• The Korean Journal of Elementary Counseling
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• v.11 no.3
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• pp.371-390
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• 2012

This study examined the reliability and validity of the Korean short version of the Big-Five Questionnaire for children, a instrument designed to measure Big-Five personality domains of elementary school students. The short Big-Five Questionnaire for children was composed of 15 items based on exploratory factor analyses on th data from 5th and 6th grade elementary school students(N=278). Confirmatory factor analyses revealed evidence of structural validity of the Korean short version BFQ-C. The correlations of K-BFQC-SF with the criteria of depression, academic achievement, career maturity were assessed to verify criterion-related validity. The correlation coefficients were correspondent to the results of previous studies. This study is meaningful in that it is sufficient to assess five factor personality domains in school settings.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.71-81
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• 2017

This study is to explore the relationship among self assertiveness, self efficacy, school adaptation and related factors. Data collection from July 11, 2015 July 20 were enrolled in two elementary school. The questionnaire was filled out by 905 elementary students from 3rd to 6th grade in cities of Busan and Ulsan. Self assertiveness for the elementary students was positively correlated with self efficacy and school adaptation. Also, self efficacy was positively correlated with school adaptation of elementary student. Among the general characteristics, factors affecting school adaptation were student-teacher's relationship, school grade, gender, friendship, confidence, self-control, preferred task difficulty, body language and contents of expression significantly accounted for 57.5%. The most significant factor influencing school adaptation was confidence.

• Communications of Mathematical Education
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• v.5
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• pp.49-70
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• 1997

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.1-19
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• 2003

The purpose of this study is to investigate the self-efficacy of gifted students in the area of sciences. For this purpose, The Self-efficacy Beliefs Inventory was administered to 220 5th and 6th gifted students and high achievers. The research findings were as follows; First, there was no statistically significant difference in the general, academic, self regulated learning, and others’ expectation self-efficacy beliefs between gifted students and high achievers as well as among groups of gifted students. Second, the gifted students in mathematics were higher than other groups in the mathematics self-efficacy beliefs. Third, the high achievers were higher than other groups in the language art self-efficacy beliefs. Fourth, the gifted students in mathematics were higher than other groups in mathematics self-efficacy beliefs. Fifth, the gifted students in science were higher than other groups in science self-efficacy beliefs. Sixth, the gifted students in IT were higher than other groups in computer self-efficacy beliefs. Seventh, the gifted students in IT were lower than other groups in social self-efficacy beliefs.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.147-154
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• 2020

The purpose of this study was to analyze epistemological beliefs in science as perceived by elementary school students and to examine the purpose of science, the nature of scientific knowledge, the source of scientific knowledge, and the role of experimentation. The subjects of this study were 99 elementary school students. As a tool for examining epistemological beliefs in science, we used adapted questionnaires comprising elements constituting epistemological beliefs, as proposed by Elder (1999). The results of the analysis are as follows: First, in terms of the purpose of science, sixth graders had the most modern beliefs compared to other grades. Second, a statistical significance was found between fourth graders and students in other grades based on the analysis of the nature of scientific knowledge. Third, there was no significant difference in each grade's beliefs concerning the source of scientific knowledge or the role of the experiment.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.155-158
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• 2012

본 논문에서는 초등학교 정규교육과정에서 다루고 있는 로봇교육으로서 2011년 고시 초등학교 교육과정의 실과 교육과정 5-6학년의 (생활과 전기, 전자) 단원에서의 로봇교육과 교사 로봇 연구대회에서 발표한 로봇교육 지도안의 몇 가지 사례들을 살펴보고, 초등학교 교육과정에서 로봇교육이 어떠한 가치를 지니고, 어떠한 방향으로 이루어져야 하는지에 대한 프레임을 제공하는 것을 목적으로 한다. 위에서 언급한 사례들은 로봇의 작동 원리와 센서 등 공학적 측면을 강조하고 있다. 하지만 이것은 로봇교육이 지니는 다양한 장점 중 극히 일부분에 지나지 않는다. 주어진 매뉴얼을 통하여 수행되는 최소한의 공학적 이해 수준을 가리키는 것을 넘어 문제해결 및 알고리즘을 수행할 수 있는 물리적 객체로서의 인식의 전환이 필요하다. 또한 로봇이 정규교육과정 속에서 수행되기 어려운 한계점을 제시하고 이를 극복하기 위한 방안을 모색해보고자 한다.

• Culinary science and hospitality research
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• v.18 no.3
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• pp.266-285
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• 2012

This study was conducted to investigate the dietary habits and nutritional knowledge of 5th and 6th graders and the teachers' perception of dietary life education at the elementary schools in Chuncheon area. The children who had breakfast and supper everyday accounted for 54.1% and 80.3% each. Children consumed 'breads or confectioneries'(42.6%) and 'fruits or juices'(39.3) as snacks. Only 57.4% of the children had balanced diet. Only 59% of the children answered correctly at the nutritional knowledge test, and only 75% had good dietary behaviors. About 78% of the teachers had the experiences of dietary life education, and they taught it in class(38.9%) or at school lunchtime(35.2%). The teachers answered that the major nutrition problems of elementary students were bad eating habits(37.7%) and too much ingestion of fast or instant foods(36.2%). They also answered that dietary life education was necessary(79.7%) and should be started more earlier(87.0%). Ironically, about 49% of the teachers answered that dietary life education should be taught by dietitians even if the teacher who spent most of the time with their students is the best person for dietary life education at school. It should be done in children's daily life, especially for elementary school students. Therefore, teachers should recognize the importance and the specialty of dietary life education at the elementary schools.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.61-72
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• 2004

본 연구는 예비 초등학교 교사들이 수학과에서의 ICT활용 교육을 이해하고 수업설계 부분을 강화한 ICT활용 교수 ${\cdot}$ 학습 과정안을 개발하는 능력을 키우기 위한 목적을 지닌다. 구체적으로, 예비 초등학교 교사들의 필수과목인 초등수학교육방법에 관한 강좌에서 수학과 수업 모형을 공부하고 ICT의 적극적인 활용 사례를 분석하며 기존의 과정안에 관한 비평 능력을 바탕으로 한 학기 프로젝트로써 초등수학 5학년과 6학년의 과정안을 개발한 사례를 논의한다. 교육과정 운영 및 과정안 개발 측면, 예비교사들의 ICT활용 교육에 관한 인식 등의 측면에서 연구${\cdot}$개발의 결과를 서술하고 본 연구로부터 얻을 수 있는 시사점에 대해서 논의한다.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.