• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.213-229
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• 2011

Although many elementary school students love to read edutainment comics, they are not appropriately guided when they read those books. This study aimed to suggest the necessity of reading instruction for the edutainment comics. To achieve the purpose of this study, we examined the 8 chapters programs of reading instruction-for the 4th grade students-in 2 times. After carrying out the 1st program, we found out the problem related to the program and developed the trouble shooted the 2nd program. The purpose of this study is to show necessity of reading instruction on the edutainment comics in order to activate students' reading. This research shows that if teachers use edutainment comics appropriately to teach students with learning difficulties and reading difficulties, they might help the students by developing their learning abilities and enthusiasm for reading. This study suggests reading guidance program should be used to improve students' learning and reading activities as elementary school students can have more interests to specific topics through the edutainment comics.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.425-444
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• 2021

In this study, under the assumption that the goal pursued in measurement area can be reached through the composition of the measurement activity considering the mathematical process, the method of summing the interior angles of a triangle using the measurement error was applied to the 4th grade class of the elementary school. Results of the study, first, students were able to recognize the possibility of measurement error by learning the sum of the interior angles of a triangle using the measurement error. Second, the discussion process based on the measurement error became the basis for students to attempt mathematical justification. Third, the manipulation activity using the semicircle was recognized as a natural and intuitive way of mathematical justification by the students and led to generalization. Fourth, the method of guiding the sum of the interior angles of a triangle using the measurement error contributed to the development of students' mathematical communication skills and positive attitudes toward mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.717-735
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• 2016

For teaching division-with-remainder(DWR) problems, it is necessary to know students' strategies and errors about DWR problems. The purpose of this study is to investigate and analyze students' strategies and errors of DWR problems and to make some meaningful suggestions for teaching various methods of solving DWR problems. We constructed a test which consists of fifteen DWR problems to investigate students' solving strategies and errors. These problems include mathematical as well as syntactic structures. To apply this test, we selected 177 students from eight elementary schools in various districts of Seoul. The results were analyzed both qualitatively and quantitatively. The sixth graders' strategies can be classified as follows : Single strategies, Multi strategies and Assistant strategies. They used Division(D) strategy, Multiplication(M) strategy, and Additive Approach(A) strategy as sub-strategies. We noticed that frequently used strategies do not coincide with strategies for their success. While students in middle group used Assistant strategies frequently, students in higher group used Single strategies frequently. The sixth graders' errors can be classified as follows : Formula error(F error), Calculation error(C error), Calculation Product error(P error) and Interpretation error(I error). In this study, there were 4 elements for syntaxes in problems : large number, location of divisor and dividend, divisor size, vocabularies. When students in lower group were solving the problems, F errors appeared most frequently. However, in case of higher group, I errors appeared most frequently. Based on these results, we made some didactical suggestions.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.265-283
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• 2013

This research puts the purpose in examining the general trend of mathematics underachievers in the elementary school based on the analysis results of mathematics diagnostic assessment of mathematics underachievers and the recognition of teachers and students. To achieve research questions, this research analyzed the results of diagnostic assessment of mathematics underachievers from the third grade to the sixth grade of two elementary schools, Seoul, carried out in March, 2010. Results were classified according to grades and genders. Each analysis was performed under the standards of frequency and frequency level. Secondly, questionnaires were conducted, and general trend of mathematics underachievers were analyzed. Conclusion based on research results above can be drawn as follows: Firstly, as a result of analyzing the general trend of mathematics underachievers in the elementary school, mathematics underachievers appeared to be accumulated and intensified as their grade is ascended. Therefore, support and encouraging students to experience mathematics positively and successfully from the elementary school is needed. In addition, to prevent the accumulation of learning deficiency, preventive measures should be taken from the lower grades. Secondly, the possibility of accumulating learning deficiency due to the selection method in deciding underachieving only with total scores should not be disregarded. Therefore, since the accumulation of learning deficiency can be worked as a new factor of learning underachieving, the amendment of teaching methods in learning underachieving based on objective data analysis is required. Thirdly, teachers and students recognized that the learner is the main factor of mathematics underachieving. This indicates that mathematics learning difficulty is improved through the education of learners. Therefore, studies on mathematics underachievers should be activated, and the effective education program should be developed.

• Journal of the Korean Applied Science and Technology
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• v.36 no.1
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• pp.312-323
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• 2019

This purpose of study was to influence of elementary school student's Judo gym training program on social development and life satisfaction. This study aims at providing fundamental data and information on Judo participants by studying what effects of training program characteristic on social development and life satisfaction. The survey was done through 300 copies and excluding 15 copies ran an analysis on the remaining 285(90%) copies. After question investigating the data which is collected used IBM SPSS statistics 21 and IBM AMOS 21 program, frequency analysis, Exploratory factor analysis and confirmatory factor analysis, convergent validity, discriminant validity, Cronbach's ${\alpha}$, correlation analysis, path analysis through Structural Equation Model(SEM), mediation effect analysis by Sobel test. The result of this study were as follows. First, elementary school student's Judo gym training program showed (+) effects on social development. Second, elementary school student's Judo gym training program had no effects on life satisfaction. Third, social development showed (+) effects on life satisfaction. Forth, social development showed complete mediation effect on elementary school student's Judo gym training program and life satisfaction.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.83-92
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• 2021

The purpose of this study is to investigate elementary school students' understandings about scientific inquiry. Data were collected from 119 elementary students who are in the 4^th grade using the Views About Scientific Inquiry questionnaire for elementary students (VASI-E). We also conducted semi-structured interviews of 21 students from 119 students who responded to VASI-E. Students' responses were analyzed as naive, mixed, or informed views on each aspect of scientific inquiry that VASI-E includes. We found that, first, 53.8% of students have mixed views, and 30.3% of students have informed views, and 16% of students have naive views on the knowledge 'investigation begin with a question'. Second, 54.6% of students have naive views, 37.8% of students have mixed views, and 7.6% of students have informed views on the knowledge 'scientists use many methods to answer their questions.' Third, 47.9% of students have informed views, 34.5% of students have naive views, and 17.6% of students have mixed views on 'procedures guided by question asked.' Fourth, 55.5% of students have mixed views, 42% of students have informed views, and only 2.5% of students have naive views on 'conclusions must be consistent with data and explanations come from data and prior knowledge.' Based on the results, implications for teaching and learning scientific inquiry at elementary level in Korea were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.300-309
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• 2020

This study identified the types and dimensions of faculty-student interaction (FSI). A narrative methodology was applied within the qualitative research paradigm. Data was collected using individual in-depth interviews involving 10 students who had experiences of faculty-student interaction more than 6 times over the prior 6 semesters. Data was analyzed according to actors' perspectives, the motivation of actions, and actions toward goal achievement. Three major types of faculty-student interactions emerged from our analysis. First, the initiative interaction type reflects active characteristics of the narrator within FSI and is goal achievement-oriented. Second, the stereotyped interaction was characterized as a unified reaction to the FSI and not significantly related to self-development. Lastly, the reciprocal interaction reflected characteristics of narrators who had potential and flexibility for self-development in the circumstances involving support from professors. The results of this study indicate that faculty-student interaction does not represent the best way to support students for their successful school lives. Faculty needs professionality and sensitivity for student teaching, and students must exhibit curiosity and activeness in developing their knowledge. Positive outcomes from the FSI will be expected in supportive school environments.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.503-525
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• 2012

This study compared levels of mathematically talented students' statistical thinking with those of non-talented students in statistical modeling and sampling distribution understanding. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. In case of statistical modeling, for both of elementary and middle school graders, the t tests show that there is a statistically significant difference between mathematically gifted students and non-gifted students. Table of frequencies of each level, however, shows that levels of mathematically gifted students' thinking were not distributed at the high levels but were overlapped with those of non-gifted students. A similar tendency is also present in sampling distribution understanding. These results are thought-provoking results in statistics instruction for mathematically talented students.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.387-406
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• 2013

This study compared levels of mathematically talented students' statistical thinking with those of non-talented students in the noticing of statistical variability. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. Results for the t-test shows that there is no difference between the TE students' and NE students' noticing of variability in the measurement settings. Meanwhile, the t-test results also show that there is a difference between the TM students' and NM students' noticing of variability in the both measurement and chance settings. Table of frequencies of each level, however, shows that levels of mathematically gifted students' thinking were not distributed at the high levels but were overlapped with those of non-gifted students. These results are thought-provoking results in statistics instruction for mathematically talented students.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.171-188
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• 2009

This study was designed for the purpose of identifying the influences of improved teaching method which constructed at the base of results of survey for finding present teaching-learning method of incenter and circumcenter of triangle. For this, we surveyed the students' understanding and math teachers' teaching method of incenter and circumcenter of triangle. Then, we designed alternative teaching method which innovated the problems from the resultic approaches of Incenter and circumcenter of triangle. And then, we taught students through new method and analyzed the influences of it to students.