innovation schools, 99 teachers of the general schools, 101 parents of the innovation schools, and 103 parents of the general schools as respondents. In the result, innovation schools showed higher effectiveness than general schools, especially in the middle schools in comparison to the elementary schools. The difference in effectiveness between innovation schools and general schools was greatest in 'democratic changes of the school' and 'satisfaction with education' according to the responses from the teachers, students, and parents.

• The Journal of Korean Association of Computer Education
• /
• v.18 no.1
• /
• pp.99-108
• /
• 2015

In this paper, we build a primary school textbook corpus and a statistical analysis was performed with respect to the vocabulary found in elementary textbooks. also We performed the Spearman's correlation coefficient in order to explore whether similar elementary textbooks in general life used vocabulary. the result of this study shows that corpus building in the form of elementary school textbooks and actual examples. then numerically shown correlation of the elementary textbooks and general corpus.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.73-86
• /
• 2023

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.