• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.219-221
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• 2022

초등학교 인공지능(Artificial Intelligence, AI) 교육은 학교급별 특성과 수준을 고려하여 놀이 및 체험 활동 중심으로 계획되고 있다. 그러나 교육 현장의 수요 및 AI 리터러시 연구에서 AI 개념의 지도 필요성이 제시되고 있다. 초등학생에게 어렵고 생소한 AI 개념을 교육하기 위해 학습자의 발달 특성을 고려한 교수학습 전략이 필요하다. 선행조직자는 개념 지도 시 학습자의 인지적 부하를 줄일 수 있는 효과적인 교수학습 전략 중 하나로 이미 초등학생을 위한 인공지능 교재에 널리 사용되고 있다. 그러나 교재 분석 결과 선행조직자는 학생별 경험과 양육환경의 차이로 인해 선행조직자로서 기능하지 못할 가능성이 있다. 이를 해결하기 위해 본 연구는 초등학교에 널리 활용될 수 있는 선행조직자를 초등 교육과정에서 추출하여 AI 교육 프로그램을 개발하였다. 본 프로그램은 초등학교 5~6학년 AI 교육 내용 기준에서 AI 개념 요소를 추출하여 초등학교 1~4학년 교과 교육과정에서 선행조직자를 선정하였고 4차시의 교육 프로그램을 개발하였다. 본 연구를 통해 개발된 프로그램이 초등학생의 효과적인 AI 개념을 학습과 AI 리터러시 향상에 도움이 될 것으로 기대된다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.263-285
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• 2010

It is necessary to accumulate the studies on the practical learning and teaching for the Mathematical talent education in elementary school. In this study, I set the 4th grade children mathematically gifted in elementary school to pose the various number calculating formulars, 4 4 4 4 = 0, 1, 2,$\cdots$10, by using to +, -, ${\times}$, $\div$, ( ). And I analysed their products. In 2007, I gave the same task to 5th graders and got a significant result. To expand the target of my study, I used the same investigating method for children of different graders. As a result, I conclude that math brains in 4th grade also can create various many number calculating formulas. I find that children pose to various many calaulating formulars becoming 0, 1, 8, 4 in order whereas they pose to a little calaulating formulars becoming 10, 6, 5, 9 orderly. Most errors are due to the order of calculation or confusion about parenthesis. This study contributes to test methods and text development for math brains in elementary school.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.443-456
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• 2022

This study explores the possibility and development plan for science career education in the lower grades of elementary school. Accordingly, science career education programs were developed and applied. We investigated changes in perception and interest in science before and after the programs, and analyzed surveys, research journals, student worksheets, and interview records. Science career education programs for lower-grade elementary school students have a positive effect on the perception of scientists and science. Moreover, they influence students' interest in science. Lastly, students' perception of this program was positive and gave high marks to all parameters such as interest, participation, and understanding of the program.

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

• Journal of Digital Convergence
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• v.14 no.5
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• pp.359-368
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• 2016

This study was to examine the factors that affect the oral health knowledge of elementary school students. This study surveyed a comparative study of the students and guardians' oral health knowledge among the elementary schools operating or not operating school dental clinic program in Jeollanamdo. The subjects were 178 elementary school students and guardian, structured questionnaires were performed during the period from May 2 to May 26, 2014. As a result, non-operated school dental clinic program had a negative effect on Oral health knowledge of students, but it was not significant. The factors associated with student's oral health knowledge turned out to be oral heath education experience of guardian, oral health education participation of student, self-reported oral health of student. In conclusion, student's oral health knowledge was influenced by student's and guardian's oral health-related behaviors, oral health status of student.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.521-528
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• 2017

The purpose of this study is to find the mediative effects of students' relationship with parents or teachers in the effective path of school violence experience on depression, and to find out the path difference between elementary and middle school students. We used 1,385 students' data collected from the Korean Youth General Survey, and analyzed by multiple group analysis of structural equation. The results showed that elementary school students' relationship with parents or teachers did not play a mediative role. But the middle school students' relationship with parents or teachers play a negative mediative role. It means that if students were damaged by school violence, elementary school students' parents and teachers did not play a specific role but middle school students' parents and teachers caused more depression. Based on these results, some implications for parents and teachers about school violence and depression were suggested.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.259-262
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• 2010

지식경제부에서는 학교교육의 다양성 확대를 지원하고 체계적인 로봇교육 방안을 마련하고자, 초등학교 68개교를 대상으로 교구로봇과 교사 연수 등 교사의 로봇활용 지원체제를 구축한 후 교구로봇 시범교육사업을 실시하였다. 따라서 본 논문에서는 초등 방과후학교의 교구로봇 시범교육사업에 대한 현황을 분석하여, 향후 교구로봇 확대사업에 대한 기초 자료 분석결과를 제공하고자 한다. 이를 위하여 시범교육사업 대상학교의 교육 개설 현황, 교구 및 교재 이용, 교 강사 현황과 학생만족도 등을 조사하였다. 그 결과 대부분의 초등학교에서 학생들의 창의력 향상, 로봇에 대한 관심 증대 등의 효과가 있는 것으로 나타났으며, 적극적으로 수업에 참여하고 높은 집중 정도를 나타내는 것으로 분석되었다. 하지만 교재, 교구에 대한 개선 요구사항이 많은 것으로 나타나 학생들의 수준에 맞는 적절한 교재와 학생들의 다양한 활동을 이끌어 낼 수 있는 교구의 구성이 뒷받침 되어야 할 것으로 보인다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.627-634
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• 2017

The purpose of this study was to investigate the effects of elementary school students' stress and social support on smartphone addiction and school adjustment. Our hypothesis is that stress and social support of elementary school students affects smartphone addiction and school adjustment. In addition, the study model assumes that stress and social support of elementary school students were mediated by the effects of smartphone addiction. Analysis results found that elementary school students' stress affects smartphone addiction and school life adaptation, and social support influences school life adaptation. Elementary students' smartphone addiction has little influence on school life adjustment. Stress in elementary school students has a strong influence on smartphone addiction, social support, and adaptation to school life. In other words, higher stress levels results in higher frequency of use of smartphones, which may directly affect smartphone addiction and the ability to adapt to school life. The effects of stress and social support of elementary school students on school life adaptation and smartphone addiction were ultimately indirect. Based on the research results, this study suggests policy implications for elementary school students' addiction to smartphone and ability to adapt to school life.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.89-108
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• 2020

Since arithmetic is the foundation of school mathematics, it needs to be taught meaningfully in the direction of improving arithmetical thinking levels of students beyond the fluency of computing skills. Therefore, in this study, the arithmetical thinking levels of 100 students in 5th grade were analyzed by applying the arithmetical thinking level test. As a result, 82 students were at 1st level and 15 students were at 2nd level of the arithmetical thinking. I analyzed the characteristics of arithmetical thinking and types of errors and misconceptions made by the students, and derived some didactical implications for arithmetic education in elementary school mathematics.