• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.397-400
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• 2009

본 연구는 국가교육과정에서 문자 교육 입문기인 초등학교 1학년을 대상으로 하여 글자크기와 성별에 따른 가독성 차이를 알아보기 위한 연구로서 초등학교 1학년 학생에게 교과서 본문에 쓰이는 글자 크기는 실제 학습에 있어 가독성에 유의미한지 초등학교 1학년 학생들은 성별에 따라 본문 읽기는 어떤 다른 가독성 효과를 보이는지에 대하여 살펴보았다. 본 논문 주제에 대한 접근방법으로 먼저, 가독성의 개념, 가독성에 영향을 미치는 요소, 가독성 측정방법에 대한 고찰과 함께 초등학교 1학년 교과서 본문 글자 크기와 성별에 따라 가독성이 어떻게 달라지는지에 대하여 실험을 통하여 검증하였다. 초등학교 1학년 대상으로 글자 크기에 따른 가독성 차이를 살펴봄으로써 현행 교과서의 체제 개선에 필요한 기초 자료를 마련하고 성별에 따라 가독성 효과가 어떻게 차이가 나는지 살펴봄으로써 성별에 따른 남녀의 언어 발달 차이에 대한 이해와 성별에 따른 읽기 지도 전략에 시사점을 제공하고자 한다.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.129-136
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• 2024

The research purpose was to examine the effects of mothers parenting efficacy on children's school adjustment in the first grade of elementary, using young children's external problem behaviors and school readiness as the mediating variables. KICCE panel data were analyzed utilizing SPSS and Process macro. As results, young children's externalized problem behaviors and school readiness were found to have partial mediating effects in the relationship between mothers' parenting efficacy and school adjustment. In addition, the complete double mediating effect by externalized problem behaviors and school readiness was proved.

• Review of Korea Contents Association
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• v.1 no.2
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• pp.36-49
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• 2003

국민의 정부에서는 2000년 대통령 신년사에서 '세계에서 컴퓨터를 가장 잘 쓰는 국민'으로 육성하겠다는 의지를 표명함으로써 학교 현장에 본격적인 정보통신 기술 교육이 도입되게 되었다. 따라서 초등학교 1학년부터 고등학교까지 모든 학교급에서 정보통신기술 교육을 시행하는 시책을 2000년 2월 11일에 발표하였다. 이 시책은 21세기 지식 정보 사회의 생애 기술로 정착된 컴퓨터를 조기에 학교 교육을 통하여 체계적으로 교육하기 위하여 초등학교부터 고등학교까지 배워야 할 최소한의 정보 통신 기술 교육의 목표와 수준을 선정, 제시하기로 하는 한편, 현재 부분적, 선택적으로 실시되고 있는 컴퓨터교육을 2001학년도부터 단계적으로 모든 학년에서 시행하기로 한 것이다. (중략)

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• School Mathematics
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• v.15 no.4
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• pp.683-699
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• 2013

At the point when textbooks based on storytelling have been used in math classes for elementary first and second grades, this research analyzed any changes in perspectives of in-service teachers towards storytelling education, to promote further application for teaching and learning math by storytelling in the future. 30 in service teachers who have used math textbooks based on storytelling were surveyed in March and in July, 2013. For the better understanding of the survey results, four of the subjects were selected and interviewed. Consequently, teachers' perspectives towards the appropriateness and efficiency of the storytelling education did not change significantly. It also suggested that the most suitable area for storytelling is measurement, the least suitable area is geometry, and storytelling by real-life applications is effective in teaching elementary math.

• 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.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.45-60
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• 2004

수학텍스트의 한 부분인 식은 일상 언어, 시각적 표현, 상징 등의 여러 기호와 함께 학생들에게 다양한 수학을 경험을 제공한다. 그러나 이러한 수학텍스트의 다양성은 수학시험 채점시 4+3인가, 4+3=7인가 혹은 부분점수를 줄 것인가의 이슈로서 변질되어 등장한다. 따라서 본 연구에서는 초등학교에서 다루는 식의 의미, 초등학교 아동에게 지도되는 식의 형태, 초등학교 1학년 아동의 식에 대한 이해, 초등학교 교사들의 식에 대한 이해 형태를 서울시 소재 한 초등학교의 1학년 담임교사 9명과 1학년 1 개 학급에 속한 아동과의 면담 및 설문 조사를 통하여 알아보았다. 아울러 제언에서는 수학텍스트의 한 부분인 식의 실제 교육현장에서 어떻게 반영되고 있는가에 대한 탐색을 통하여 식의 의미를 올바르게 전하기 위한 지도 방법, 교사 인식에 대한 방향을 제시하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.93-117
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• 2019

Considering precedent studies in which research subjects are mainly confined to secondary school students or higher grade students of elementary schools, we can notice that there has been implicit agreement that instruction of mathematical modeling is quite difficult to lower grade students of elementary schools. Compared to this tendency, this study aims to examine the possibility of instruction of mathematical modeling for all of school ages, and more specifically, the applicability of mathematical modeling tasks to lower graders. To do this, we developed a mathematical modeling task proper to cognitive characteristics of lower graders and applied this task to the second graders. Based on the research results by lesson observation and the teacher's reflection, some didactical suggestions were induced for teaching the lower grade elementary school students mathematical modeling.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.389-399
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• 1999

The purpose of this study was to identify children's mental models of the free-fall objects. This study examined children's prediction and observation about the free-fall of objects. The experimental procedure involved conducting interviews with first-, third-, fifth-, and seventh grade students. The interview had three phases: Prediction, explanation, and observation. During the prediction phase, the object pairs which varied on the dimensions of size, weight, shape, color were presented to students. The students were asked to predict what would happen if the objects were dropped simultaneously. During the explanation phase, the students were asked to explain how they arrived at their answers. During the observation phase, the students observed the free-fall of the object pairs and were asked to describe what they saw. The results showed as follows. (1) Fifth-and seventh grade students made more correct predictions than first- and third grade students. (2) The conflict problems, object pairs involving the dimensions of size and weight, were the most difficult for students to accurately predict. (3) With regard to observations, there was a non-significant effect of grade, indicating equivalence in the number of correct observations made by first-, third-, fifth-, and seventh graders. (4) The conflict problems were the most difficult for students to correctly observe. (5) First- and third grade students showed a significant difference between prediction and observation about the free-fall of objects. However. no difference was found in the fifth- and seventh grade students.

• Journal of dental hygiene science
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• v.11 no.6
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• pp.521-526
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• 2011

The purpose of this study was to evaluate the long term effect of school-based oral health program on decrease of dental caries among elementary school children. The subjects of this study were total 727 students of one elementary school in Deagu, Korea. They had received school-based oral health programs for more than one year since 2004. This school-based oral health program included regular oral examination, fluoride mouth-rinsing, pit-and-fissure sealing, APF gel application, tooth brushing instruction and take the xylitol tablet after lunch during school days. The subjects' oral health status were examined by two calibrated dentists every year from 2004 to 2009. The DMFS index of $1^{st}$ grade to $6^{th}$ grade experimental and control group was 0.07, 0.39, 0.55, 0.67, 0.81, 1.79 and 0.31, 0.86, 1.07, 1.04, 2.71, 3.08 respectively. It's significantly different in $5^{th}$ grade(p<0.001) and $6^{th}$ grade(p=0.018) when it compare with control group. This study partially showed effect of school-based oral health programs on decrements of dental caries. This program should be expanded widely among elementary school in Korea. Xylitol tablet also recommended to included in school-based oral health programs.