• Title/Summary/Keyword: Elementary first and second grades

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Analysis of Multicultural Factors in Integrated Textbook for Elementary School- Around the First and Second Grades (초등학교 통합 교과서의 다문화요소분석 - 1, 2학년 통합 교과서를 중심으로 -)

  • Kang, hyun-joo;Kim, Chee-yong
    • Journal of Korea Multimedia Society
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    • v.21 no.10
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    • pp.1221-1235
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    • 2018
  • This study aims to analyze the multicultural content of the Korean Elementary School Textbook revised in 2015. This study abstracted the framework of multicultural factors for analysis of multicultural contents from the research on "Revision Guidelines by Analysis of Multicultural Factors in Secondary Curriculum and Textbook". The analyzed textbook is the integrated winter textbooks for both the first and second grades revised curriculum in 2015. Several findings were represented as follows: first, the frequency of multicultural content displayed five times in first grade and nineteen times in second grade respectively. Second, the analyzed textbooks did not include contents directly associated with multiculturalism. Activities and experience is important in the acceptance of unfamiliar cultures Thus, multicultural contents' frequency of within textbooks is very crucial. Finally, the revised curriculum focused on activities and experiences about the theme and content in the textbook and was developed around block chassis. For teaching the textbook content, teachers must perfectly understand textbooks through teacher training. The textbooks of reflecting right values on multiculturalismIn. this respect, elementary school curriculum and textbook content should be improved by supplementary revision fitting for the growth of humanity in the multicultural era.

A Study on the Analysis for Problem-Posing Contents of Elementary School First and Second Grade Mathematics Textbooks by the 7th Curriculum and Investigation for Children's Disposition to Mathematical Problem-Posing (제7차 교육과정에 따른 초등학교 1, 2학년 수학 교재의 문제 만들기 내용 분석 및 학생들의 실태 조사)

  • 임문규
    • School Mathematics
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    • v.3 no.2
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    • pp.295-324
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    • 2001
  • Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

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Elementary School Students' Psychological Proximity of Electricity and Magnetism Concepts (전기와 자기 개념간의 근접도에 대한 초등학생의 학년별 변화)

  • 권성기;이재호
    • Journal of Korean Elementary Science Education
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    • v.23 no.3
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    • pp.199-207
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    • 2004
  • Elementary science curriculum is designed to be closely-related magnetism with electricity in a physics domain and this paper explored whether elementary school students have recognized of relationships between them and whether there are any trends in the degree of recognition by grades. The elementary students of 3rd to 6th grade (total 154 persons) in a school in a local city participated in the experiment. Two forms of questionnaire were administrated to each grades. In the first questionnaire about magnetism, students were asked to rank the physics terms as the degree of proximity into magnetism and to write briefly the reason. In the second questionnaire about electricity, students were asked to do the same routine. The closer to the central term in the diagram, the lower score were given and the terms were classified as closely related to magnetism, electricity and the rest. Calculated the response frequency and averaged by the ranked terms, it was examined that the scores of proximity in how students closely rated conception to magnetism and electricity. The result said that the upper grades students showed the degree of proximity with magnetism and electricity as closely. Therefore, the sequence of comprehension of magnetism and electricity concept, which was found in the elementary school curriculum, seems to be found in the elementary students' recognitions by grades.

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Effects of STEAM Program Development and Application for the 1st Grades of Elementary School (수학 기반 융합인재교육(STEAM) 프로그램 개발 및 적용 - 초등학교 1학년을 대상으로 -)

  • Jun, Mi Suk;Park, Moon Hwan
    • Education of Primary School Mathematics
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    • v.18 no.2
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    • pp.91-106
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    • 2015
  • The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.

Changes in the In-Service Teachers' Perception after Applying Mathematics Textbook Based on Storytelling for Elementary First and Second Grades (초등학교 1.2학년 스토리텔링 기반 수학교과서 적용을 통한 교사의 인식 변화)

  • Kwon, JongKyum;Lee, YoungHye;Lee, BongJu
    • School Mathematics
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    • v.15 no.4
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    • pp.683-699
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    • 2013
  • At the point when textbooks based on storytelling have been used in math classes for elementary first and second grades, this research analyzed any changes in perspectives of in-service teachers towards storytelling education, to promote further application for teaching and learning math by storytelling in the future. 30 in service teachers who have used math textbooks based on storytelling were surveyed in March and in July, 2013. For the better understanding of the survey results, four of the subjects were selected and interviewed. Consequently, teachers' perspectives towards the appropriateness and efficiency of the storytelling education did not change significantly. It also suggested that the most suitable area for storytelling is measurement, the least suitable area is geometry, and storytelling by real-life applications is effective in teaching elementary math.

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Elementary Students' Clothing Color Preferences and the Colors of Clothes Worn at School

  • Lee, Su Hyun;Jin, Hyun-Jeong
    • Journal of Fashion Business
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    • v.23 no.6
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    • pp.64-75
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    • 2019
  • This study analyzed the clothing color preferences of elementary students and the colors of clothes actually worn at school in terms of hue and tone. The sample consisted of 385 students enrolled at a public elementary school in Seoul. In this study, 120 color cards were used to guide the hue and tone. Descriptive statistics and chi-square analysis were used to analyze the data. The results were as follows. First, the most preferred clothing colors were achromatic, purple blue, red, and blue, while the most preferred tones were vivid, and pale. Second, the largest percentage of top colors worn at school were achromatic and vivid tones, while the largest percentage of bottom colors at school were achromatic and dark tones. Third, elementary boys preferred vivid and strong tones, while girls preferred pale and vivid tones. Fourth, students at higher grades preferred deeper and darker tones compared with students in lower grades.

An Analysis of Sequence of Earth Science Content in Elementary School Curriculum in Korea and the U. S. (한국과 미국의 초등 과학 교육과정 지구영역의 학년 간 내용 연계성 분석 연구)

  • Suh, Ye-Won
    • Journal of Korean Elementary Science Education
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    • v.27 no.4
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    • pp.356-370
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    • 2008
  • The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.

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A comparative research between 4th-grade and lower grades in elementary mathematics (초등학교 4학년과 저학년 수학의 비교 연구)

  • Kim, Sung-Joon
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.415-435
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    • 2007
  • A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

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Children's cellular phone usage and relationships between the usage and self-efficacy and self-control (초등학생의 휴대전화이용 수준과 자기효능감 및 자기통제력과의 관계연구)

  • Lee, Gyeong-Seon;Lee, Jeong-Hwa
    • Korean Journal of Human Ecology
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    • v.17 no.2
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    • pp.271-278
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    • 2008
  • This study was investigated elementary school children's cellular phone usage and relationships between the usage and their self-efficacy and self-control. The data were collected by boys(101) and girls(155) among 5th grades, boys(125) and girls(177) among 6th grades elementary school in Busan. The data analyzed with the frequency, percentage, mean, SD and t-test, ANOVA, Pearson's correlation in use of SPSS Win 12.0 program. The results from the research can be summarized as follows; First, there was no significant difference in the children's general usage of cellular phone in terms of grade and sex. Second, it was found in a couple of significant difference in the subcategories of the usage according to grades. The 6th grades children is higher scores than 5th grades in the 'control of cellular phone usage' and 'living trouble'. Third, there was correlated negatively between cellular phone usage and the children's self-efficacy/self-control.

A study on the Elementary School Student's Spatial Abilities (초등학생의 공간능력에 대한 조사 연구)

  • Kim, Nam-Gyun;Oh, Eun-Sun
    • Education of Primary School Mathematics
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    • v.11 no.1
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    • pp.21-38
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    • 2008
  • This study is for elementary school student's spatial ability improvement. We have to know their correct spatial ability for teaching it more effectively. And then we can organize about spatial ability one of schoolbook systematically and step by step. Therefore this study did survey elementary school student's spatial ability by grades and school score using newly developed spatial ability survey test. According to result, First, elementary school students spatial ability be developed gradually more 5th, 6th grades than 3th, 4th grades. Second, it was researched that high score student's spatial ability is better than score student lower student's. But the result was influenced by school's curriculum. The score of contents in school's curriculum higher than it's not. Synthetically, the suggestion is what the curriculum is changed. It need to input the contents of spatial abilities and more detailed study.

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