• 한국수학교육학회지시리즈A:수학교육
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• 제54권3호
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• pp.223-240
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• 2015

This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 동서간호학연구지
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• 제9권1호
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• pp.83-90
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• 2004

Purpose: This study was to investigate the image of nurse perceives by students of elementary and middle schools in Seoul, Korea. Methods: The data were collected through questionnaire survey on 860 students. The survey was performed during May to Jun. 2003. The nurse image was analyzed through the instrument conceived by Il-Sim, Yang(1998) on the basis of four dimensions; traditional, social, professional and personal. The collected data analyzed using SPSS 11.0 with frequency, mean, standard deviation and t-test. Results: The results of this study were as follows. 1. There was a significant difference in the nurse's image between elementary and middle school students(p=.000), and the elementary students had more positive image. 2. The nurse's image of elementary school students had more positive than middle school students in traditional(p=.000), social(p=.000), professional(p=.000) and personal dimension(p=.015). In elementary school students, score of nurse's image was the highest in personal dimension, followed by traditional, professional and social in order. In middle school students, score of nurse's image was the highest in personal dimension, followed by professional, traditional and social in order. 3. The difference of nurse's image not showed statistical significance in sex, religion, experience of hospitalization(self), experience of hospitalization (family), nurses in family by general characteristics. Conclusion: As a result, elementary school student had more positive nurse's image than middle school student in all the aspects. But as they grow old, it changed negative. It is required to develop public information or education fit with student's age to image making by broadcasting and to improve the image nurses themselves.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.348-361
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• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.287-296
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• 2004

이 연구에서는 초등학교 과학과 수업 분석을 통하여 초등 과학 수업의 개선을 위한 시사점을 도출해 내고자 하였다. 교수-학습 방법에 중점을 두어 7개의 수업 사례를 관찰하고 분석하였다. 수업 관찰 결과, 초등학교 과학 수업에서는 실험이나 활동을 한 뒤에 정리하고 토의할 시간이 부족하고 교사의 적절한 안내가 이루어지지 않아서 실험이나 활동 결과를 학습목표와 관련지어 이해하는 데 어려움이 있었다. 그리고 관찰 관점이나 실험 방법에 대한 안내가 부족하였고, 실험 기구를 올바르게 사용하는 방법과 유의할 점, 실험 기구를 사용하는 이유 등에 대한 안내가 충분히 이루어지지 않았다. 이러한 문제점을 개선하기 위하여 관찰 관점, 실험 기구의 용도와 사용법 등에 대한 교사의 안내 활동을 강화하고 실험 결과에 대한 논의가 충분히 이루어지도록 하기 위한 방안을 모색할 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.451-464
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• 2010

This study examined the perception of teachers and students on the practice of elementary science class. For this study, an examination tool was made by extracting characteristics of good science class through precedent study investigation and revising it in a questionnaire form of a Likert scale, and conducted to 194 elementary teachers and 320 elementary students. As a result of the study, teachers generally perceived science class positively and teachers with career more than 6 years thought it more positively than them with career less than 5 years. Consequently students have a substantially positive perception level about the practice of the elementary science class, and students of 3th and 4th grade perceived science class positively than 5th and 6th grade in all domains. Finally when analyzing perception difference between teachers and students about the practice of the elementary science class, it appeared that students perceived science class more positively than teachers in most questions.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.18-30
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• 2007

This study was concentrated on the development of the effective noise environmental education program(NEEP) for elementary student. And through this program, the student who is remaining as a spector or has not active attitude for noise problems will be encouraged to solve the troubles spontaneously. The object of this study was the two classes in H elementary school where is near to the Daegu international airport. One class that is a group for experiment has five NEEP lessons during five weeks in the time for the creative discretional activities. The other class, which was compared with the experimental group was given no lessons. NEEP was made on the bases that are the contents related with noise in 7th elementary education policy and the data developed by previous researchers. This program is containing basic concepts for noise and the effects of noise problems on human body or studying in class. And after using NEEP, students became more sensitive for noise environments than previous. And also students showed the positive attitude for solving noise troubles. It was meaningful in the level of p<.001 that the result of noise knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. And there were meaningful differences between experiment and comparison group after carrying out NEEP. In the area of noise knowledge and awareness, there were clearly meaningful results in the level of p<.001. Although the difference in noise attitude was a little, it was analyzed to have not a meaningful result. What suggested for researches in future are as follows. First, because until now the concrete research for the elementary student who exposed to noise and experienced a difficulty in hearing is deficient, many studies are needed. Second, NEEP with more lessons is required because the change of effective attitude needs long term. Third, due to the student who exposed to noise generally has low ability for concentration, NEEP compensated with activities is needed.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.99-110
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• 2008

The purpose of this study was to develop an instructional module for creativity(lMC) which was mainly based on a unit ('Sun's family' in the 2nd semester of the 5th grade in the textbook), to verify the effect of this module on Elementary student's creativity and attitudes related to science. The subject in this study was two 5th grade classes from J elementary school located in Busan. One of the group took the lessons which were designed for the IMC, and the other group took the normal classes. The effect of this subject for the experimental group and controlled group was verified by post-test: creativity and attitude related to science. The results of this study are as follows. First, the experimental group showed more creativity than controlled group on the post-test. The IMC was more effective to enhance student's creativity than general class. Second, the IMC was effective to enhance student's creativity without the difference in academic ability level. Third, the IMC was effective to enhance student's creativity without the difference in the gender. Fourth, the IMC was more effective to change student's attitude related to science than general class in the module application.