• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.495-503
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• 2005

The purpose of this study was to analyze elementary school students' attitudes through field-experience teaming activities program for the integrated textbook on the environment issues. This study was conducted after implementing the field environmental education for fifth graders with the teaching-teaming plan applied to the field education and was based on the analysis of environment-related education for the fifth graders. A total of 64 elementary students, 32 in the experimental group and 342 in the control group, were involved in this study. The study used the instrument consisting of 36 Likert-type questions on attitudes toward environment. After going over the influences of the field environmental education program on the students, we found out the positive development in the pre-test and post-test, concerning all environmental themes, especially in the field of protection of animals, environmental pollution, and environment in general.

• The Mathematical Education
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• v.42 no.4
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• pp.453-463
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• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.

• Journal of the Korean Society of School Health
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• v.12 no.1
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• pp.85-95
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• 1999

The objectives of this study are to explain the performance patterns of health education and related factors in elementary middle, and high schools in Korea. The survey data were collected by questionnaires from June to September in 1998. the number of subjects were 294 school nurses. The SAS-pc program was used for statistical analyses such as percent distribution, a $x^2-test$, a Spearman correlation est., and logistic regression analysis. The major results were as follows: 1. The performance rates of health education by elementary, middle and high schools was higher than before. But the education time was not as sufficient as desired. 2. Planning and practice for health education in elementary and middle schools were high. The preparation of the instruction for health education in elementary school was especially strong. 3. The need survey for health education was low '-' 32~46%. The performance rates of health education increased yearly in elementary school. 4. The reference data were insufficient for health education; In other words, it was difficult for a systematic education. 5. Usually lecture and other methods were used. 10-15% used only the lecture method. 6. The content of heath education was life style in the lower levels of elementary school, Drinking, smoking, drug use etc. were concentrated on in middle and high school. 7. The education evaluation and application was activated in elementary school, otherwise, was low in high school. 8. School nurses and school performance in health education were influenced significatly by planning of health education and the instruction of heath education in elementary school. In the case of planning, the budget was a significant variable; in the case of instruction, the number of school classs was significant. In conclusion, these findings suggest that a developed health education curriculum be performed gearly in order to create a systematic school health education. Also, it is necessary to activate an evaluation to system measure behavioral changes. It is expected that the improvement of school health education be accomplished through the systematic support of schools by government in the physical, economi, and psychological areas.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.85-94
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• 2017

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.54-66
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• 2007

The purpose of this study is to find identity of the elementary environmental education and inquire elements of professionalism in environmental education that elementary teachers should have. This study performed a half-structured interview in twice to the eight of elementary teachers who completed the environmental education curriculum course in a graduate school or participated in the teacher training program before. As a result, this study found that the identity of the elementary environmental education consists of the unification comprehending various subjects, the well-rounded sensitivity balancing intellectual, emotional and behavioral aspects, and the grounding in forming environmentally friendly living-habit and academic basis of environments. Moreover, this study found that the teacher training program for the specialty of the elementary environmental teachers should comprise of the following twelve components: the knowledge of overall environmental curriculum, environmental life guidance and environmental classroom management, environmental teaching skills and function, the passion and commitment about environmental education, environmental sensitivity, understanding of education studies, the values and attitude about environment, environmental behavior, understanding the relationship between environmental psychology and developing stage of child, the general education and communication/cooperation with colleagues or local community, understanding of the role as an teacher for the elementary environmental education. More importantly, it would be very crucial that the teachers themselves who are the main body of education system should recognize the their role as the professionals in order to improve the quality of education.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.192-201
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• 2005

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.295-310
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• 2021

For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.161-181
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• 2018

This paper summarized the changes in elementary school mathematics education that took place at the national level during the Enlightenment Elementary Mathematics Education period from 1876 to 1910. For this purpose, we divided the enlightenment period into three periods and examined major changes related to elementary school mathematics education at each period. The necessity of arithmetic education began to be recognized before the reform of the Taoist reform, and arithmetic education became a national curriculum in the beginning of the Taoist reform period. Particularly, during the reforming period of the Gap, the elementary mathematics textbooks of mixed Korean and Chinese were published. In the period when the intervention of the Japanese imperialism began, the arithmetic education has been reduced or weakened in accordance with the education policy of 'simple' and 'use'. It is also remarkable that an arithmetic book for elementary teachers was published at this time.

• Child Health Nursing Research
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• v.14 no.3
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• pp.232-242
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• 2008

Purpose: The purpose of this study was to develop a safety education program for elementary school students by comparing elementary school teachers and students on their demands for safety education. Method: The data were collected from 1,754 1-6th grade elementary school students and 335 elementary school teachers (6 elementary schools) using self- report questionnaires. Results: 1) The mean score for level of demand for safety education by elementary school teachers was 4.43 ({\pm}.44$) and for students, 4.01({\pm}.65$). 2) There was a significant difference in the level of demand for safety education between the elementary school teachers and students (t=-14.46, p=.000). 3) There were significant differences in the level of demand for safety education according to teachers' gender (t=-4.36, p=.000), teachers' concern about a safe life (t=5.14, p=.000), teachers' perception of a safe life (t=3.08, p=.002), students' gender (t=-3.89, p=.000), students' grade (t=5.06, p=.000), students' concern about safe life (t=13.09, p=.000), students' safe life practices (t=11.64, p=.000), students' previous experience of safety education (t=2.02, p=.045), and students' recognition of the importance of safety education (F=67.31, p=.000). Conclusion: To develop effective safety education programs for elementary school students, it is necessary to give precedence to demands and interest in safety education of the students.