• Journal of the Society of Disaster Information
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• v.17 no.2
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• pp.351-364
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• 2021

Purpose: Fire load analysis was conducted to secure basic data for evaluating fire risk of educational facilities. In order to calculate the fire load through a preliminary survey, basic data related to the fire load of school facilities were collected. Method: The basic data were the definition and types of fire loads, combustion heat data for the calculation of fire loads. The fire load was evaluated by multiplying the combustion heat by the weight of the combustibles in the compartment when calculating the fire load. Result: As for the fixed combustible materials of A-elementary school, the floor was mainly made of wood, in consideration of emotion and safety in the classroom, music room, and school office, and the rest of the compartments were made of stone. The ceiling and walls were made of gypsum board and concrete, so they were not combustible. The typical inflammable items in each room were desks, chairs, and lockers in the classroom, and the laboratory equipment box and experimental tool box were the main components in the science room, and books, bookshelves, and reading equipment occupied a large proportion in the library room. Conclusion: 'The fire loads of A-elementary' schools according to the combustibles loaded were in the order of library, computer room, English learning room, teacher's office, general classroom, science hall, and music room.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.119-129
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• 2001

The present school is faced with the crisis of school collapse and classroom collapse under a bureaucratic and authoritative atmosphere. The method to respect individual opinions and to discuss with open mind is needed. The study is to establish the system of SDR and to make it possible to express the wholesome and various ideas of members by using it. SDR is related with the interruption DB to stop up unsound messages. The result of this study shows that SDR is very helpful to make a culture of discussion in a school in the respect of enlarged chances for teachers and students to participate, active and open participation, changing of attitude in achieving group goal and formation of desirable culture of discussion.

• Journal of Environmental Health Sciences
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• v.30 no.5 s.81
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• pp.440-448
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• 2004

Airborne bacteria, gram negative bacteria (GNB) and fungi were measured in 70 class of 17 kindergartens. The objective of this study is to identify the factors influencing airborne concentrations of bacteria, GNB and fungi using multiple regression analysis. The average concentrations of bacteria and fungi exceeded $1,000\;CFU/m^3$. The average of GNB was $3.7{\times}10^2\;CFU/m^3$. This results indicated that air of kindergartens was contaminated with microbes such as bacteria and fungi. ANOVA test found that the concentrations of bacteria, GNB and fungi were significantly different by the characteristics of weather (rain, after rain, sunny) sampling date (July, August, September and October), the location of sampling site (ground level and basement) and the location of toilet (inside class, nearby class and away class). Multiple regression tests concluded that sampling date, the scale of city where kindergartens are located, the location of sampling site and ventilation efficiency can significantly affect the airborne concentration of bacteria, GNB and fungi. Most of these factors could be related moisture. Environmental factors that can cause the increment of moisture should be controlled in order to reduce airborne concentration of bacteria, GNB and fungi. Legal actions concerning prohibition on the presence of toilet inside class and ventilation criteria should be taken.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.25-35
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• 2010

The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.425-457
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• 2006

The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.93-109
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• 2018

The purpose of this study was to analyze the character of the creative design processes that appear at the creative design stage of the design thinking based on STEAM class and what factors affect the creative design process. Students who served as the subjects of this study were 4 elementary school students. We developed the design thinking based on STEAM program to look more specific the creative design process. The project was conducted with a total of 12 sheets of paper materials. The conclusions of this study are as follows. First, the problem solving process of the design thinking based on STEAM classes is not anticipatory and is cyclical and complex. So, teachers should provide sufficient time for students to create and simulate ideas and accept the solving problems through trial and error. Second, Having presented the STEAM class as a practical problem in the real world, there was less fear of students' failure and heightened motivation and enthusiasm. Providing with the real topic and open questions in classrooms can lead to students' voluntary participation in the classroom. Third, In the design thinking based on STEAM class, students develop concrete ideas through visualization courses. The group of students made the best solutions through communication.

• Journal of the Korean Home Economics Association
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• v.36 no.5
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• pp.151-166
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• 1998

The purpose of the study was to determine the effect of a practical problem-based instruction(PPBHEI) perceived by female and male high school students. One Group post-test only design was used in this quasiexperimental study. The experimental group of the study was 101(67 male and 34 female) second grade students of a high school in Kyung Kee Area. The Practical Problem-Based Home Economics Instruction had been conducted to the group during the 14th weeks of 1997 spring semester. Post-test including the two parts was conducted at the end of the semester. The instrument of the study was developed and used, based on the previous literature after testing validity and reliability by the researcher. The questionnaire was composed of open-ended question. The data of this study were analyzed by content analysis. The results were as follows: 1)both female and male respondents indicated PPBHEI helped to improve their friendships(93.1%), expression skills(69.3%), their thinking ability(82.1%), and problem soiving skills(76.2%); 2)both female and male respondents indicated that problems of PPBHEI were that a few students didn't like joining the class and classroom space was too small; and 3)half of students(52.3%) perceived the Practical Problem-Based Home Economics Instruction related to student achievement.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.22-35
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• 2013

In this study, we analyzed the problems of grade 3~4 science textbooks developed for the 2007 revised national curriculum raised by elementary school teachers. 53 elementary school teachers were selected and asked to complete the open questionnaire to find out the problems they experienced or perceived when they taught the corresponding unit of the science textbooks. The responses were coded and categorized through researchers' cross analysis. The result revealed various problems in using the science textbooks in real classroom context. The problems were divided into three dimensions as inquiry activity aspect, science knowledge aspect, and science learning assessment aspect. Each dimension consisted of several categories. We explained the frequency and representative examples of the problems in each category. These can provide some guidelines and implications for new science textbook developers and science education policy makers.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.