• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.1-20
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• 2010

This research was carried out to see that to what extent KSD reaction can be related to types of sociometric status, and it was carried out on the basis of an hypothesis that KSD reactions of elementary school students in high grades(4th, 5th, 6th grades) would vary according to gender and 5 types of sociometric status, For that purpose, sociometry which were developed by Ahn Iehwan(2007) and KSD, were implemented with students of 20 classes (5 classes of 4th grade, 5 classes of 5th grade and 10 classes of 6th grade) at an elementary school in A city. Number of students surveyed was 366 and it was not exactly the stratified cluster sampling method. To verify 3 hypotheses, independent samples t-test, one way ANOVA, discriminant analysis were made. As a result, there was statistically significant difference in action factor and characteristics factor among 3 factors of KSD reaction by gender, but there was not statistically significant difference in dynamics factor. The result of one way ANOVA showed there was statistically significant difference in characteristics factor and dynamics factor among female students, but there was not statistically significant difference in action factor. Therefore, it was understood that characteristics factor of KSD reaction was closely related to gender difference and types of sociometric status. From the result of this research, it was considered necessary to review KSD scoring system suggested by 田中志帆(2009). And lastly, it was observed that KSD reaction was not effective in evaluating sociometry, and a new approach to the projective drawing test was suggested as a supplementary method for sociometry.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.21-33
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• 1999

The purpose of this study was to develop an Instrument for the Measurement of Cognitive Conflict Levels of students who confronted with an anomalous situation in science teaming. Anomalous situation is generated when students' prediction is disconsistent with the observed fact. In this study, the researchers identified 4 components of cognitive conflict and developed three items for each component. The items were developed and revised by four pilot tests. In the first pilot test, 55 elementary school students participated in the test In the second pilot test, 88 students of the 5th and 6th grader participated in the test. The instrument of measuring cognitive conflict levels was given to the subjects right after demonstrating anomalous situation. For the demonstration, two different problem situations were developed: one was a pulley problem and the other was electric bulbs in parallel. Answered reasons for each items were analyzed to assess students' understanding on each items. In third pilot test, 125 elementary school students participated in the test. A factor analysis of the responses was carried out and reliability of the test was assessed by calculating internal consistency values. The items were finalized by three pilot tests. After 1 month after the third pilot test, researchers conducted the finalized test items to 323 students of the 5th and 6th grader. The final instrument showed moderate reliability (Cronbach-α 0.82∼0.87) and good content validity(0.93). A factor analysis of the response was carried out. 4 main factors completely coincided with 4 components that we supposed to be the conducts of cognitive conflict. The instrument can provide a means for both teachers and researchers to assess the cognitive conflict of a large number of students within a single class period. The results can be used by teachers to better understand the process of conceptual change of their students and to match instruction and materials accordingly.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.99-118
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• 2000

This study investigated the self-concepts of Korean students based on Marsh and Shavelson's(1985) multidimensional hierarchical model. Reduced forms of the Self-Description Questionnaire(SDQ)-I and -II were administered to 308 5th and 6th grade students and 718 7th to 9th grade students. Results of 2 factor analyses indicated that sub-scales 9 and 11 were well established for SDQ-I and -II, respectively, partly confirming the multidimensionality of self-concept. The factors involving distinctions between academic and non-academic higher-order factors and between the academic/math and the academic/verbal factors were not so differentiated nor hierarchically arranged as proposed by the model. These differences may be attributed to the heavy influence of the academic self-concept on the other sub-factors. A Locality ${\times}$ Sex ${\times}$ Grade ANOVA showed main effects of locality favoring urban areas and of sex favoring boys.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.25-32
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• 2014

In the current information and knowledge-based society, a nation's economy power heavily depends on IT-related industry and technology. In this sense, most countries are trying to foster IT industry by developing new and innovative IT technologies. Traditionally, only a few talented persons have been leading the whole IT industry. Thus, it is very important and necessary to identify and support the gifted children in IT in early ages for development of IT industry. The purpose of this paper is to investigate study performance of the gifted children in IT for different grades. Our research is focused on especially 4th grade students, 5th grade students, and 6th grade students in elementary schools. Among various abilities of the gifted children in IT, in this paper, we are interested in programming ability and logical thinking ability. To our best knowledge, there is no research work on study performance depending on different grades of the gifted children in IT. For this purpose, the gifted students in gifted science education center attached in a university at Seoul Metropolitan Area are selected and their test scores for 8 years were collected and analyzed. The statistical analysis results show that there is no significant difference among 4th grade students, 5th grade students, and 6th grade students for programming ability and logical thinking ability. We hope that this result can help suggest and propose study contents, curriculum, principles and laws for the gifted education in IT.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.131-143
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• 2000

The unit of a buoyant force included in the 7th national science curriculum for 6th grade students. On the contrary, it seldom that students' conception about buoyant phenomena is studied, even though there has been many studies of students' conceptions of basic science contents. The purpose of this study was to survey the elementary school students' conceptions of a buoyant force, to analyze their cognitive levels, and to explore the relationships between them. Sixth grade students (total numbers is 192) were selected .from 5 .lasses in two elementary schools in a local city of Kyungsangdo. They were asked to respond two kinds of test, which are the Logical Thinking Ability (GALT) to investigate students' cognitive levels and the Buoyant Force Questionnaire (BFQ). We developed BFQ test, based on the 7th national science curriculum for 6th grade and the previous researches of a buoyant force. We, qualitatively, analysed students' frequency of responses about a buoyant force and their types of explanation, and, quantitatively, analysed the relationships between cognitive levels and conceptions of a buoyant force with SPSS/ PC 7.0 programmes. The results of cognitive level showed that half of 6th grade students were in the concrete operational stage, 43.2% in the transitional stage, 6.8% in the formal stage. However, their sub-logical thinking abilities in a combinational, conservational, controlling variables, proportional, probability and correlational logic were very fluctuated from 91% to 8%. The results that only 4.8% of elementary students had correct conceptions of a buoyant force suggest that 6th grade students had great difficulties in understanding of that concept. Their difficulties would originated from the frequent common-sense explanations of a buoyant phenomena in terms of the weight or the unique properties or the contact area of an object or with/without air. Furthermore students' explanations, frequently, changed with context of problems of a buoyant force. Scheffe test of quantitative results that elementary students in the concrete level had 50.6% of concept formation in a buoyant force, the transitional level 54.5%, and in the formal operational level 62.8% showed significant differences of conceptions of a buoyant force with cognitive levels. Therefore the concrete operational elementary students had more difficulties of understanding of a buoyant force than the transitional and formal level, which is required to higher cognitive levels. This conclusion have implications that the unit of a buoyant force have to be presented with concrete activities for majority of students who are in concrete and transitional levels.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.743-765
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• 2010

The purpose of this study was to provide and analyze the fundamental data on leadership skills and to analyze leadership skills among giftd elementary students according to grade, subject and gender. The main research questions in order to achieve the purpose of research are as follow. First, are there any differences of gifted elementary students' leadership skills in gifted groups? Second, do leadership program have an effect on improvement of gifted elementary students' leadership skills? The subjects for this study were 488 gifted elementary in 4th-6th grade in Busan. The students in the experiential group went thought 16 session do leadership program. After that, they had pre-tests and post-tests. the devices used to verify the effectiveness of the program were leadership skill scales. For this research analysis, MANOVA was used to investigate the first research questions and MANCOVA was used to investigate the second research question. Results from this study are as follows. Firstly, students in higher grades received fewer leadership skills points. This fact suggests that the leadership programs from the fourth grade should be implemented in 5th and 6th grade gifted education as well. Secondly, in the analysis of the results from gifted mathematics and gifted science, little significant statistical difference was shown. Thirdly, the analysis of leadership skills according to gender showed statistical significance. Finally, the study showed that the leadership education program had a positive effect. So the gifted 4th, 5th, and 6th grade students improve their leadership skills points by the end of the 16 week programs. Consequently, it is suggested that leadership education program on gifted elementary education was significant to improvement of leadership skills.

• 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.

• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• Journal of Korean Library and Information Science Society
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• v.47 no.3
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• pp.1-20
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• 2016

The purpose of this study is to analyze inquiry tasks of social studies textbooks of the first term focused on the information literacy process and find out teacher librarians' educational information services in elementary schools. Results of the analysis show that there are 69 inquiry tasks. Among them 60 tasks are individual tasks. Within the information literacy process, the 4th grade students seem to resolve their tasks by researching or investigating resources, arranging and presenting the results of inquiry individually. The 5th and 6th grade students could read visual materials written in the text books to perform the individual inquiry tasks and present their results orally. So teacher librarian can help students judge proper information resources of the second step, order the found information of the 3rd step and evaluate the results and process of 4th step under the information literacy process.