• Hwankyungkyoyuk
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• v.22 no.1
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• pp.68-82
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• 2009

Global climate change is associated with all of the human activity, and its sudden change can be taken an issue of the serious environmental problem in our human society. The purpose of this study is to develope the goal and the content system for the climate change education. As a result, first, according to the questionnaires on climate change, students from Grade 3 to Grade 10 seem to interpret it as fragmentary perspectives. In addition, in terms of students' own actions as the corresponding strategy to climate change, the higher their grades were, the lower their actions were. Second, the development goal on climate change and its educational directions were set by reflecting students' perception. The education goal on climate change is to perceive the changing environment by understanding phenomena of climate change, to propose plans that can mitigate and adjust climate change through a variety of research, and to keep practicing the proposed plans as a member of a community for the global environment. Third, fields and items of educational contents to climate change were created and drawn out. The content system is composed of 'basic science of climate change', 'relationship with climate change', and 'coping with climate change'. Furthermore, concrete contents for the climate change education in elementary school were suggested so that its goal and content system can be used in the existing curriculum.

• Korean Journal of Child Studies
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• v.34 no.6
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• pp.13-29
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• 2013

The purpose of this study was to examine the mediating effect of moral disengagement concerning the parental psychological control on children's participant role behavior in bullying situations. For the purposes of this research, a group of participants comprising total 541 students of fifth, seventh, eighth, tenth and eleventh grades from schools based in Seoul and Incheon were surveyed. As far as research methods are concerned, scales for parental psychological control, moral disengagement and participant role behavior in a bullying situation were used. The main findings of this research were as follows. First, by gender, there was a significant difference in participant role behavior in bullying. By grade, a significant difference was shown in parental psychological control, participant role behavior in bullying and moral disengagement. Second, variables affecting participant role behavior in bullying situations were found to be influenced by the types of role behavior respectively as well as by students' grade levels. Third, moral disengagement concerning the influence of parental psychological control on participant role behavior was found to have a full mediating effect on bystander behavior among elementary school students and bullying behavior among middle school and high school students.

• Korean Journal of Child Studies
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• v.33 no.4
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• pp.35-50
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• 2012

This study explored the moderating effects of self control and social support in terms of the relationship between stress and problem behaviors of children of divorced single parent families according to gender. A questionnaire was administered to elementary school-aged children (grades 3-6). 266 children from divorced single parent families were surveyed. The major findings were as follows : first, self control had a moderating role to play in the relationship between stress and problem behaviors for girls. Second, social support also had a moderating effect in the relationship between stress and problem behaviors for boys. Third, the variables having a moderating effect in the relationship between stress and problem behaviors of children also differed according to gender. Therefore differences in gender should be considered when seeking moderating the relationship between stress and problem behaviors of children.

• Korean Journal of Child Studies
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• v.6 no.2
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• pp.35-58
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• 1985

The purpose of this study was to investigate the components in friendship as reported by Korean children of School age Specially, four major aspects of friendship - definition of friendship, friendship formation, friendship expectation, and friendship termination were explored. The subjects of this study consisted of 600 elementary school children in Grades 1 through 6, 50 males and 50 females at each grade level. Based on Bigelow (1977) five open - ended questions were administered. First and second graders were interviewed individually while 3rd-6th graders replied to a questionnaire in class. For content analysis, responses of each child were coded into 22 categories and each category was assigned a score from 1 to 4 according to its frequency. The data were analyzed by factor analysis. The results showed that four major aspects of friendship in Korean children of school age were found to consist of four different factors. DEFINITION OF FRIENDSHIP was found to consist of the factors; 1) reciprocity of liking vs. helping 2) global evaluation vs helping 3) sharing and 4) common activities. FRIENDSHIP FORMATION was found to consist of the factors; 1) situational effects vs complex evaluation 2) structural dimension vs common activities 3) helping and 4) staring. FRIENDSHIP EXPECTATION was found to consist of the factors; 1) mutuality 2) common activities vs. loyalty & commitment 3) exclusive - dyadic activities vs. admiration (character) and 4) interactive a1truism. FRIENDSHIP TERMINATION was found to consist of the factors; 1) physical separation vs disappointment (character) 2) conflict 3) physical separation vs. psychological dimension and 4) general altruism.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.361-380
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• 2016

This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.255-275
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• 1997

This study was conducted to find out the effect of sexual education for knowledge and attitude toward sex are elementary school students. Therefore, the present study aims to understand the changes of the knowledge are the attitude toward sex before and after the sex education, in elementary school students and then finally to provide some basic data to suggest directions for sex education. The subjects were 500 male and female elementary students from the fifth and sixth grades of 4 public elementary schools in Pusan. The subjects were assigned to a experimental (250) and a control (250) group. The research tools were sex education program and consists of physiology(menache, ejaculation), psycological(pleasure of growth), sociological(hetero sexual relationship) are about set The sex education program was given to experimental group for 6 hours by the trained school nurse's lecture using slide film and OHP film. The data were obtained before and after the sex education. Data collection was done during the period betwen Feb. 3. 1997. to Feb. 20. 1997. The collected data were analyed using frequency, percentages, $X^2$-test, means, standard deviation, t-test, ANOVA, MANCOVA with SPSS program. The results were obtained as follows : 1. The first hypotheses attained that the experimental group(19.72) is higher than the control group(12.12) on the knowledge toward sex(F=467.30, P=.000). At the physical area, the experimental group(8.84) is higher than the control group(3.96) (F=687.39, P=.000). At the psychological area the experimental group (5.18) is higher than the control group(2.63) (F=411.66, P=.000). At the social area, the experimental group (5.70) is higher than the control group (5.54), this is not significant difference (F=.67, P=.413). 2. The second hypotheses attained that the experimental group(60.42) is higher than the control group(52.48) on the attitude toward sex(F=215.70, P=.000). At the physical area, the experimental group(23.10) is higher than the control group(20.68) (F=128.68, P=.000), At the psychological area, the experimental group(20.11) is higher than the control group(16.40) (F=108.64, P=.000). At the social area, the experimental group(17.22) is higher than the control group(16.00), this is area are significant differences (F=70.37, P=.000). 3. Knowledge toward sex according to sex, religon, atmosphere of family, mother age and educational background are significant differance (P<0.05). Attitude toward sex according to sex is significant differance (P<0.05).

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.513-523
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• 2019

The purpose of this study is to develop and apply activity-based STEAM education programs to verify elementary school students' logical thinking skills, attitudes to STEAM, and changes in satisfaction. The activity-based STEAM education program was developed in a total of 3 rounds under the theme of 'Let's get through Ultraviolet rays.' The finally developed program, which was revised and supplemented by process of preliminary commitment to elementary school students, proved its effectiveness through statistical methods in 168 sixth-grade in S elementary school students in Gyeonggi-do. The results of the study are as follows: First, the activity-based STEAM education program was developed around the topic of "Let's get through Ultraviolet rays" based on the "The solar system and Star" unit of the 5th and 6th grades of elementary school science. Second, by applying the developed activity-based STEAM education program to elementary school students, their cognitive development level by science behavioral system was improved after class, and proportion of the logical thinking skills and logic of variable control represented a significant value(p<.05). Third, the attitudes toward STEAM education, consisting of seven sub-factors, presented significant statistical test results across other factors, except for communication and usability factors(p<.05). Fourth, in the satisfaction test, the average value of the lower section was 3.59 to 3.85 points, and overall it was positive.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.501-514
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• 2018

This study aimed to develop a program that can be linked to gardening education activities in elementary students' curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students' multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.