• Title/Summary/Keyword: 3~4학년군

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Analysis of the Adequacy of Vocabulary in Elementary Mathematics Textbooks and Workbooks for Grades 3~4 (초등학교 3~4학년군 수학 교과서 및 익힘책의 어휘 적정성 분석)

  • Pang, JeongSu;Kwon, MiSu
    • School Mathematics
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    • v.18 no.4
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    • pp.903-922
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    • 2016
  • This paper examined vocabulary in elementary mathematics textbooks and workbooks for the grade band of 3~4. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that about three to eight percent of vocabulary with difficulty for students in grades 3~4 was employed. Whereas some difficult vocabularies were used along with the picture that helps students understand their meanings, others were presented without any illustrative tools. The most frequent vocabularies in the main activities of the mathematics textbooks included 'investigate', 'represent', 'number', 'how many', and 'method'. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

A Study on Anthropometric Data of 5 th Grade Students II. Comparisons Between Underweight and Overweight Group by BMI (국교 5년생의 성장발달에 관한 조사 연구 II. BMI 에 따른 저체중과 과체중의 요인분석)

  • 문현경
    • Journal of Nutrition and Health
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    • v.20 no.6
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    • pp.405-410
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    • 1987
  • Study population was described at the previously published paper(23). Body Mass Index of 10751, 5th grade students from nation-wide were calculated . From this distribution lowest 10% and highest 10% were selected as group 1 and group 5, respectively. In this paper, between group 1 and group 5 anthropometric data, demographic data and other health related factors were compared. 1) Using Japanese criteria for obesity, the prevalence for obesity at 5 th grade was 5.8% at nation wide and 7.8% at urban area. 2) The proportion of students who skipped breakfasts everyday was 5.8% of whole student surveyed and 8.4% for group 5. The proportion of students who took medicine for health was 29.4% for group and 22.5% for group 5. 3) The students who are at group 5 had larger height and weight velocity than other groups. Group 5 had large increase of BMI by increasing grade, but group 1 had almost no change. 4) In physical fitness examination, group 3 who mean BMI was in the highest class than other groups 5 was in low class.

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Case Study on the Development of STEAM Instruction Material for Mathematics Subject-Based Advanced Technology and ICT Teaching Tools (초등수학 교과 기반 첨단 기술 및 ICT 교구 활용형 융합교육 자료 개발에 대한 사례 연구)

  • Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.25 no.4
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    • pp.333-352
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    • 2022
  • This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.

Analysis of the 2022 Revised Science Curriculum Grades 3-4 Achievement Standards Based on Bloom's New Taxonomy of Educational Objectives and Comparison to the 2015 Revised Curriculum (Bloom의 신교육목표분류에 따른 2022 개정 과학과 교육과정 초등학교 3~4학년군 성취기준 분석 및 2015 개정 교육과정과의 비교)

  • Kim, Woo-Joong;Kim, Dong-Suk;Shin, Young-Joon;Kwon, Nan-Joo;Oh, Phil-Seok
    • Journal of Korean Elementary Science Education
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    • v.43 no.3
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    • pp.353-364
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    • 2024
  • The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

Analyzing the Performance Expectations of the 2022 Revised Mathematics and Science Curriculum from a Data Visualization Competency Perspective (데이터 시각화 역량 관점에서 2022 개정 수학/과학 교육과정의 성취기준 분석)

  • Dong-Young Lee;Ae-Lyeong Park;Ju-Hee Jeong;Ju-Hyun Hwang;Youn-Kyeong Nam
    • Journal of the Korean Society of Earth Science Education
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    • v.17 no.2
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    • pp.123-136
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    • 2024
  • This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

An Analysis of STEAM Elements included in the Elementary School Mathematics Textbooks Revised on 2009 - Focusing on the 3rd and 4th Grade Group - (2009 개정 교육과정에 따른 초등수학교과서의 STEAM 요소 분석: 3~4학년군을 중심으로)

  • Ryu, Sung Rim
    • Education of Primary School Mathematics
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    • v.18 no.3
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    • pp.235-247
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    • 2015
  • This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

A Study on the Relationship of School Oral Health Clinics to the Dental Caries Experience of Children (초등학교 내 학교구강보건실 운영 여부에 따른 아동의 치아우식경험도 비교 연구)

  • Lim, Soon-Hwan;Kim, Eung-Kwon;Gwon, Mi-Young
    • Journal of dental hygiene science
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    • v.5 no.4
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    • pp.233-238
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    • 2005
  • The study was intended to investigate elementary schoolers' oral health status according to whether the school have and manage an school oral health clinic or not in order to provide useful information for continuously developing the school oral health clinic 1,163 children in Hwasan elementary school in Hwasung city and 485 children in S elementary school in the same locality were selected as the experimental group and the control group, respectively, and orally examined from May 1st to 30th, 2004. The findings from the oral examination were as follows. 1. DMF rate was higher in the higher grades in both the groups. The rate was lower in the experimental group with 45.1% of the children than in the control group with 65.3% of the children. 2. DMFT rate also were higher as the grades were higher in both the groups. The ratio was lower in the experimental group with 30.4% of the children than in the control group with 44.6% of the children. 3. DMFT index was 1.0 in number in the experimental group and 1.6 in the control group. Index increase from the 1st grade to the sixth grade was also more positive in the experimental group. 4. DT rate was a little higher in the experimental group in the first graders, but comparatively decreased to the grades while increased in the control group. In the sixth graders, the rate was 42.4% in the experimental group and 87.7% in the control group, the former was less than the latter by about 50% point. 5. FT rate was a little higher in the control group for the first graders but increased in the experimental group to the grades. The rate in the sixth graders was higher by more than double in the experimental group. Based on the above findings, the region of the study had better oral health statistics than in other regions. The operation of school oral health clinics that provide dental health care to children at the right time seems to contribute to enhancing their dental health status by preventing against dental diseases and changing their relevant knowledge, attitude and behaviors. In the future, more school oral health clinics should gradually be prepared to push ahead with a sustained, extensive dental health project geared toward school-aged children. To make it happen, dental hygienists who are professional medical personnels should be taken advantage of, and in order to beef up the efficiency of preventive measures and oral health education, the best dental health care services should be offered by harnessing dental hygienists and dentists who work at public dental clinics run by local governments.

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Depictions of Scientists and Teachers' Perceptions of the 2015 Revised Elementary School Science Authorized 3rd-4th Grade Textbooks from the Perspective of Gender Equality (양성평등의 관점에서 살펴본 2015 개정 초등학교 과학과 3~4학년군 검정 교과서의 과학자 제시 실태 및 교사의 인식)

  • Chae, Heein;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
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    • v.41 no.4
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    • pp.770-782
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    • 2022
  • This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

An Analysis of Instructional Elements on the Equal Sign and Equivalence in Grades 3 and 4 Elementary Mathematics Textbooks (초등학교 3~4학년군 수학 교과서에 제시된 등호 및 동치에 대한 교수·학습 요소 분석)

  • Sunwoo, Jin;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.25 no.4
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    • pp.459-475
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    • 2022
  • The equal sign and equivalence are the most basic and core concepts in elementary mathematics, but there has been lack of research on how to teach these concepts with textbooks. Given this, this study analyzed elementary mathematics textbooks in terms of three instructional elements (i.e., emphasizing the meaning of the equal sign as a relational symbol, dealing with an equation as an object for reasoning, and using an equation with a missing value). In particular, this study analyzed 10 different mathematics textbook series that are newly used in 2022 and examined the overall trends and characteristics for teaching the equal sign and equivalence. The results of this study showed that the activities emphasizing the meaning of the equal sign as a relational symbol were most noticeable but the activities dealing with an equation as an object for reasoning or using an equation with a missing value were relatively rare. Based on the results of the analysis, this study provides textbook writers with implications on what to further consider in covering the equal sign and equivalence.

Analysis of Smartphone Addiction Status and Risk among Elementary Students (초등학생의 스마트폰 중독 실태 및 위험 분석)

  • Lee, Soojung
    • Journal of The Korean Association of Information Education
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    • v.18 no.2
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    • pp.203-212
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    • 2014
  • With regard to recently emerged problems of smartphone addiction among adults and adolescents, this paper researched upper-grade elementary students depending on various demographic factors that have not been studied thoroughly so far. The survey was conducted on 1570 students in grades 4~6 of schools in Gyeonggi province. Results showed that, first, the average rate of smartphone ownership was about 66%. Second, about 1% of the students belonged to high-risk group, 5.7% to at-risk group, and normal user group was 93.3%. Third, based on the demographic factors, grade and academic achievements each was significantly correlated to the type of addiction group. For example, students with poor academic performance or in higher grade were more likely to be highly addictive. Fourth, both groups of at-risk and of normal-user pertaining to these factors - in urban areas, male students, sixth-grade, in dual income families - showed higher addictiveness score. But they were contrasted in the aspects of household economy and academic performance: at-risk group was more addictive in affluent families or excellent academic performance, whereas normal-user group had higher level of addictiveness in case of poor families or lower academic performance.