• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.407-418
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• 2006

The purpose of this study was to survey the problem of teachers' narrative reporting of children's science learning in elementary school report cards. For the purposes of this study, a questionnaire, comprised of 6 questions and an analysis tool (Cronbach's $\alpha=.70$) were developed to categorize the answers. The survey was conducted by 53 teachers, who are currently taking 5th ade in elementary school, and the results are as follows: First, they interpreted the same content of report cards in a variety of different ways. Second, they exhibited a number of different principles and criteria in terms of preparing the content of narrative report cards. Third, they experienced difficulties in preparing narrative report cards on science teaming which required explanation of complete processes. Fourth, most teachers surveyed answered that the content of their narrative reports on science learning did not communicate specifically the students' achievement and further studies. Fifth, the activities related to preparing the content of the science learning on narrative reports was widely perceived to be useless for teachers' professional development. Finally, teachers made a number of alternative proposals to overcome the current, perceived problems of teachers' narrative reporting for children's science learning in report cards. Based on the results of this analysis, alternative forms and content of narrative reports on science learning were discussed.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.93-109
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• 2018

The purpose of this study is to develop the number puzzle program and the mathematical creativity test and to analyze the effects of the mathematical creativity and the creative attitude in mathematics. To accomplish this aim, the six-grade students elementary school of thirty-six participated and this students participated Magic square, Sudoku, KenKen Puzzle activities in to the morning activity time for 30 minutes every morning and the pre-test of before activity and the post-test of after activity were collected. The number puzzle activity helps improve the mathematical creativity and the creative attitude in mathematics of the elementary school students and improve the mathematical creativity of for female students rather than for male students.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.39-50
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• 2010

The aims of this study are to present the basic data of a school facilities complex and to analyze the necessity of a school facilities complex, school facilities characteristics and program characteristics. In the study, there can be found an analysis of the present conditions of the school facilities complex by literature research and the analysis of school facilities characteristics and program characteristics by case study. The results of this study are as follows: First, the elementary school facilities are mixed with the gym, swimming pool, culture center and convenient facility(parking lot). Second, the school facilities complex is not connected with the number of elementary school students. As the number of elementary school students decrease, it is possible to apply the generated surplus space of the school facilities to the community facility. Third, the school facilities complex is not connected to the reliance ratio of local finance. It is necessary for the central government to provide active financial and to build a financial support model. Fourth, most of the time, the entrance of the facility complex is divided from the entrance of the school facility. Fifth, the programs of many school facility complexes are composed of swimming and physical fitness programs.

• Journal of the Korean Institute of Educational Facilities
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• v.3 no.2
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• pp.5-13
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• 1996

In the course of modernization and industrialization in Korea, the population in rural area has been substantially decreased, as a greate number of people have moved to urban area. Many elementary schools in rural area were destined to be closed as the number of students for each school have been decreased below proper level. And this tendency seems to be continued for the time being. The purpose of this study is to suggest a policy for the effective utilization of closed elementary schools in rural area. Especially this study is focused on the cases of utilization of closed school as art studio. By analysing the actual cases of utilization of closed school facilities as artists' studios and surveying the responses and opinions of local inhabitants as well as the artists, we hereby suggest and propose a related policy as one of effective means to revitalize distressed rural community.

• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.922-933
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• 2008

The purpose of this study was to investigate the effects of nutrition education using Food Exchange System on elementary students' nutrition knowledge, dietary attitude and nutrients intake. Nutrition education lessons (40 min /lesson, 4 times), '5 major nutrients and functions', '6 food groups and sources of 6 food groups', 'good choice of snacks and eating out' as class lesson, 'daily needed energy and food exchange units' as individual lesson, were provided to 70 elementary students (4th grade 33 students, 5th grade 37 students) in Jeonbuk Province. We assessed the changes in nutrition knowledge, dietary attitude, food habit using a questionnaire and nutrient intake using 24 hr recall method by nutrition education. In nutrition knowledge, there were significant increases in scores of 'functions of carbohydrate', 'functions of protein', 'functions of lipid', 'foods of carbohydrate', and 'foods of lipid'. In dietary attitude, there were significant increases in scores of 'taking a meal with joy', 'taking a meal at ease', 'taking a meal with sufficient protein intake' and 'taking a meal without spicy foods' by nutrition education. There were significant changes in the type of breakfast and in the frequency of snacks. After education, in type of breakfast, it showed higher number of students ate rice oriented meal than they did before education. and in frequency of snacks, it showed lower number of students ate snacks 'over 3 times' than they did before education. In Carbohydrate : Protein : Fat (CPF) ratio (%), it was significantly changed from 55.8 : 17.7 : 26.6 to 63.6 : 15.3 : 21.1. In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), vitamin A, thiamin, niacin, vitamin $B_6$, calcium, phosphate, iron and zinc showed positive changes in distribution of number of children by intake level. That is, there were significant improvements in intakes of vitamin A, thiamin, niacin, vitamin $B_6$, calcium, phosphate, iron and zinc. These results showed that nutrition education using Food Exchange System for elementary students improved nutrition knowledge, dietary attitude and nutrients intake. It suggest that nutrition education using Food Exchange System may improve dietary behaviors and reduce an incidence of obesity in elementary students.

• Korean Journal of Health Education and Promotion
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• v.12 no.1
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• pp.47-71
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• 1995

This research has been attempted to measure health acknowledgement and needs of 1158 respondents, the parents of elementary, middle, and high school students, residing in Seoul and In-chon. 1. The majority of parents had high interests in health and their children's health education. In addition, more than half of parents showed positive responses in their willingness to participate in organizational activities. 2. 41.7% of parents thought that their children were receiving health education regularly. For their recognitions of the course title, 'Physical Education' was the most highly recognized by the parents of elementary and middle school students, and 'Military Drill' for the parents of high school students. 3. A high number of parents perceived the problems of school health education. 4. There was a high number of parents, who thought that health education teachers' knowledge was deficient, and 86.3% of them agreed that additional education for 33the teachers should be desired. 5. 95.5% of parents acknowledged the necessity of health education; 78.8% of them recognized the reinforcement of health education; and 60.0% of them percepted the necessity of establishing the independent health education courses. 6. For the matter of instruction period, the majority of parents responded that health education should be taught from "kindergarten" and "elementary school". For the appropriate instruction hour per a week, the majority answered 1 hour. Most respondents answered that those, who majored in health education, should be the appropriate teachers. 7. The survey result indicated that there was a close correlation between the cognition of the importance of health education and the correspondents' health educational background, their interest and willingness to participate in health education. 8. The most desired areas of health education were Safety Education and Health-Habit. The followings were Environmental Health, Prevention of Disease, Mental Health, Growth and Nutrition, and Drug-Abuse in a sequent order. The parents of elementary school students showed a high acknowledgement on Health-Habit, Growth and Nutrition, and Prevention of disease, Safety Education. On the other hand, as the children entered into the advanced schools, the parents' recognition of the health education needs shifted into Sex education, Drug Abuse, and Mental Health. 9. Those respondents, who recognized the necessity of health education and advocated the establishment of independent health education courses, had a strong demand for the implementation of the health education.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.34-46
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• 2023

To investigate the trends in science education research related to play and derive implications for elementary science education research, we analyzed 109 research articles on play in science education published both in Korea and abroad. First, the number of research studies conducted abroad has been steadily increasing since 2009, with the highest number targeting middle school students. Conversely, domestic research has the highest number of papers targeting elementary school students. Second, in terms of research methods, quantitative methods were the most commonly used. Third, the use of questionnaires was the most frequently published research method, while the use of observation and products was smaller in number in domestic studies compared to those conducted abroad. Fourth, In the aspects of the contents, more research was conducted in the field of physics than in other areas. In case of researches for elementary school students, domestic research was focused on four areas of science. Fifth, among the studies exploring effectiveness, the 'cognitive domain' was the most studied, followed by the 'science-related attitude domain' and the 'inquiry and practice domain'. Sixth, the use of play was high in the following order: online games, video games, virtual play, and games with rules. For domestic researches, studies on analog play were most frequently reported, and the ratio of digital games in abroad was higher than that of others. Seventh, the highest number of papers used teacher-directed play, and this tendency was more noticeable in domestic studies.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.646-654
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• 2014

The aim of this study was to investigate the patterns of the elementary school students' interests to animals and plants based on affinity toward animals and plants, and curiosity about animals and plants by using a cluster analysis. In addition, the differences of the big five personality traits by the identified clusters was examined. A total number of 411 elementary school students participated in the study. The students were clustered into four distinct interest groups with respect to the level of interests to animals and plants. Cluster 1 'Developed Interest to Organisms group' showed high levels in the interest to both animals and plants. Cluster 2 'Developed Interest to Animals group' showed high interest to animals and relatively low interest to plants whereas cluster 3 'Developed Interest to Plants group' showed high interest to plants and relatively low interest to animals. Lastly, cluster 4 were identified as 'Lack of Interest to Organisms group' by showing low levels of interest to both animals and plants. The four identified groups also showed different distributions of students according to gender and school year. These results support gender difference in the interest to animals and plants and suggest the decreased and specialized interest with school year. The Big Five personality traits excluding neuroticism were positively related with the interest to organisms and the identified groups showed significant differences in the traits. These findings indicate that agreeableness, conscientiousness, extraversion, and openness can be significant predictors of the interests to animals and plants.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.506-521
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• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.