• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.417-438
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• 2005

The purpose of this study was to find out the relations between elementary children's game addition, aggression, and personality, by making a survey with 360 children of 5th and 6th grade in the Metropolitan are. The results were made as follows: First, as it examined the real condition of computer addition, it presented a low level of addiction. There was a meaningful difference according to their gender, however no meaningful differences were found between the grades. It found that the more they had game experience, game frequency, game concentration, the more they were addicted. Second, there were significant differences when investigated the relations of game addiction and aggression, students who were in severe addicted group showed more aggressive attitudes. Aggression in general, seemed less related to the gender, but related to the level of addiction, showing higher level of physical, linguistic, negative, indirect aggression in the more addicted group. Third, when it compared the difference between the general personality by the level of game addiction, there was a meaningful difference statistically in the addicted level of p<0.01. In detail, more addicted children showed low level of sociality, achievement, mobility, stability, and they showed lower figures in comparison with normal user group. It is interpreted that they dislike to get along with friends, and unstable emotionally.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.465-484
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• 2011

The purpose of this study is to compare the school life satisfaction of the gifted students with general students. For this study, the questionnaire on school life satisfaction was conducted to 76 elementary gifted students and 125 general students. The results of the study were as follows: First, in the school life satisfaction at the general class, there were significant difference among groups. It was found that the gifted students showed a little higher school life satisfaction score than the general students' (p<.05). The score of gifted class students' school life satisfaction was the highest. Second, the score of gifted class students' school life satisfaction was significantly higher than gifted education institute students' (p<.05). Third, school life satisfaction score of gifted students in a gifted class was significantly higher than in a general class (p<.05). Forth, regarding the gifted students' gender, there was no significant difference between girls and boys. Regarding the grades of the gifted students, there was no significant difference between 5th and 6th grader (p>.05).

• Journal of Sericultural and Entomological Science
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• v.50 no.2
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• pp.178-188
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• 2012

Since based on the 7th revised educational curriculum, the insects and spiders in elementary school textbook are as follows. A total of 60 species belonging to ten order of insects and three species of two families in the order Araneae were investigated. Among of them, we found that the species name and their photos were switched in three times, and also, misidentified species name were examined in three times. In the result of spices appearing frequencies between insects and spiders in the whole grade levels, the confirmed species numbers were a total of 63 species and the number of frequencies were 169 times. In the appearing frequencies, the correct identified species are relatively lowed as only 44 times(26.0%). In investigation on the appearing frequencies for the each insect orders, Othoptera and Coleoptera are mostly high such as ten and nine times, respectively. The appearing frequency for species levels are sequently counted as Drosophila sp.(18 times), Oxya chinensis sinuosa(16 times), and Papilio xuthus(12 times). The result of investigation for the appearing frequencies of insects in the each grades and semesters indicated that the first semester of third grade includes most large number insects which are 18 insect species, contrary, only one insect species are reported in the first semester of second grade.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.205-230
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• 2015

The purpose of this study is, targeting 5th and 6th grades mathematically gifted elementary students, to analyze the effect of independent study project learning on self-directed learning ability and mathematical self-efficacy, and based on the results, examine the implications that independent study project learning has in special education for the gifted. In order to solve the study problems, 5th grade mathematically gifted elementary students(40) and 6th grade mathematically gifted elementary students(39) who had passed the selection criteria of D education institute for the gifted and had been receiving special education for the gifted were selected. The study results are as below. First, although self-directed learning ability had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Second, although mathematical self-efficacy had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Third, in the aspects of self-directed learning ability and mathematical self-efficacy, independent study project learning had a more positive effect on 5th grade mathematically gifted elementary students than 6th grade mathematically gifted elementary students. In addition, it had significant differences in 'the level of mathematical tasks', a sub-level of mathematical self-efficacy, and 'the openness of learning', 'the initiative of learning', and 'a sense of responsibility for learning', sub-levels of self-directed learning ability. These results imply that independent study project learning has a positive effect on self-directed learning ability and mathematical self-efficacy of mathematically gifted elementary students so that it could be meaningfully used as a teaching method for special education for the gifted at educational sites of independent study project learning.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.147-159
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• 2002

The purpose of this study is to investigate children's perceptions of their own peer status and the variables that affect the perception. Four hundred boys and girls in grades five and six participated in this study. The participants were sampled from elementary schools located in two cities in Cheon-buk Province. Out of the 400 self-report questionnaires filled by the participants, 380 were used for the data analyses. The methods of analyses included basic descriptive categorical analysis (frequencies, means, percentages) as well as t-test, one way ANOVA, and multiple regressions. To summarize major findings from the analyses; first, a significant difference was found in children's aggression by father's job and mother's age, in children's popularity by school GPA, father's education, mother's education, and fathers job, and in children's isolation by father's age, father's education, mother's education, and father's job. Second, children's aggression was significantly dependent upon self-esteem, loneliness, family harmony, and family communication. Children's popularity was related with school grade, name satisfaction, body satisfaction, self-esteem, number of close friends, loneliness, family harmony family communication, parental love and acceptance, and perceived closeness to mother. Children's isolation was significantly associated with school grade, body satisfaction, self-esteem, number of close friends, loneliness, family harmony, family communication, parental love and acceptance, and perceived closeness to mother Third, according to the multiple regression analyses, it was found that highly aggressive children tend to report less family harmony, more loneliness, and a larger number of friends. Also, highly popular children tend to report less loneliness, larger number of friends, strong family harmony, and higher academic achievement. On the other hand, highly isolated children tend to perceive weak family harmony, more loneliness, and lower body satisfaction. Lastly, the overall peer status indicator depended significantly on family harmony, loneliness, self-esteem, academic achievement, body satisfaction.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.433-445
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• 2013

The purpose of this study was to investigate the effects of children's temperament, parent-child communication, peer relationships on children's cognitive and affective happiness. The participants consisted of 396 elementary school students aged 10-13 dwelling in Jeonbuk province. Data was analyzed through descriptive statistics, t-test, regression analysis using the SPSS 18.0 program. The most salient results from this study were as follows: first, there were statistically significant differences in the children's happiness according to academic performance and family's economic level; children who considered themselves to have good grades and to have a higher standard of living were happier than other groups. However, there was no significant difference in children's happiness in relation to gender. Second, children's temperament(sociability, activity), parent-child open communication and peer relationships were positively associated with the children's cognitive and affective happiness. Children's emotional temperament, parent-child problem communication were negatively associated with the children's cognitive and affective happiness. Third, as the results of regression analysis, parent-child open communication, children's temperament(activity, sociability), peer relationships were considered to be the most influential factors in explaining cognitive happiness. And parent-child open communication, parent-child problem communication, children's temperament(activity) were influential factors in explaining affective happiness. In conclusion, children's happiness is critically affected not only by internal variables but also environmental ones such as parents and peers.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.127-144
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• 2009

The purpose of this study was to develop and to examine the effect on sex education program to middle school student. The subjects were 8 grade students and to examine 10 session education. Collected data was analyzed by SPSS WIN 12.0 program. The major results of this study were as follow ; First sex education program was developed into four areas : human and sex psychology, physical development and sex healthy, sex social environment and equality, marriage and healthy family. Included program contents were human dignit communication, sex curiosity, difference of sex, genital organs, pregnancy and birth, family violence, sexual violence, equality, parent-children relationships, family role. Second, sex education program was effective to improve degree of sex knowledge and to change sex attitude. Finally, sex education program needs to be continuously offered even to lower grades in elementary school.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.147-164
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• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.319-343
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• 2006

The purpose of this study is to investigate how fifth and sixth graders recognize average and to find out suggestions for teaching/learning methods of average by examining which difference there is depending on the way of the word problem presentation. For the this purpose, was conducted experiment study with the way of the world problem presentation set up as experimental treatment. The conclusions drawn from the results obtained in the this study were as follows : First, since students who did not learn the regular course of average had various informal concepts already, it is needed to consider handling more various concepts of average in order to enable students to expand flexible thoughts. Second, compared with fifth and sixth graders showed a wide difference in informal concepts of average depending on the way of the word problem presentation. In expect data with given average, concepts of mean as algorithm, balance point, and mode indicated similar percentage, while in estimate average with given data, the percentage of students who showed the concept of mean was very high at 67.6%. That may be because problems related to mean in the current textbooks are items of 'estimate average with given data', so in types of 'estimate average with given data', students solve questions with mean as algorithm without considering situations of problems. This result suggests that it is necessary to diversify the way of the word problem presentation even in textbooks. Third, as a result of analyzing informal concepts of average, there was significant difference in grades. In addition, the results suggested that there would be difference in the concepts of average depending on gender or attributes of discrete quantity and continuous quantity.

• Journal of Korean Library and Information Science Society
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• v.46 no.2
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• pp.71-111
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• 2015

This study developed a program suitable for operating an infinite creative space within the public library, and analyzed the effect of promoting participants' creativity through a trial run of the program. To do this, we operated a "picture book making activities" program in the infinite creative space of J library located in Chungbuk. This program was performed for 18 elementary students in grades 3-6. Torrance TTCT (The Torrance Tests of Creative Thinking) tools were used in this study to measure the overall creativity. As a result, first, awareness of the importance and interest in environmental science was improved through the whole program process. Second, participants' problem-solving abilities improved during the program by having to derive a solution for a given problem through brainstorming. Third, storytelling ability improved after the story-creating elements of the program. Fourth, each participants' creativity was improved through creative activities. Fifth, by publishing the results of creative activities of participants as books, the self-esteem of participating children improved as well.