• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.69-79
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• 2011

The purpose of this study is to analyze 3rd, 4th and 5th graders' probability understanding and raise issues concerning instructional methods and search for the possibility of learning probability. For the purpose, a descriptive study through pencil-and-paper test regarding fairness, sample space, probability of event, probability comparison, independence and conditional probability was conducted. The following conclusions were drawn from the results obtained in this study. First, the 3rd, 4th, and 5th grade students scored the highest in the sample space questions. In descending order of skill, the students scored the highest in sample space following probability of events, fairness and probability comparison. Second, however, the level of independence understanding was low. There was no meaningful differences between grades and the conditional probability was the least understood. The independence is difficult to develop naturally according to cognitive development. The conditional probability recognizing the probability of an event changes in non-replacement situations was very difficult for these students. Third, there were significant differences between the 5th graders and the 3rd and 4th graders in the probability comparison questions. It shows that 5th graders understand the concept of proportion when they compare equal ratio probability of an event. The 3rd graers could do different ratio probability of an event more easily than equal ratio probability of an event after they were instructed on probability comparison.

• Human Ecology Research
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• v.52 no.5
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• pp.483-494
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• 2014

The purpose of this study was to investigate the causal relationship of early adolescents' personal variables and social support on their self-esteem by grade. Information on 226 6th graders from elementary schools and 226 1st year students from middle schools in Busan was collected. Early adolescents' prosocial behavior, academic achievement, social support, and self-esteem were assessed using their self-reports. For the data analysis, Cronbach's ${\alpha}$, t -test, Pearson's correlation coefficient, and multiple regression were used. The collected data were analyzed by the SPSS ver. 21.0 program for Windows. The major findings were as follows: first, early adolescents' prosocial behavior, academic achievement, social support demonstrated a significant difference between grades. Second, peers' social support was the most powerful determinant of self-esteem in both the 6th graders from elementary schools and the 1st year middle school students. Third, prosocial behavior had the greatest total effect on self-esteem in the case of both groups of students. The middle schoolers' academic achievement had no causal effect on their self-esteem. The findings from this study indicate that early adolescents' personal variables and social support are important elements that affect their self-esteem differently depending on their grade. Further, the findings of this study can be used as fundamental data to develop a teaching plan and provide counseling for early adolescents in order to increase their self-esteem.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.38-54
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• 2018

The purpose of this study is to compare the concepts and inquiry activities of textbooks in Korea and Singapore textbooks focused on the field of geology, and to provide implications for the future development of Korean curriculum and textbooks. For the study, it was selected as the 2015 revised science textbook in Korea and 'My pals are here' that is the most used textbook in Singapore. The results of this study are as follows: First, Korea had a lower level of concept than Singapore. Second, we could confirm that Korea is composed of 'inquiry' centered compared to Singapore. Third, Korea deal with only one concept in one grade, however Singapore is structured so that concepts are divided hierarchically into several grades. Fourth, Singapore has been instructing students to learn how the learned concept interact with the Earth, which is different from Korea. These results may give implications for the curriculum composition and textbook development in Korea.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.135-143
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• 2018

The purpose of this study was to examine the effect of early adolescents' depression on suicidal ideation and the mediating effects of self-esteem and life satisfaction in the process. For this purpose, the path analysis model for depression, self-esteem, life satisfaction, and suicidal ideation were used to examine the 225 early adolescent students of grades between 4 and 6 attending elementary school. The main results are as follows. First, the self-esteem of early adolescents was partially mediated between depression and suicidal ideation. Second, the satisfaction of life of early adolescents was partially mediated between depression and suicidal ideation. In other words, in order to lower the suicidal ideation of early adolescents, various programs are need to be developed to improve self-esteem and life satisfaction, as well as apply them to practice.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.203-212
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• 2014

With regard to recently emerged problems of smartphone addiction among adults and adolescents, this paper researched upper-grade elementary students depending on various demographic factors that have not been studied thoroughly so far. The survey was conducted on 1570 students in grades 4~6 of schools in Gyeonggi province. Results showed that, first, the average rate of smartphone ownership was about 66%. Second, about 1% of the students belonged to high-risk group, 5.7% to at-risk group, and normal user group was 93.3%. Third, based on the demographic factors, grade and academic achievements each was significantly correlated to the type of addiction group. For example, students with poor academic performance or in higher grade were more likely to be highly addictive. Fourth, both groups of at-risk and of normal-user pertaining to these factors - in urban areas, male students, sixth-grade, in dual income families - showed higher addictiveness score. But they were contrasted in the aspects of household economy and academic performance: at-risk group was more addictive in affluent families or excellent academic performance, whereas normal-user group had higher level of addictiveness in case of poor families or lower academic performance.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• The Korean Journal of Community Living Science
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• v.19 no.4
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• pp.619-640
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• 2008

The objective of this study is to promote alternative plans on the prejudiced and distorted parts in school textbooks in the aspect of multi-functionality of agriculture and rural community. This was done through analysis of the contents in 44 kinds of schoolbooks in Korean language (30 of elementary school, 12 of middle school and 2 of high school). This will lead to promote the understanding about the multi-functionality and form the proper value system related to agriculture and rural community for children and juveniles using schoolbooks. A content analysis which is a research tool to classify all contents of materials containing the properties to become the object of interest in a systematic way, was employed to examine to what extent the contents on agriculture and rural community were reflected in the textbooks for elementary school, middle school and high school. The content analysis was done in two categories, namely; application method and function view. Application method had four types of texts, cases, figures pictures, and activities, while function view emphasized the relevance for the multi-functionality of agriculture and rural community (i.e., function of environment preservation, function of rural scenery and rural traditional culture conservation, function of maintenance and development of local society, and function of food security). The results of application method in elementary school showed that the textbook of the second-year class having a large amount of figures pictures related to agriculture and rural community, had the highest frequency in all six grades. In the function view, the environment preservation function was most abundant among a variety of multi-functionalities. In middle school, the average frequency had shown a rapid decrease. However, the function of environment preservation in the function view and the texts by application method were most frequent. in the first-year class. In high school, however, any mention related to agriculture and rural community was not made, in spite of the fact that the ten parts of textbook contained a lot of contents with a reasonable level. Based on the results of content analysis, findings and recommendations by part in textbooks for elementary school, middle school and high school have been drawn, and several examples for the content development to be included in the textbooks were listed.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Journal of Nutrition and Health
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• v.39 no.8
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• pp.808-816
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• 2006

The purpose of this study was to improve the dietary attitudes and habits of elementary students in lower classes through a 12-week practical nutrition education program called KHIDIKIDS, which was developed by Korea Health Industry Development Institute (KHIDI) in 2004 based on the 2003 Children's Dietary Guidelines of the Ministry of Health and Welfare of Korea. KHIDIKIDS has never been applied in the field, therefore, another purpose of this study was to evaluate the program in the school education and suggest the ideas for the improvement. KHIDIKIDS was applied to a class of 2nd-grade elementary students consisting of 28 children in Seoul during the fall semester of 2005, and the effect of the program was measured by using questionnaires for the students and their parents. The statistical analysis of the study was conducted by using SPSS WIN 11.5 program, and the results were as follows: The children's knowledge on nutrition was improved significantly by KHIDIKIDS education (p<.001), such that the average score on nutritional knowledge increased from 8.32 to 9.64 after education. This practical nutrition education program also improved the dietary attitudes and habits of children especially in healthy body weight, daily exercise, and having breakfast (p<.05). Parents also showed very positive responses for the nutrition education. During the application of KHIDIKIDS in the field, the followings were indicated for adjustment, First, some education content of the week was too much to be finished in a class hour and more hours need to be allocated. Second, some terminology need to be adjusted to help the students understand easily. Thirdl, the order of the's Basic Food Groups' needs to be matched with the order of each food group in the 'Food Tower' not to make children be confused. Above results showed that KHIDIKIDS was effective for the improvement of dietary attitudes and habits of lower elementary students. However, further educational effects would be achieved when the education was started from the 1st to higher grades along with the parents' participation.