• Journal of the Korean Applied Science and Technology
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• v.36 no.1
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• pp.312-323
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• 2019

This purpose of study was to influence of elementary school student's Judo gym training program on social development and life satisfaction. This study aims at providing fundamental data and information on Judo participants by studying what effects of training program characteristic on social development and life satisfaction. The survey was done through 300 copies and excluding 15 copies ran an analysis on the remaining 285(90%) copies. After question investigating the data which is collected used IBM SPSS statistics 21 and IBM AMOS 21 program, frequency analysis, Exploratory factor analysis and confirmatory factor analysis, convergent validity, discriminant validity, Cronbach's ${\alpha}$, correlation analysis, path analysis through Structural Equation Model(SEM), mediation effect analysis by Sobel test. The result of this study were as follows. First, elementary school student's Judo gym training program showed (+) effects on social development. Second, elementary school student's Judo gym training program had no effects on life satisfaction. Third, social development showed (+) effects on life satisfaction. Forth, social development showed complete mediation effect on elementary school student's Judo gym training program and life satisfaction.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.197-205
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• 2004

요즘 과학, 수학 교과 등은 기초 교육 강조는 물론 창의성 교육에까지 관심을 가지고 있다. 7차 교육과정의 등장과 사회의 변화 흐름을 통해 '창의성'이 강조되고 있고, 교육에서도 창의성 교육이 대두되고 있다. 그러나 우리나라의 컴퓨터 교육 현황을 살펴보면 창의성과는 거리가 멀 뿐만 아니라, 다른 교과를 배우는데 도움을 주는 교과로서의 역할만을 하고 있다. 또한 컴퓨터 활용 교육이 이루어짐에 따라 저학년에서 고학년까지 유사한 내용의 교육을 반복해서 받는 경우가 생기고, 특히 5, 6학년은 실과 시간과 재량 시간의 교육 내용이 서로 중복되어 교육 효율이 떨어지고 있다. 이에 본 연구에서는 교육의 기초를 다지는 시기인 초등학교에서부터 창의적인 컴퓨터 교육이 이루어질 수 있도록 하고자 하며 이를 위해 초등학교 수준에 맞는 프로그래밍 관련 교육을 살펴보고, 초등 컴퓨터 창의성 향상 교육을 뒷받침할 수 있는 프로그래밍 관련 교재 개발 방안을 제안한다.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.747-761
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• 2016

The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.321-337
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• 2015

The purpose of the present study is to examine elementary gifted students' perceptions on bias against creativity utilizing concept mapping approach. Twelve elementary gifted students participated in the group brainstorming and produced 55 final statements. Based on these statements, the multi-dimensional scale and hierarchial cluster analysis using dissimilarity matrix were performed. Average stress value was .30 which is appropriate for a two-dimensional concept mapping study. In addition, a questionnaire survey using likert 6 points scale was carried out targeting 132 elementary gifted students to analyze the degree of sympathy on their anti-creativity bias perception. The findings are as follow: First, four categories were concluded dividing gifted students' perceptions on bias against creativity from the hierarchial cluster analysis with X-Y coordinate matrix, these were 'Contradictory attitudes to creativity', 'Low evaluation for creativity', 'Forced to predetermined rules and ideas', and 'Aversion to new things'. Second, elementary gifted students were sympathetic to the order 'Forced to predetermined rules and ideas'(M=4.16), 'Aversion to new things'(M=3.68), 'Contradictory attitudes to creativity'(M=3.55) and 'Low evaluation for creativity'(M=3.30). This study aims to examine, analyze and categorize various relevant factors related to elementary gifted students' perceptions on bias against creativity. Implications of the study related to the present and future creative education were discussed in depth.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.189-197
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• 2010

This paper proposes elementary robot programming problems using the algorithmic thinking-based problem model with material factors in the elementary robot programming. And this paper proves the validity of developed robot programming problems in defining them as algorithmic thinking-based problems through experiments. The experimental results are analyzed in views of variety and effectiveness evaluation of answer algorithms and suitability of allocating degrees of difficulties to the developed robot programming problems. As a result of the experiment, we find that the developed problems has various answer algorithms and suitable degrees of difficulties for elementary school students.

• Communications of Mathematical Education
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• v.12
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• pp.1-19
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• 2001

유치원과 초등학교 1학년 아동은 그들의 발달특성과 학습의 효율성 측면을 고려할 때, 일상생활 경험과 놀이 활동 등을 이용한 활동중심 교육방법으로 상호 연계성있게 수학을 학습하는 것이 바람직하다. 이러한 필요성에서, 본 연구는 현행 교육과정 상에 제시된 수학교육의 성격과 목표, 내용, 교수방법, 평가 면에서 유치원과 초등학교 1학년 간에 얼마나 연계되어 있는 지를 분석해 보았다. 분석 결과, 유치원과 초등학교 1학년 수학 교육과정 간에는 수학교육의 방향 및 목표, 내용 영역, 교수학습 방법, 평가 면에서 대체로 높은 연계성을 보였다. 그러나 교과 편제나 명칭, 세부적인 내용 구성에서 차이가 있었으므로 이를 해결하기 위한 교육과정 상에서의 연계 실천 방안을 제시해 보았다. 그리고 실제 수학 교육 활동측면에서의 실천 방안으로서 활동중심 교수학습 자료의 개발, 수학 영역 설치를 통한 개별화 교육의 실천, 가정과의 협력 방안 등을 제시해 보았다.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.269-274
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• 2008

초등 음악에서 전통 국악이 차지하는 비중이 점차 커지고 있다. 하지만 정간보라는 대표적인 국악보가 있지만 제재곡의 대부분을 서양 악보인 오선보로 표기하고 있다. 제7차교육과정에서 단소 연주를 위한 한글 율명의 가로 정간보를 도입하였지만 오션보로 표기된 제재곡과는 별개로 등장하여 연관성이 부족하다. XML은 고정되지 않은 마크업 언어이며 확장성이 높고 재사용하기가 쉬운 보편적인 포맷으로 차세대 인터넷 표준 언어라고 불린다. 이에 본 논문에서는 단순히 그래픽 형식의 오선보와 정간보를 동시에 제시하는 것이 아니라 초등 국악보의 공통된 정보를 찾아내어 연관성을 제시하고 XML을 이용하여 표준화된 초등 국악보 정보를 제공하고 플래시 스크립트를 활용하여 웹으로 표현하는 시스템을 설계하고자 한다. 이런 표준화된 정보로 국악교육에서 오선보와 정간보가 일관성 있게 사용이 될 것을 기대하며 나아가 동일한 표준정보를 활용하여 세로 한자 정간보의 표현 등으로 확장될 것을 기대한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.685-695
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• 2016

This study suggests different improvement practices of adolescents' multicultural acceptability to compare the factors influencing multicultural acceptability with elementary and middle school students. The data used in this study come from the Korean Child and Youth Panel Study(KCYPS) of the National Youth Policy Institute(NYPI) comprising 4,092 responses from 5th grade elementary school students and 4th grade(middle school 2nd grade) of elementary school students. The study data were subjected to hierarchical regression analysis to give the following findings. First, Levels of Multicultural Acceptability were significantly different. Second, factors influencing multicultural acceptability for elementary school students and middle school students were different. Common factors were mother's education level, life's satisfaction, peer relationship, teacher relationship, and spirit of community. Factors for elementary school students's multicultural acceptability were subjective academic achievement, community awareness, experiences of cultural activity, and overseas visiting experiences. The factor for middle school students's multicultural acceptability was family/group travel experiences. Our findings highlight the importance of programs and education that are suitable for children's developmental level. Such peer group programs need to be offered for middle school students to achieve spirit of community and educational group program and various extracurricular activities to achieve community awareness and develop a spirit of community for elementary school students.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.