• Journal of the Korean Magnetics Society
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• v.19 no.2
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• pp.74-79
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• 2009

We have investigated the magnetic education in elementary science of Korea. Text books and other related materials are analysed. Students learn playing with magnets in third grade and learn making electromagnets in sixth grade. Arrangement of topics are in accord with the historical development of electromagnetism in physics although the order is not well suited to other field of science. Teacher's guide books need to be developed to consider various environments in school such as city and country, and rich and poor town. Several details in the science textbook are pointed out for better education. Overall course looks sound.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.245-259
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• 2011

In this study, the instrument of mathematical creative problem solving ability test were considered the differences between Korean and American sixth grade students in mathematical creativity ability and mathematical thinking ability. The instrument consists of 9 items. The participants for the study were 212 Korean and 148 American students. SPSS were carried out to verify the validities and reliability. Reliabilities(Cronbach ${\alpha}$) in mathematical creativity ability is 0.9047 and in mathematical thinking ability is 0.9299 which were satisfied internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPS based on Rasch's 1-parameter item response model. The results of this study can serve as a foundation for understanding the Korean and American students differences in mathematical creativity ability and mathematical thinking ability. Especially we get the some informations on mathematical creativity ability for American's fifth grade to seventh grade students.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.847-857
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• 2021

Recently, domestic schools are increasingly interested in environmental education related to COVID-19 and the severe climate crisis, as well as artificial intelligence education related to the 4th industrial revolution that is rapidly approaching us. In particular, AI education is highly likely to be applied to 5th to 6th graders of elementary school, so measures related to connection with 1st to 4th graders are needed. There are many students who are not proficient in computers in the lower grades of elementary school, so there may be many restrictions in using the currently used teaching aids. Therefore, this study tried to develop an artificial intelligence education program for the lower grades of elementary school to secure the linkage of artificial intelligence education. The theme of the program was developed based on the topic of environmental education, which has recently increased in interest. As for the educational method, considering the developmental stage of the lower grades of elementary school, the STEAM education method was used, which was fused with various subjects and unplugged using play and games without a computer. of the program. For validity verification, Lawshe (1975)'s content validity ratio (CVR) calculation formula was used. The verification results were analyzed to be suitable for the purpose of development of all programs. In the future, it is necessary to measure the degree of effectiveness by applying the program proposed in this study to the lower grades of elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.267-282
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• 2022

This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

• School Mathematics
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• v.18 no.2
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• pp.425-440
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• 2016

Concept images play an important role in the acquisition of mathematical concept. However, sometimes concept images are derivatives of student's misconceptions. In addition, students always learn concept images despite teachers' efforts to teach concept definitions. Therefore, teachers need to know about all the concept images of a particular concept. This study aimed to analyze the concept image that students have about the triangle when they have already learned about the triangle in school. It was found that some students have different concept images about the triangle between Semo. Moreover, many students have misconceptions about vertices, sides, and angles. In particular, students think Gak denotes a side, although it means angle. Based on these results, I suggest that the curriculum and textbook require improvement.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.71-94
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• 2024

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.167-183
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• 2012

In this paper I analyzed mathematics textbooks of elementary school in 1st curriculum. I found that they used the natural closed items and children's play. And they also delayed the introduction of the symbol and letters. Finally they had the system to practice what students learned repeatedly.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.61-80
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• 2007

Korea and Japan are close countries having a mutual influence on history and have similar cultural and educational circumstances. The purpose of this study was to compare and analyze the textbooks for elementary school mathematics between Korea and Japan. First, it established the theoretical backgrounds through the precedent research comparing the mathematic textbooks between South Korea and North Korea, Korea and India, Yanbian in China, Japan( Fraction part in numeral field. The Plane Figures). Next, it compared and analyzed two countries'(Korea and Japan) textbooks regarding the structural system and concept of units on the basis of the theoretical research. And it included more specific and detail contents in comparison of Korean with Japanese mathematic textbooks focused on the 5, 6th grade.