• 대한지구과학교육학회지
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• 제6권3호
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• 한국초등과학교육학회지:초등과학교육
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• 제24권1호
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• pp.51-58
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• 2005

The purpose of this study was to investigate the elementary students' academic ability in science and cognitive language ability according to gender, and their correlation. To this study, above two tests were conducted to 600 elementary students, and 496 students of them were analyzed. The test of academic ability in science was classified for lower students (1$\~$3 grades) and upper students (4$\~$6 grades), which consisted of scientific knowledge, process skill, and inquiry context. The reliability (Cronbach $\alpha$) of each test showed 0.7581 in lower students and 0.7831 in upper students. Also the reliability of cognitive language ability test was 0.7788. The results of this study were as follows: First, there were no significant differences in academic ability in science according to gender except 3rd grade. Second, there were significant differences in cognitive language ability according to gender. Third, in the correlation between academic ability in science and cognitive language ability, it showed low coefficient in lower students and high coefficient in upper students.

• 한국초등수학교육학회지
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• 제10권1호
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• pp.89-106
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• 2006

학생들이 수학학습을 하는데 있어서 경험하게 되는 여러 가지 부정적인 경험과 정서들은 학년이 올라감에 따라 학생들의 수학불안의 요인이 되며, 이러한 수학불안은 효과적인 수학성취도에 부정적인 영향을 미친다. 따라서 본 연구에서는 초등학교 학생들의 수학불안 요인을 수학교과 요인, 학습자 태도 요인, 교사 요인, 환경요인의 4개 영역으로 나누어 분석한 후, 수학불안 요인들이 학년 및 성별 간에 차이를 보이는지에 대해 살펴보고자 한다. 또한 수학불안 요인들은 수학성취도와 어떠한 관계가 있는지 알아보고자 한다. 그리하여 초등학생의 수학불안 요인 처치의 중요성을 인식하고 그 방안을 모색하는데 도움을 주고자 한다.

• 한국생활과학회지
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• 제12권4호
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• pp.403-416
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• 2003

The recent study was examined the effects of stress related to self-esteem upon the types of deficiency, the genders, the grades. A Questionnaire was distributed to 172 elementary school students in 4th, 5th and 6th grades. The results of this study were as follows : First, children's stresses were related to their self-esteem and their self-esteem was explained mostly by the stress from home environment. Second, children's stress upon the birth order was higher in the first than in the second and the third birth order. Third, their self-esteem was explained mostly by the support from friends, teachers, and academic fields. Forth, children's stress of divorced and separated families as a reason of deficiency was higher than their stress upon the separation by death.

• 보건교육건강증진학회지
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• 제16권2호
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• pp.55-66
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• 1999

To evaluate the status of the contact to lascivious computer programs and sexual attitude and behaviour by the grades of middle school boy students, the questionnaire survey was done on 715 students of five middle schools in Pusan and Kimhae area from December 15 to December 24, 1997. The data were analyzed by PC SAS; $X^2$ -test. The level of significance was 0.05. 404 students (56.5%) had a personal computer in their home. 516 students(72.2%) have experienced of using a computer program. 294(57%) of them usually played a game with computer. 514 students(71.9%) had experiences of the contact to a lascivious computer program, which increased with the grades of the students(p〈0.05). The first exposure to a lascivious program was when they were elementary school students in 24.6% of first grade middle school student, 13.8% of second grade, and 11.3% of 3rd grade students. 92% of the students was introduced to first contact through their friends. 63.7% of them watch the program at their friends home. The most common drives to contact to a lascivious programs were curiosity (53%). Sexual desire was a higher drive in third grade students (20.6%) than lower grades. After contacting to a computer lascivious program, desire of masterbation was more frequent in lower grade students. and feeling disgust was more frequent in higher grade students (p〈0.05). Frequence of masterbation or sexual intercourse was higher in high grade students(p〈0.05) In conclusion, distribution and popular use of computer attributes to the increased exposure to lascivious programs and lowering the age of first exposure. There was the difference according to the grades in the feeling and sexual behaviour after contacting to computer lascivious program. Appropriate methods to protect young students to contact a lascivious program should be sought. The use of computer should be educated in elementary school students accompanied by proper sex education.

• 대한수학교육학회지:학교수학
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• 제12권2호
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• pp.137-150
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• 2010

이 연구는 초등학교 저학년 수학부진아들의 수세기 능력을 조사하고, 이를 토대로 수학부진아 지도를 위한 시사점을 도출하고자 하였다. 이를 위해 초등학교 2학년 수학부진아 4명을 실험군으로 하고, 4학년 수학부진아 4명과 2학년 일반 학생 2명을 비교군으로 하여, 일대일 면담을 실시하였다. 학생들의 수세기 능력은 정확성, 속도, 효율성의 세 가지 관점에서 분석되었으며, 연구 결과는 다음과 같다. 첫째, 저학년 수학부진아들의 수세기 능력은 매우 낮았으며, 사소한 실수나 체계적인 오류, 더딘 수행, 비효율적인 전략 구사 등의 문제점을 드러냈다. 둘째, 학년 상승과 더불어 수세기의 속도는 어느 정도 개선되지만, 수세기의 정확성이나 효율성은 크게 개선되지 않았다. 셋째, 수세기 능력과 연산 과제 수행 능력 간의 명확한 상관관계는 도출하지 못했지만 개연성이 있음은 확인하였다. 이상의 연구 결과를 통해, 저학년 수학부진아들에게 수세기 활동을 좀 더 강조해서 지도해야할 필요성이 있음을 이끌어 내었다.

• 대한수학교육학회지:수학교육학연구
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• 제19권1호
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• pp.163-183
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• 2009

본 연구는 2007년 개정 교육과정에 따라 초등학교 수학 실험용 교과서에 신설된 활동인 탐구 활동과 이야기 마당을 다루는 수업에서 교사와 학생의 수학적 의사소통이 어떻게 이루어지는지 알아보기 위한 것이다. 이를 위하여 초등학교 1, 2학년 각각 두 교실의 수업을 관찰하고 수학적 의사소통을 질문하기, 설명하기, 수학적 아이디어의 근원의 세 요소로 나누어 분석하였다. 분석 결과, 학생들의 사고과정에 초점을 두고 학생들의 아이디어를 탐색한 교실이 있는 반면에, 정답을 도출하는데 초점을 두거나 학생들의 아이디어를 깊이 탐구하지 않고 교사가 직접 아이디어를 평가하는 교실이 있었다. 특히, 탐구 활동보다는 이야기 마당을 다루는 수업에서 이러한 경향이 더 많이 나타났으며 이는 교사들이 이야기를 통하여 수학 수업을 진행하는데 익숙하지 않고 교사용 지도서에도 구체적인 발문이나 학생들의 예상 답안을제시하지 않은데 원인이 있다고 볼 수 있다. 실험 적용에서 드러나는 수학적 의사 소통을 면밀히 분석함으로써 추후 탐구 활동과 이야기 마당 관련 수업에서의 지도 방향에 대한 시사점을 도출하였다.

• 한국의류학회지
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• 제27권1호
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• pp.143-153
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• 2003

This study was conducted in order to provide basic study material for children's garment design. The subjects of this study are fifth and sixth grade elementary school girls, who demonstrate rapid growth and the differences among individual somatic types are apparent. Their bodies are studied, categorized into patterns and the characteristics are examined. 1 The increase of height and length measurements according to age increase are much larger than that of breadth, depth and girth menasurments. 2. Eight factors are drawn upon factor analysis and the rate of factors comprisedare 78.68%. 3. The shapes of lower body of higher grades girls in elementary school are classified into three categories. The first type is slender in lower body and the second type is more contoured around waist area with longer length and higher height than the average elementary school girls. The third type is heavy in the lower body. 4. Eighteen items important for somatic categorization are selected through stepwise discriminant analysis and the exactitude rate of these items is 93.3%.

• 정보교육학회논문지
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• 제23권4호
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• pp.303-314
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• 2019

2015개정 교육과정에 의해 2019년부터 초등학교 5, 6학년을 대상으로 실과과목에서 정보교육이 진행되고 있지만, 국외에서는 초등학교 저학년부터 정보교육을 시행하는 경우가 많다. 이에 본 연구는 초등학교 저학년의 특성을 고려한 프로그래밍 언어의 선택 방향성을 제시하기 위한 목적이 있다. 목적 달성을 위해 저학년의 발달특징과 교육용 프로그래밍 언어의 필요요소를 고려하여 평가 준거를 개발하였다. 준거에 근거하여 두 언어의 사용성을 분석한 결과는 다음과 같다. 첫째, 비스킷은 학령이 낮은 학생의 표현력 고려, 프로그래밍의 개념에 대한 학습 없이 알고리즘 익히기 등에 활용할 수 있으며, 둘째, 스크래치 주니어는 알고리즘이나 프로그래밍에 대한 개념 학습에 용이한 것으로 나타났다. 본 연구는 향후, 초등학교 저학년 대상의 프로그래밍 교육을 대비하여 학생들의 발달 상태를 고려한 시사점을 제시했다는데 의의가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.620-626
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• 2005

In this study, we conducted a comparative study to investigate the curriculums on electricity and magnetism between in Korean and in Ontario elementary schools in Canada with respect to connectivity and difference among course materials with grades. We compared textbooks that contain the contents about electricity and magnetism, and connectivity in curriculums that were relevant to the science content system in each country. We report the following differences in the curriculums on electricity and magnetism in each country. First, it turns out that science is taught from the first grade in Ontario, while it is taught from the third grade in Korea. Second, Ontario covers electricity and magnetism only in science curriculum, while Korea covers the same topics both in the science and practical arts curriculum. Third, while the curriculum in Korea introduces 'a magnet' in the third grade, 'electricity' in the fourth and the fifth grade, and 'an electromagnet' in the sixth grade, while the curriculum in Ontario covers the concept of energy from the first grade. As the grades go up, the contents of electricity and magnetism tend to be more deepen. It also emphasizes enhancing students' ability that they can communicate what they learn about technology with others, and that they can apply their knowledge to other fields as well. Based on this study of the Ontario curriculum, we suggest that it is necessary for us to n Science curriculum from the first grade, so that the students can learn science from the early grade, without a need to run another subject, like practical arts. We also found that the Korean curriculum has an interesting structure for the young students to learn to apply their knowledge to the real life immediately, based on an idea that the topic of 'Manipulating the electric appliances' in practical arts curriculum moves to the Science.