• 수산해양교육연구
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• 제20권2호
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• pp.168-183
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• 2008

The purpose of this paper was to compare and analyze the elementary curriculum and textbook integration of social studies in Korea, USA, and England in terms of content integration and to make suggestions for the improvement of Korean social studies curriculum and textbooks. For this study, social studies curriculum and textbooks of three different countries were analyzed according to the three criteria: sequence, types and focus of integration. In this comparative study, five suggestions were made for the improvement of the Korean elementary social studies curriculum and textbooks. First, Korean social studies curriculum should have a subject focus at each grade level. Second, it is recommended that Korean social studies curriculum should present clear interrelations among geography, history, and civics at each grade level. Third, Korean social studies curriculum needs to have diverse criteria on which to select and organize themes. Fourth, Korean social studies textbooks need to have increased number of interdisciplinary large units. Fifth, it is necessary that the authors of Korean social studies textbooks integrate contents in consideration of students' life context in order to raise the relevance of the contents of history and geography.

• 아동학회지
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• 제15권1호
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• pp.159-172
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• 1994

The purposes of this study were (1) to explore the stability of social acceptance when childen transferred from kindergarten to elementary school, and (2) to identify factors that predict children's social acceptance in new school environments. Twenty two children of 'J' kindergarten who were transfering to 'S' elementary school were sampled at the end of their kindergarten year. They were administered social acceptance tests, a school readiness test, and the simplified version of the Preschool Behavior Questionnaire. A sample of 135 children including the 22 children of 'J' kindergarten were administered social acceptance tests in the middle of the first grade of elementary school and questionnaires on their children's social experiences were completed by their parents. Social acceptance scores were found to be stable from kindergarten to elementary school. School readiness test scores and distractibility ratings by preschool teachers were moderately correlated with post-transition social acceptance. Among the social experiences variables, duration and number of preschool experiences were significantly correlated with social acceptance in the first grade of elementary school. There were no significant differences of social acceptance score according to the type of kindergarten.

• 한국게임학회 논문지
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• 제21권4호
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• pp.85-94
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• 2021

본 연구의 목적은 마인크래프트를 활용한 초등 사회과 비대면 수업의 교육적 효과를 분석하는 것이다. 이를 위해 초등학교 4학년 31명을 실험학급(15명)과 통제학급(16명)으로 나누어 한학기 동안 마인크래프트를 활용한 사회수업을 실시한 후 학업성취도(지리, 역사, 일반사회), 학습태도(학습동기, 학습흥미, 학습효능감), 장소감(장소정체성, 장소애착, 장소의지), 협력의 변화와 양상을 t-test 및 질적내용분석으로 연구하였다. 연구결과 마인크래프트를 활용한 초등 사회 수업을 경험한 실험학급 학생들은 학업성취도, 학습태도, 장소감에서 통제학급에 비하여 유의미한 향상이 나타났으며 질문과 설명 그리고 의견 제안의 방식으로 학생 간의 상호협력이 긴밀하게 이루어졌음을 확인할 수 있었다.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.84-96
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• 2007

The purpose of this study is to develop instruction model of environmental problem process focused with environmental justice. This study has analyzed environmental problem solution process in social studies of elementary school from 4th grade to 6th grade with it. The results of this study are as follows. First, social studies of elementary school didn't show distributive justice in environmental problem solving process. Second, procedural justice existed, but offered information is lacking to each main group. Third, substantive justice was emphasized personal viewpoint. We developed instruction model of environmental problem solving process based upon the results. Component of instruction model is problem analysis, distributive justice, procedural justice, substantive justice and evaluating a solution. Timely, teachers can use and can apply it in social studies class. In conclusion, it is strongly recommend to teach environmental education linked with environmental justice. It enables us enhance a new awareness and attitudes towards sustainable development.

• 수산해양교육연구
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• 제24권6호
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• 아동학회지
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• 제19권2호
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• pp.35-47
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• 1998

Negative life events, self-esteem, perceived social support, and maladjustment were studied longitudinally among late elementary children. Subjects were 241 boys and girls for depression and 258 for antisocial behavior. The instruments were the Adolescent Perceived Events Scale, the Rosenberg Self-Esteem Scale, the Social Support Scale for Children, the Revised Korean Version of the Center for Epidemiologic Studies' Depression Scale, and the Antisocial Behavior Scale. The results showed that the way variables were reciprocally related to one another in patterns over a period of one year differed by internal and external adjustment. For depression, depression at Time 1 had effects on self-esteem, social support, and depression at Time 2. For antisocial behavior, negative life events at Time 1 influenced negative life events, self-esteem, social support, and antisocial behavior at Time 2. The findings were discussed in relation to the effects of negative life events, self-esteem, and perceived social support on maladjustment.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권1호
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• pp.47-64
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• 2023

현행 초등 수학과 교육과정에서는 내포량에 대하여 다루지 않지만, 타 교과에서 관련 내용을 다루는 문제가 지속적으로 제기되고 있다. 이러한 문제의 해결 방안을 모색하고자 교수학적 관점에서 내포량을 중심으로 초등 수학, 과학, 사회 교과의 교육과정과 교과서를 비교 분석하였다. 분석 결과, 초등 수학 교육과정에서 내포량에 대한 성취 기준을 제시하거나 해당 용어를 내용 요소로 명시하지 않았으나 초등 수학 교과서에서 차시 활동 및 문장제의 소재로 활용하고 있었다. 타 교과에서 내포량에 대하여 먼저 학습하거나 내포량을 계산하는 등 학습 순서 및 내용이 일치하지 않는 것도 나타났다. 효과적인 학습을 위하여 초등 수학 교과에서 내포량을 다룰 것을 고려할 필요가 있으며 타 교과에서 해당 개념을 지도할 때 수학 교과와의 연계성을 고려하여 학습 순서와 내용을 구성하여야 한다.

• 한국게임학회 논문지
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• 제20권5호
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• pp.21-30
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• 2020

본 연구의 목적은 게이미피케이션을 활용한 초등학교 사회수업의 교육적 효과를 분석하는 것이다. 이를 위해 게이미피케이션을 활용한 사회수업을 실험학급과 비교학급으로 나누어 실시한 후 인지·정의적 영역에 대한 평가와 수업에 대한 소감을 조사하였다. 연구 결과 게이미피케이션 수업을 경험한 실험학급 학생들은 비교학급에 비하여 사회학습 학업성취도, 학습 동기, 학습 흥미, 학습 효능감에서 유의미한 성장과 변화를 보였으며 역사적 사실, 해석, 추론, 상상적 능력도 신장 된 것으로 밝혀졌다. 또한 이러한 게이미피케이션의 긍정적인 교육적 효과는 학생들의 학습능력이나 게임에 대한 인식과 관련 없이 나타났다.

• 수산해양교육연구
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• 제21권4호
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• pp.471-488
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• 2009

This study aims to analyze the illustrations of social studies textbooks in order to find both sex-stereotypes and changing trends of sex-stereotypes last 60 years. For the study, 56 textbooks of elementary social studies of grades 3 to 6 are collected from the first to seventh national curriculum. The illustrations of social studies textbooks are analyzed from two different perspectives. First, it analyzes the numbers of male and female appearances in the work place of the textbook illustrations. Second, it analyzes sex-stereotypes in the work place. Through the analysis, this study tried to find changing trends of sex-stereotypes last 60 years in the illustrations of social studies textbooks. The findings and suggestions are as follows. First, we need to make more female appearances in the illustrations in order to make female and male appearances balanced in the textbooks. Second, we need to make more female appearances in the work place, especially providing more female appearances in the illustrations of high-ranking jobs. Third, we need to present male and female characters more balanced in a variety of life situations, thereby contributing to the equal and just society to come in the near future.

• 정보교육학회논문지
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• 제13권4호
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• pp.509-516
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• 2009

사이버교육의 필요성이 대두되면서 초 중등학교에 사이버가정학습 시스템이 도입 활용되고 있다. 본 연구에서는 사회과 사이버가정학습이 사회과 학업성취도와 학습태도에 어떤 영향을 미치는지, 학생들의 만족도는 어떠한가를 밝히고 이를 바탕으로 사회과 사이버가정학습을 위한 제언을 하고자 한다. 이 목적을 위하여 초등학교 5학년 54명(실험집단 27명, 통제집단 27명)을 대상으로 사회과 사이버가정학습을 활용한 실험집단과 전통적인 수업을 한 통제집단을 비교하였다. 연구결과 사이버가정학습 활용이 학생들의 학업성취도와 학습태도 향상에 긍정적인 영향을 주었으며, 사회과 사이버가정학습에 대한 학생들의 만족도도 비교적 높게 나타났다. 연구결과를 바탕으로 한 제언은 첫째, 학생들이 사회과 사이버가정학습에 참여할 수 있도록 동기전략과 자신감을 향상시킬 수 있는 전략이 필요하다. 둘째, 사회과 사이버가정학습에 의미 있는 사고활동, 문제해결활동을 통합시켜야 한다. 셋째, 의미 있는 사회과 학습이 되기 위해서 학생들의 상호교류를 통하여 의사소통과 사고를 촉진시킬 수 있는 환경을 조성해야한다. 넷째, 교사가 관리자, 촉진자의 역할을 잘 수행할 수 있도록 지원방안이 이루어져야한다.