• Journal of Gifted/Talented Education
• /
• v.16 no.2
• /
• pp.101-122
• /
• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.97-114
• /
• 2009

The purpose of this study was to investigate the effects of digital mathematics textbook on spatial abilities, interest and achievement of 6th graders. For this, research questions were set as follow: A. Is there any difference in cognitive ability in the space perception test between the experimental group and the control group. B. What distinctive attributes exist between the experimental group and the control group in the Spatial abilities? C. Is there any difference in learners' interest and achievement between the experiment group and the control group. To investigate the research questions, two classes of 6th grade children were selected from an elementary school in Daejeon and assigned one as experimental group and the other as control group. The experimental group studied mathematics using Digital Textbooks under an individual PC environment while the control group studied using the existing book-type textbooks. The following results and conclusions were obtained from the research. First, the effect of the Digital Textbooks on children's mathematics achievement was not statistically meaningful even though there was some progress in children's achievement. Furthermore, it was not found that the usage of a Digital Textbooks consistently influenced improvement in the students' interest in mathematics. Second, there were some positive changes in the achievement of Spatial ability of the middle subgroup of pretest score in the experiment group. It can have some educational implication that the Digital Textbooks can affect positively to the middle group in mathematics achievement who dominated more than 50% of the class. Third, the number of correct answers was found to be somewhat higher than that of the control group in spatial reasoning items. This means that the learning environment with Digital Textbooks allow more opportunities for manipulating geometric objects physically and mentally. Therefore, It seems necessary to offer various resources such as digital contents for students' geometric learning. For future research, It is strongly recommended to fix the bugs of the digital textbook programs and to upgrade the operating system of the computer.

• Journal of The Korean Association of Information Education
• /
• v.9 no.1
• /
• pp.69-76
• /
• 2005

The researcher conducts the following research to correctly identify the gifted children of science information. First, the researcher makes sufficient theoretic research on gifted children for the sake of definition and identification of the gifted children of information science, and reconstructed the identification principles, factors and procedures of the gifted children of information science on the basis of those of the gifted children of math and science the theories of a number of scholars and presented new methods of identifying new gifted children of information science. Second, the researcher set the identification procedures of the gifted children of information science and the relevant content and conducted the identification of gifted children through the observation and evaluation of sixth graders through three stages. Third, the researcher compares and analyzed the selected gifted children based on the identification procedures and ordinary groups of students excellent in math and science in terms of task achievement and looked into validity.

• Journal of The Korean Association of Information Education
• /
• v.25 no.2
• /
• pp.227-237
• /
• 2021

In this thesis, a survey was conducted on elementary school teachers about the establishment of information subjects in elementary schools. As a result, the opinion that information subjects should be newly established for ICT literacy education and SW/AI education in elementary schools was very high. In addition, if it is difficult to establish a new information subject, opinions in favor of the organization of the information subject as an autonomous subject using the discretionary time of the principal were high. In light of the results of this analysis, it is judged that it is necessary to establish a new information subject for ICT literacy education and SW/AI education in the next elementary school curriculum. However, if it is difficult to establish a new information course, it is necessary to come up with a plan that can be operated in the form of autonomous subject for students wishing to learn SW/AI. And it is judged that the number of class hours should be secured for at least 1 hour or 2 hours per week in the 3rd grade and above.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.43 no.1
• /
• pp.151-161
• /
• 2014

As concerns have been raised about the increasing number of children with food allergies, the management of food allergies through the consideration of school meals is an emerging issue. This study investigated the perception and practices regarding food allergy of elementary and middle school nutrition teachers in the Jeonnam area. A total of 236 nutritionists/nutrition teachers participated in the survey and completed questionnaires. The foods most reported to cause allergic reactions were peach, eggs, peanuts, shrimps, mackerel, and milk. Participants reported that the major tasks to be completed for management of food allergies: the estimated number of students with food allergies, the offering of allergy-free or alternative foods and informing families of foods that may cause an allergic reaction. A majority of the participants (94%) recognized that the nutrition teacher has the primary role in managing students with food allergies in school. To manage these students, nutrition teachers mostly reported informing of allergic foods/ingredients in the school menu and the estimation of students with food allergy. The percentage of participants who experienced education programs on food allergies was 16.9%, whereas 97% of participants answered that a good professional education regarding allergies for nutrition teachers is required. The knowledge level evaluated with objective questions was significantly higher than the self-estimated knowledge level. In conclusion, nutrition teachers understood the tasks regarding food allergy thoroughly and that, the tasks are relatively under-practiced. To improve the management of food allergies in school meals, professional education programs regarding food allergies should be provided for nutrition teachers.

• Journal of Korean Ophthalmic Optics Society
• /
• v.17 no.4
• /
• pp.457-467
• /
• 2012

Purpose: This study was performed to investigate the relationship between ocular and allergy symptoms in children by environmental pollutants emitted from new constructed building. Methods: Two different types of survey (6-Item Dry Eye Questionnaire and Ocular Surface Disease Index) were used to study dry eye syndromes and ocular subjective symptoms for a six-grade of elementary school students (54 males and 61 females) in newly built buildings in the past three month, located near capital city, Seoul. Atopy and medical history of allergic rhinitis were investigated with using questionnaire for allergy, and also nose itchiness and ocular symptoms were checked as visual analog scale(10-score) with using questionnaire of allergy rhinitis and conjunctivitis under the guideline of ARIA(Allergic Rhinitis Impacts on Asthma). Results: Fifty seven students (50%) from DEQ and 19 students (16.52%) from OSDI were diagnosed as dry eye, and 18 students (15.79%) were diagnosed as dry eye from both questionnaires. It was surveyed that 45 students (39.5%) and 29 students (25.4%) had atopy and allergy rhinitis, respectively. Among 45 students having atopy, 30 students and 8 students were diagnosed as dry eye with using DEQ and OSDI, respectively. And also, 22 students were diagnosed as dry eye by DEQ and 5 students were diagnosed as dry eye by OSDI from 29 students having allergy rhinitis. Among 29 students having both medical history atopy and allergy rhinitis, 15 students detected observable ocular symptom. The complicating allergy symptoms with ocular syndrome were arranged with sneeze, nose itchiness, nose stuffiness, and runny nose in order of frequency. As students recognized eye symptoms, the number of allergy found and student's number were increased proportionally. Conclusions: It was found that children's subjective ocular symptoms were confirmed in the environment as newly built building. The number of student for dry eye was proportionally increased to students having atopy and allergy symptoms.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.4
• /
• pp.501-525
• /
• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• Education of Primary School Mathematics
• /
• v.27 no.2
• /
• pp.111-137
• /
• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Journal of Educational Research in Mathematics
• /
• v.17 no.4
• /
• pp.359-380
• /
• 2007

This study was conducted with two 6-graders to identify how were their proportional reasoning abilities, whether they evolved proportional thinking in a various context, and what had influence on their proportional thinking. The findings, as previous researches noted, suggested that the proportional expression obtaining by instrumental understanding could not provide rich opportunities for students to improve understanding about ratio and proportion and proportional reasoning abilities, while being useful for determining the answers. The students were able to solve proportional problems with incorporating their knowledge of divisor, multiples, and fraction into proportional situations, but not the lack of number sense. The students easily solved proportional problems experienced in math and other subjects but they did not notice proposition in problems with unfamiliar contexts.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.16 no.2
• /
• pp.34-43
• /
• 2017

The purpose of this study is to provide a basis for determining when a school established long term school plans accepted by analyzing the trend of increase or decrease elementary school students 30 years to target of following nine cities, 552 elementary schools in Korea - 4 metropolitan cities(Ilsan, Bundang, Jungdong, Pyungchon, Sanbon, Dongtan and Kwangkyo), 4 central regional cities (Chunan, Asan, Seosan and Nonsan), 3 south-eastern regional cities(Pohang, Woolsan, Jinju, Changwon and Kyungsan) and 4south-western regional cities(Kwangju, Jeonju, Suncheon and Kunsan) for this purpose. Results of this study are as follows: First, the most common type was type 5, accounting for 56.8% (658) of the total, followed by type 11 (12.8%), type 13 (7.9%), type 15 (5.6%). Of the total 15 types, type 1, type 3, type 7 and type 14 accounted for less than 1% of the total. Second, the results of the Conflict Model I and Conflict Model II showed that Type1 and Type7 were not needed to be adopted.