• 건강소식
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• v.36 no.8
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• pp.42-43
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• 2012

유독 무더운 여름이다. 신나는 여름방학이 얼마 남지 않은 7월, 초등학생들에게 이주 특별한 이벤트가 열렸다. '미래를 향하여! 건강을 향하여!'라는 슬로건과 함께 한국건강관리협회에서 개최한 주니어 건강캠프가 바로 그것. 올해로 두 번째를 맞이하는 이 행사는 지난 3 4월에 열린 '초등학생 대상 금연글짓기 공모'수상자중 4~5학년 학생 200여 명을 대상으로 진행되었으며, 작년에는 1회로 마쳤던 행사를 올해에는 초등학생들의 장거리 이동에 대한 문제점을 보완하여 중부권(1차)과 남부권(2차)로 나누어 진행했다.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.1-12
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• 2010

초등학교 6학년을 대상으로 6회 총 120분 동안 1996을 활용해서 1에서 100까지 수를 만들게 하는 활동을 한 결과를 제시하고 분석하였다. 이 퍼즐 과제 활동은 아이들의 수학적 사고를 많이 향상시켰으며, 수학적 성향을 강화시켰다. 특히, 이 과제에서 아이들은 협동의 이점을 알게 되었고 수학적 의사소통의 중요성도 경험하는 계기가 되었다. 무엇보다도 지수, 제곱근, 가우스 함수의 아이디어가 먼저 제시되고, 후속학습이 일어났다. 계산기가 어떻게 활용되어야 하는지에 대한 아이디어도 제공했다.

• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.171-174
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• 2002

본 발표자가 재직하고 있는 시흥시 장곡 초등학교는 2001-2002년 교육부로부터 2년동안 영재교육연구학교로 지정 받아 $\ulcorner$잠재능력 발현 기회 확대를 통한 영재아 육성$\lrcorner$이라는 주제를 가지고 영재교육을 운영하고 프로그램을 적용하고 있으며, 본 교사는 그 프로그램 가운데 5학년 과학 심화반을 운영하고 있다. 영재아 선발, 영재반 편성, 프로그램 적용 등이 학교교육과적운영의 큰 축과 맞물려 돌아가고 있기 때문에 영재반 프로그램 소개 이전에 배경이 되었던 연구학교 제반 여건과 영재아 선발 방법 등을 먼저 소개할 필요가 있다고 보아 다음 순서로 소개 하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.461-483
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• 2017

The ability to think mathematically and to reason inductively are basics of logical reasoning and the most important skill which students need to acquire through their Math curriculum in elementary school. For these reasons, we need to conduct an analysis in their procedure in inductive reasoning and find difficulties thereof. Therefore, through this study, I found parts which covered inductive reasoning in their Math curriculum and analyzed the abilities and characteristics of students in solving a problem through inductive reasoning.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.335-340
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• 2021

This study conducted research on creating an environment for maker education programs for robot and SW education, development and application of maker education programs for low-grade elementary school students in farming and fishing villages. Based on the preceding maker education model, the OMCSI model was developed for the lower grade level of elementary school, and based on this, five WeDo-utilized elementary maker education programs were developed. From April 1, 2020 to October 30, 2020, the results of applying the elementary school maker education program using WeDo Robot 2.0 to 10 second graders of 10 Elementary School in Gyeongsangnam-do are as follows. The average increased by 3.40 points (t=-2.378, p=0.034) and the average increased by 3.30 points (t=-2.329, p=0.040). The average was also increased by 3.40 points (t=-2.458, p=0.038). Finally, it rose to 3.70 points (t=-2.449, p=0.037) for its reasoning ability. That is, all four sub-elements of computing thinking had a significant probability of 0.04, indicating statistical significant differences between scores of pre-post computing thinking. Therefore, the Elementary Maker Education Program using WeDo robots has worked very effectively to improve students' computing thinking skills.

• Journal of Korean Ophthalmic Optics Society
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• v.8 no.2
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• pp.105-109
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• 2003

This study surveyed the family relations of glasses wearer who were 80 primary student among 1321 students. They live in Iksan city, Jeon buk Province. The questionnaire of this study were the first wearing time, relations with parents, relations with brother and sister, and changing visual acuity. The question about when they were the first wearing glasses was answered 26% of all answerer at first grade, each 20% at second grade and third grade, 16.2% at preschool, 15% at fourth grade, and each 1.2% fifth and sixth grade. The Question was the relations between students' wearer and their parents about wearing glasses, 37.5% of wearer answered their parents didn't wearing glasses, 32.5% for mother was glasses wearer, 20% for mother and father were wearer, and 10% for father was wearer. In case of the relations between students' wearer and sister or brother about wearing glasses, 33.7% of wearer answered their brother or sister wearing glasses but the others only wearing glasses oneself. Visual acuity of the students' wearer was checked during wearing glasses. 58.7% of wearer answered their visual acuity didn't change, 35% for worse and 6.2% better visual acuity.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.235-242
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• 2014

Many famous institutes or associations select ICT ability by major ability to need in 21C's information-oriented society. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classify by 'computer system', 'SW production' and 'fusion activity'. Therefore we study on productivity tools of elementary and middle school. In this paper we firstly suggest object to achieve on productivity tools of elementary and middle school. Next we suggest teaching learning method and evaluation method on productivity tools. we expect that the object to achieve on productivity tools we suggest will contribute to develop the curriculum of ICT subject.