• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.79-102
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• 2021

The purpose of this study was to identify the teaching methods used in inclusive music classes at elementary schools by of music in elementary school inclusive classes through the application of understanding by design and differentiated instruction, and to explore the feasibility of inclusive education. To this end, based on the 2.0 version of the backward design template, a unit for music lessons for 3rd and 4th grade inclusive classes was developed. The unit presented elements of differentiated instruction that considered students with intellectual disabilities at each stage. In the first stage, goals and essential questions were presented by analyzing the curriculum's achievement standards. In the second stage, a performance task was developed using the GRASPS technique, guidelines and examples were presented. Various evaluation methods based on students' readiness, interest, and learning type were suggested. In the third stage, the unit's seven lessons were planned using the WHERETO model. Examples of differentiated instruction for students with intellectual disabilities were presented by flexibly using classroom elements. This study indicated that understanding by design and differentiated instruction can be applied to inclusive education. Future studies on more diversified educational design and strategies are needed for promoting inclusive education.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1245-1255
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• 2004

The purpose of this study is to develop a valid and reliable evaluating instrument for elementary school fifth and sixth graders. The instrument is developed through R&D procedure, which includes two checks of science specialist and two field trials of the instrument. Evaluating items are content-free for each science inquiry skill. Each science inquiry element is based on SAPA and the 7th curriculum. This study has selected 10 science inquiry skills(observing, classifying, measuring, predicting, inferring, recognizing of a problem, controlling variables, interpreting data, drawing a conclusion, designing an experiment), formulated a clear definition of the elements of science inquiry skills, and established the objectives of evaluation. The content areas are divided into three categories, material and energy, life and environment, and the earth and circulation. Each category contains 10 items. So the instrument consists of 30 items. The content validity of items, objectivity of the scoring keys, and clarity of the items has been checked twice by specialists in science education. At the same time, two field trials were performed to produce the reliability of the instruments, discrimination index, and item difficulty index. The instrument has the content validity is 91.6%, reliability 0.79, objectivity 93.3%, discrimination index 0.30, and item difficulty index 66.1%.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.523-532
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• 2005

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.425-441
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• 2009

The cube-accumulation is a new theme included in the 7th elementary mathematics curriculum for improving children's spatial ability. One activity of the cube-accumulation is to recognize the configuration of accumulated cube given three plane figures in the directions of the above, the front and the side, respectively. The approach to this activity presented in the mathematics textbook is more or less intuitive and constructive, and difficult to some children. So we suggest an alternative, more analytic method, 'elimination method', that is eliminating unnecessary parts from $n{\times}n{\times}n$ whole cubes. This method was adopted to the 32 sixth graders, in special five applicants among them. Their responses and activities were analyzed. We confirm that we can teach the cube-accumulation by the elimination method, and some children prefer this method. 13u1 this method requires more exercises to be executed skillfully.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.247-265
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• 2003

The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.69-94
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• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.77-87
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• 2007

This research investigated the eating out and snack intakes situation of five hundred eighty five $5^{th}\;and\;6^{th}$ graders living in the city and rural parts of Jeonbuk province. The results of this study are as followed: Nuclear families in urban area and rural community are 84.5% and 64.7% respectively. On the other hand, extended families are 7.9% in urban area and 18% in rural communities. Out of all the households, 34.3% (urban: 37.2%, rural community: 31.5%) answered they like to eat out. Over 50.3% preferred eating Korean style food and the reason was 'the taste': urban (71.4%) and rural community (67.8%). People living in urban communities seemed to eat out more frequently than rural places and $3{\sim}4$ times a month was the average. Usually people seemed to eat out during the weekends and in the evening time 84.3% (after 7:00 p.m.). Based on each family's living standard, people answered 'we hardly ever eat out' for those in the lower class (59.1%), the middle class said once or twice a week (47.1%), and the upper class (35.7%). It was obvious that people in the middle and upper class tend to eat out more frequently than those in the lower class. The most common period of time which snacks were taken was after school (38.5%), on the way back from educational institute (35.0%) and the choices of snacks which they purchased were frozen sweets (56.4%)chips & cookies (25.2%) beverages (9.9%) Fast foods (4.6%) and fried foods (3.9%) in order. Urban children seem to eat more frozen sweets and rural children ate more chips & cookies. Also, amount of snacks between meals showed a higher percentage to those who had more pocket money, The type of snacks were fruits (37.1%) chips and cookies et cetera (19.2%) instant foods (12.8%) dairy products (11.1%) confectionary (10.3%) fried foods (5.1%) in order. The result shows that urban children eat out more frequently than those in rural areas, Eating around 7:00 p.m. was most common and the middle and upper class tend to eat out more frequently than those in the lower class, Also, snacks were most often bought before and after school. After 10:00 p.m frozen goods and chips were the most preferred choice. Specially, the reason for eating fast foods was because of the pleasing taste. From this study, it is clear that eating out and having snacks became pervasive into our lives in both urban and rural areas. Hereafter, an appropriate eating habit should be correctly educated to elementary students by spoken words and textbooks in a curriculum. In reality, snacks are classified as being the leading factor of obesity. Therefore more products containing balanced nutrition should newly develop rather than snacks with high fat content.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.668-671
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• 2006

High speed internet and web was rapid grow up. There was much influence our society and education field. The growth which the superhigh speed internet is quick leads in the education which is the possibility of confront in information society the educational reform it propels. It is included in the 7th curriculum which emphasizes the ability cultivation it will can dispose in the information society and information education and education information it dos the many enterprise from national dimension. But with the clear vision which is accurate against information education the education contents against hereupon is not presented from the elementary school not to be, the computer education is become accomplished at one part of discretionary activity and the level star education of the resonable information education relation teaching materials and the elementary students does not become accomplished net to be and well information education which becomes does not become accomplished is the actual condition. This research which it use teach - studying of home page base and the student studies self lead and oneself it provides the chance it will be able to evaluate the result regarding studying and also it will provide the paradigm which is the possibility of doing level star studying, it does.

• Journal of Sericultural and Entomological Science
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• v.50 no.2
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• pp.178-188
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• 2012

Since based on the 7th revised educational curriculum, the insects and spiders in elementary school textbook are as follows. A total of 60 species belonging to ten order of insects and three species of two families in the order Araneae were investigated. Among of them, we found that the species name and their photos were switched in three times, and also, misidentified species name were examined in three times. In the result of spices appearing frequencies between insects and spiders in the whole grade levels, the confirmed species numbers were a total of 63 species and the number of frequencies were 169 times. In the appearing frequencies, the correct identified species are relatively lowed as only 44 times(26.0%). In investigation on the appearing frequencies for the each insect orders, Othoptera and Coleoptera are mostly high such as ten and nine times, respectively. The appearing frequency for species levels are sequently counted as Drosophila sp.(18 times), Oxya chinensis sinuosa(16 times), and Papilio xuthus(12 times). The result of investigation for the appearing frequencies of insects in the each grades and semesters indicated that the first semester of third grade includes most large number insects which are 18 insect species, contrary, only one insect species are reported in the first semester of second grade.