• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.203-211
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• 2018

The purpose of this study is to investigate the effects of Project-Based Learning on Science Concepts and Science Learning Motivation. This particular study was proceeded to 4th grader at S elementary school, there was a mutual agreement with a homeroom teacher about assigning a research group and comparison group and it was agreed to students by explaining the reason and purpose of the study. There searcher visited in person to pick 22 students for research group and another 20 students for comparison group. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of Project-Based Learning. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, Science Concepts and Science Learning Motivation were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of Project-Based Learning method in a class was effective in improvement of Science Concepts acquisition. Second, the application of Project-Based Learning method in a class was effective in cultivation of Science Learning Motivation. Third, the application of Project-Based Learning method in a class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Project-Base Learning to various science lessons and learning effects can be suggested as one of the new teaching methods. Second, the use of the Project-Based Learning to test the effects of elementary school students' different grades may be regarded as another teaching method for science class.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.132-141
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• 2022

The purpose of this study is to investigate the effect of science classes using elementary school distance science classes on science academic achievement and creative personality. The research group and non-research group were selected for 6th grade elementary school students. After 10 weeks of experimental treatment, science classes were conducted with the contents of the elementary school science section, 'Changes of the seasons'. In the three domains of 'knowledge', 'inquiry', and 'attitude', which are sub-domains of science academic achievement, as a result of the pre-post test, there was a positive effect in 'inquiry' and 'attitude', which are sub-domains of science academic achievement. However, it was found that there was no positive effect in 'knowledge', a sub-domain of academic achievement. However, it was found that there was a positive effect in the overall test result of academic achievement. Therefore, it is interpreted that science classes using elementary school distance science classes had an effect on academic achievement. There was a significant effect in the sub-domains of the creative personality test, 'persistence/obsession', 'self-confidence', 'humor', 'imagination', 'openness', 'adventure', and 'independence'. However, it was found that there was no effect in the sub-domain 'curiosity'. The overall test results of the creative personality test showed a significant effect. Therefore, it is interpreted that science classes using elementary school distance science classes are effective in cultivating creative personality. Students' perceptions of science classes using elementary school distance science classes also showed positive responses.

• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• Journal of Preventive Medicine and Public Health
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• v.26 no.4 s.44
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• pp.628-649
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• 1993

This study was conducted to investigate the factors related to the poor school performance of the elementary school children. Two schools in Taegu, one in the affluent area and the other in the poor area, were selected and a total of 175 children whose school performance was within low 10 percentile (poor performers) and 97 children whose school performance were within high 5 percentile (good performers) in each class of 2nd, 4th and 6th grades were tested for the physical health, behavioral problem and family background. Each child had gone through a battery of tests including visual and hearing acuity, anthropometry (body weight, height, head circumference), intelligence (Kodae Stanford-Binet test), test anxiety (TAI-K), neurologic examination by a developmental pediatrician and heavy metal content (Pb, Cd, Zn) in hair by atomic absorption spectrophotometry. A questionnaire was administered to the mothers for prenatal and prenatal courses of the child, family environment, child's developmental history, and child's behavioral and learning problems. Another questionnaire was administered to the teachers of the children for the child's family background, arithmatic & language abilities and behavioral problem. The poor school performance had a significant correlation with male gender, high birth order, broken home, low educational and occupational levels of parents, visual problem, high test anxiety score, attention deficit hyperactivity disorder (ADHD), poor physical growth (weight, height, head circumference) and low I.Q. score. The factors that had a significant correlation with the poor school performance in multiple logistic regression analysis were child's birth order (odds ratio=2.06), male gender(odds ratio=5.91), broken home(odds ratio=9.29), test anxiety score(odds ratio=1.07), ADHD (odds ratio=9.67), I.Q. score (odds ratio=0.85) and height less than Korean standard mean-1S.D.(odds ratio=11.12). The heavy metal contents in hair did not show any significant correlation with poor school performance. However the lead and cadmium contents were high in males than in females. The lead content was negatively correlated with child's grade(P<0.05) and zinc was positively correlated with grade (P<0.05). among the factors that showed a significant correlation with the poor school performance, high birth order, short stature and ADHD may be modified by a good family planning, good feeding practice for infant and child, and early detection and treatment of ADHD. Also, teacher and parents should restrain themselves from inducing excessive test anxiety by forcing the child to study and over-expecting beyond the child's intellectual capability.

• The Korean Journal of Elementary Counseling
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• v.11 no.3
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• pp.485-504
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• 2012

The purpose of study was to analyze the differences of perceptions between pre-service and in-service elementary school teachers on the prevention and intervention of school violence. For this purpose, 459 student teachers and 289 in-service teachers has responded a questionnaire consisted of 12 core questions and 8 supplementary questions about the prevention and intervention of school violence. The findings of this study was as follows: First, in-service elementary school teachers perceived the problem of school violence more seriously than student teachers. Second, in-service elementary school teachers and student teachers perceived the lack of parents' concern of their children and the disturbed friendship as major causes to arouse school violence, and insisted to improve students' emotional self-control and social skills in order to prevent school violence. Third, in coping with students' violent behaviors they took the need to interview the student' parents and to invite them to meet each other halfway. Fourth, With government's comprehensive countermeasures against school violence they acknowledged the importance of policy alternatives but made doubt of their effectiveness. Finally, both in-service elementary school teachers and student teachers approved of a plan to assign the required subject of 'Prevention and Intervention of School Violence' to the student teachers, particularly student teachers approved more positively than in-service elementary school teachers.

• Korean Journal of Culture and Social Issue
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• v.17 no.1
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• pp.81-113
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• 2011

This study investigates leisure activity, involvement and self-concept in cyberspace of various age groups of adolescents. A total of 1,388 students (elementary school=337, middle school=326, high school=361, university=364, consisting of 696 male and 692 female) participated in the study. The results are as follows. First, although the vast majority of adolescents (96.9%) had a computer at home, majority of adolescents visited Internet cafe. Second, 70.3% of adolescents visited Internet cafe to play Internet games, followed by engaging in information search, chatting, and participated in cyber community. Third, on average adolescents spent 5.43 hours per week playing Internet games, with more males playing Internet games than female adolescents. As for information search, the weekly average was 2.60 hours, with university students spending more time than the other groups. As for chatting, the weekly average was 1.69 hours, with no significant differences among the groups. The weekly average of Internet use was 9.65 hours, with older groups spending more time. The weekly average use of computer was 10.91 hours, with older groups spending more time and more males using more computer than females. Fourth, as for self-concept in cyberspace, elementary and middle school students reported that they had fun, while high school and university students reported that they were the same as in the regular daily life. In addition, adolescents reported that they spent leisure activity in cyberspace and they become a fictional character in cyberspace. Fifth, when they played Internet games, regardless of age and gender, adolescents reported that they had fun, followed by that they were absorbed, that they became aggressive, and that they were the same as in the regular daily life. Sixth, when they chatted on Internet, regardless of age and gender, adolescents reported that they had fun, followed by that they were not interested, that they were the same as in the regular daily life, and that they do not chat on Internet. Seventh, when they interacted with their friends on Internet, regardless of age and gender, majority of adolescents reported that they had fun, followed by that they conversed, that they were the same as in the regular daily life, and that they felt closer. These results indicate that Korean adolescents view Internet as a place to spend their leisure time and that they enjoyed spending time on Internet.

• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.1-18
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• 2004

This study attempted to survey the present status of the eight students who, 17 years from now, had participated in a special program for 170 days preparing for early entrance to the KAIST. With six students who responded to the questionnaire previously sent, the study focused on each participant's achievement at present, his evaluation on Accelerated Education, his personal opinions on early entrance to university and Gifted Science Education. From the survey, we could find out that three participants had received a doctorate and they are currently working as researchers at research center or professors at university. The other three participants are working as researchers at research center after receiving the M. S. Academic achievements vary according to each participant, but three of them, who ranked high in research achievement, had their articles published in international journals of the SCI level even when they were between 25 and 28 of age. Two of them in particular showed outstanding engineering and developing the commercial modem for IMT 2000 for the first time in Korea. One participant entered Harvard University to major in physics and afterwards studied the law in UCLA. He is now a professor in the law department. Concerning the evaluations on Accelerated Education and early entrance system, four participants answered positively while two participants expressed negative attitudes. When asked their opinions on the Gifted Education in Korea, such problems were pointed out as too much pressure of entering the first-class universities, the tendency to avoid choosing science-related major at universities, the lack of education system that encourages creative thinking, etc. It is necessary that the accelerated education play an important role to maximize their hidden potentials. It remains to be seen in what places these six participants will find themselves and of what ideas they will come up within the next 17 years. It will be worthwhile to wait until then for another survey.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Korean Journal of Culture and Social Issue
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• v.12 no.1
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• pp.161-195
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• 2006

The purpose of this study is to examine factors influencing quality of life for individuals in the family, school or workplace, leisure settings, and Korean society using the indigenous psychological analysis. A total of 3,406 participants, consisting of 1,331 elementary, middle, high school students and 2,075 parents and teacher, completed an open-ended questionnaire developed by Kim and Park (2004b). The respondents reported the factors that influence quality of life in Korean society as follows: Economic condition, collective effort, leisure and cultural life, harmonious interpersonal relationships, effective government policy, and educational attainment. The factors that reduce quality of life in Korean society are as follows: Economic uncertainty, political instability, lack of citizenry, ingroup favoritism, corruption, lack of facilities for leisure and social life, and overemphasis on educational achievement. Second, the factors that influence quality of life in the family are as follows: Harmonious family relations and financial security. For students relationship with friends and academic achievement are reported as important factors influencing quality of life at school. For adults, harmonious interpersonal relationship, financial factors and occupational achievement are reported as important factors influencing quality of life at the workplace. For leisure and social leisure life, financial security, leisure time and interpersonal relationships are reported as important factors influencing quality of life. Third, as for generational differences, students reported political instability and adults reported economic uncertainty as the most important factor reducing quality of life in Korean society. For family life, students reported conflicts among family members and adults reported financial constraints as the most important factor reducing quality of life. For leisure and social life, students reported lack of leisure time and adults reported financial constraints as the most important factor reducing quality of life. Fourth, for students the following characteristics were associated with higher quality of life: Higher socio-economic status of the family, younger, and higher academic achievement. For adults, the following characteristics were associated with higher quality of life: Higher socio-economic status of the family and greater achievement their social life. Implications of these results on the quality of life in Korea, focusing on human relationship, financial factors, self-regulation and educational achievement are discussed.