• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.35-49
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• 2012

The purpose of this study was to examine the influence of self-encouragement activities on elementary students' adaptation to school life. Two classes were sampled among 5th grade at Y elementary school in Gwangju Metropolitan city. One class was assigned to experimental group and the other class was assigned to control group. Experimental group had 8 sessions of self-encouragement activities. To prove the effect of self-encouragement activities, data were collected through pre and post test on adaptation to school life of the students, and were analysed via ANCOVA. The results of this study are following; First, the experimental group had improved significantly in school adaptability than the control group. Second, there was showed significant improvement in teacher-student relationship adaptation, peer relationship adaptation, classwork adaptation, school rule adaptation in the experimental group.

• Research in Mathematical Education
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• v.12 no.4
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• pp.259-270
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• 2008

The change of the developed countries to highly technological societies continuously requires that they nurture and use the full potential of mathematically and scientifically talented people. As this is a process that should start early in order to be efficient, the main responsibility of identifying and addressing the specific needs of these people is assigned to public school systems and, in particular, to elementary teachers. In this regard, three significant areas of concern arise and are discussed in this paper: (a) The complexity in identifying mathematically promising and mathematically talented elementary students; (b) The highly responsible and difficult task for elementary teachers to differentiate and serve the mathematically promising students within an inclusive classroom; and (c) The need of teachers with specialized training and mathematics knowledge in pre-high school grades. The last one should be considered predominantly as a logical consequence of the first two. The main goal and, hence, the purpose of the paper is to promote understanding of this crucial necessity of mathematics specialists and to advocate for a change in this direction.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.35-49
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• 2004

The purpose of this study is to examine the effects of scaffolding instruction on motivated learning strategies and academic achievement. Subjects of this study were 96 middle school first grade students in Busan, who were randomly assigned to two experimental group and one control group. The one experimental group had received scaffolding instruction by teacher, and the other experimental group had received scaffolding instruction by the interaction of peers. Control group were given traditional lessons only by the method of lecture. Students were given English Academic Achievement Test, Motivated Strategies of Learning Questionnaire. T test and ANOVA were used to analyze date. The results of this study showed that scaffolding instruction by ZPD turned out to have a positive influence on motivated learning strategies and academic achievement.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.19-34
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• 1985

Teaching inquiry process is one of the most important objectives in science education. To promote students scientific process skills, a science teacher should encourage the students do something by themselves. One method for that purpose which has been used in many schools would be group experiment. The researcher has been experienced a lot of difficulties in controlling or guiding every group to finish the assigned experiment within the given class hour. Therefore, the researcher decided to select several leaders from students and trained them in advance of the given class hour. This leaders are expected to guide the remaining students in the class. As the result of this study, the classroom with and without student leaders showed very significant difference(P>0.001) in their achievement of scientific process skills. The experimental group also showed more positive attitude toward science. The researcher concluded that the use of student leaders is very effective in promoting scientific process skills. This method is also regarded very effective in a large class sized like Korean Schools.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.1-12
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• 2011

The study aimed to improve the injury belief, injury prevention behavior, and safety fulfillment confidence of teachers of infants and toddlers in childcare centers. The study subjects were 376 teachers who were assigned to either the intervention group or the control group. The intervention group participated in an Injury Prevention Program for infants and toddlers for 100 minutes once a week for a total of 5 sessions, while the control group did not. The collected data were statistically analyzed through the independent t-test and paired t-test. The injury belief and injury prevention behavior test scores of the teachers in the intervention group were significantly increased compared to those in the control group after the completion of the five-week program.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.479-490
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• 2000

The purpose of this study was to examine the effects of formative assessment with detailed feedback on students' science achievement, attitude, and interactions between the teacher and the students. For the study, 133 seventh graders were selected from a girl's middle school in Seoul, and assigned to the experimental and the control groups. The duration of the treatment was over a period of nine weeks. In the experimental group, detailed feedbacks on the solution, teacher's comments on the results, and relevant references were provided after each formative assessment. However, only the answers were presented in the control group. Prior to instructions, a achievement and a attitude tests were administered. After the instructions, follow-up tests which were similar to the pretests were also administered. The results showed significant difference between the two groups in science achievement. It was found that the usage of formative assessments with detailed and supportive feedbacks was more effective in stimulating students' interest, raising their confidence in the subject, increasing their participation, as well as reducing their anxiety. The results also strongly indicated that detailed feedbacks were more effective in improving the interactions of the teacher and the students. The results strongly suggest that formative assessment utilizing detailed and supportive feedback is a necessary component of effective science teaching and learning.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.175-200
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• 2008

The study aims to assess needs of administrative and financial support for effective performance of teacher professionalism of gifted. For this end, practicing teachers of gifted education were nationwide selected for survey questionnaires. The first survey of five-scale Likert item was conducted in July 2005 with 236 teachers and the second survey of open-ended item was done in November 2005 with 123 teachers. All the respondents provided their perceptions to current status of administrative and financial support for gifted education and needs for their effective performance of professionalism. Suggestions for improving conditions of administration and finance in terms of effective performance of teacher professionalism in gifted education were as follows: First, teachers should be assigned as full-time for gifted education. Otherwise, their teaching hours and other related jobs should be, reduced Second, the financial support for gifted education should be increased, in particular, more in provincial areas than metropolitan cities. Third, appropriate grouping and counseling according to diverse differences of students should be done. Fourth, understanding of principals and teachers in general education as well as parents and general public toward gifted education should be improved through inservice education program and other education programs. Further, teachers of gifted education should be provided with more frequent opportunities for participating inservice programs in quality, share knowledge and experiences among teachers through network systems, and be given appropriate incentives for better performance of professionalism.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.371-388
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• 2002

The purpose of this study is to analyze the effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics. For this purpose, research questions are established as follows; (1) Is there any difference between contingent regulation and natural regulation in mathematics achievement\ulcorner (2) Is there any difference between contingent regulation and natural regulation in affectionate perspective\ulcorner (3) Is there any difference between contingent regulation and natural regulation in adult regulation\ulcorner Two classes of fifth grade Children(10 children) were sampled from an elementary school in city of Daegu. One of them was assigned to the contingent regulation group and the other to natural regulation group. An experiment was conducted for 7 weeks. Two kinds of test instruments were used : pre-test and post-test. The pre-test scores guaranteed that both groups were homogeneous. Post-test was used to identify two effects(research questions (1) & (2)) and the post-test scores were analyzed by t-test. The results were as follows. (1) There was significant difference between contingent regulation and natural regulation in mathematics achievement. This means that experiment group was higher than control group and the interaction effect of contingent regulation was higher in post-test. The self-control indicated in experiment group. (2) There was slightly significant difference between contingent regulation and natural regulation in affectionate perspective. This means that experiment group turned to slightly positioner in post-test. (3) There was significant difference between contingent regulation and natural regulation in adult regulation. In other words, level of contingent regulation changed depending on underachievers' ability but level of natural regulation didn't change. Therefore, I suggest that contingent regulation based on Vygotsky theory would provide effective mathematics education for underachievers in elementary mathematics.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.65-76
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• 2001

The purposes of this study are to test the learning effects of CAI in relation to the learner's locus of control and to test the interactive effects between learner's locus of control and types of learning control. In order to achieve the above purpose, a test was administered to investigate learner's locus of control to 160 First grades of J middle school located in Yosu. On the basis of the test results, the subjects who belonged to the extreme of both pole were divided into the internal and external control groups. Both groups were randomly assigned to teacher-control and learner-control types in CAI. After class, post-test on learning achievement was administered and ANOVA was employed to analyze the data. The research findings are as follows. First, as a result of learning through CAI, the learning scores of internals were shown higher than that of the external group. Second, learner-control group showed higher learning scores than teacher-control group. Third, there was not found a significant interactive effect between learner's locus of control and types of learning control of CAI.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.317-326
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• 2022

In this study, three health teachers assigned to J-do were analyzed through the FGI research method to find out the difficulties, resolution process, and implications of new health teachers in adapting to teaching during COVID-19. As a result of the study, first, there were difficulties in relationships with parents, especially in the course of numerous calls and daily school status reports in the course of handling infectious diseases. After getting used to the COVID-19 work to some extent, beginning health teachers were burdened with having to think about health room work alone, difficulties in health classes for various students, and the burden of showing expertise as the only medical personnel in emergency situations. Second, new health teachers continued to share and communicate related information through online health teacher groups and YouTube to solve the difficulties of teaching. Third, this teaching adaptation process suggests that specific training to provide practical help to new health teachers is needed at the education office level, and it is necessary to support infrastructure such as class contents related to health classes.