• 한국토양비료학회지
• /
• 제48권2호
• /
• pp.87-93
• /
• 2015

Public education on soil and soil science in Korea was reviewed through textbooks written in Korean which were used in the primary schools since 1950's. Numbers of words 흙[heuk], the Korean native word meaning soil, and 토양[土壤, toyang], originated from Chinese characters, were counted, and compared with the textbooks published in 1950's, 1970's, and 1990's, 2010's. The Korean native word "heuk" was used 20 times in 1950's, and increased to 55 times in 1970's. In 1990's version, it was decreased to 31 times and to 20 times in the 2010's version. The first appearance in the 1950's version was in the 3rd grade book, but was in the $1^{st}$ grade books in both 1990's and 2010's. In this recent version, the primary school students met this word on the poet, "Toad, Toad build a house", and "Sprout come out through soil clod". The word, "토양, toyang", originated from Chinese characters, 土壤, appears only 2 times in the $6^{th}$ grade in 2010's version. Authors conclusively recommend children should learn meaning of soil at early stage of primary school easily with positive image.

• 한국환경보건학회지
• /
• 제20권4호
• /
• pp.98-117
• /
• 1994

To provide data for the contents regarding environmental health (environmental hygiene, environmental pollution) in the textbooks of primary, middle and high schools, a total of 243 textbooks was analysed for two months from May, to July 31, 1993. Among the total 52844.50 pages, 1.65% was related to the environmental health, which account for 870.00 pages. In the textbooks by school level, the rate of the contents regarding environmental health in primary school was 1.63% (148.75 pages). that of middle school was 1.96% (243.25 pages) and that of high school was 1.53% (478.00 pages). The area of environmental hygiene was 0.24% (129.25 pages) and that of environmental pollution was 1.40% (740.75 pages) which is slightly high. In the field of environmental hygiene, the rate of the contents in the middle school textbooks was 0.53% which was the higher than that of the primary and high school textbooks. The rate of environmental pollution area was not significantly different by school level but the number of the pages was the higher at the high school than that of the primary and middle schools, which account for 428.8 pages. The contents related by the areas were as follows: 1. Contents related to environmental hygiene 1) Among environemtnal hygiene contents, the rate of housing sanitation was the highest as 0.14% (73.00 pages), that of air environment was 0.06% (33.00 pages) and that of water supply sanitation was 0.03% (17.25 pages). The portion of air environment was 5.00 pages in the primary school textbooks and that of housing sanitation at the middle and high schools was each 35.0 pages, 35.50 pages, which was the more than that of other fields. By school year, there was no contents related at the 1st and 2nd grades but were 4.75 pages at the 4th grade which were the more than those of other grades. At the 5th grade, water supply sanitation part was found but not air environment. Housing sanitation was found at the 3rd, 5th grades and insect or rodent control was at the 3rd, 4th, 5th, 6th grades. 2) In the middle school textbooks related to environmental health, 41.0 pages were included in the textbooks of pysical education, the highest number. The next was 19.5 pages in home economics, 2.8 pages in social studies and 3.00 pages in others. The contents of air environment were found in the textbooks of physical education and science, those of water supply and housing sanitation were in home economics and physical education and those of insect control were found 0.5 pages in home economics only. 3) In the high school textbooks, the highest number was 27.8 pages of home economics and the next was 11.5 pages of others, 7.8 pages of physical education, 2.0 pages of science and 0.3 pages of social studies. Air environment parts were included in the textbooks of science, physical education and home economics and water sanitation was in home economics, physical education and others. Housing sanitation was showed in home economics and social studies, on the other side the contents of insect or rodent control was found in home economics and physical education. 4) By the subjects related to environmental hygiene in the primary, middle and high school textbooks, 51.0 pages of home economics were the highest portion. It was also revealed that 49.5 pages of physical education, 14.5 pages of others, 13.5 pages of science and 0.8 pages of social studies were included. The number of 33.0 pages of air environment portion was distributed into 9.75 pages of science, 19.0 pages of physical education and 4.25 pages of others. Among 17.3 pages of water sanitation, 3.5 pages of home economics, 11.3 pages of physical education and 2.5 pages of others were included. Housing sanitation portions were 73.0 pages, which were distributed into 46.5 pages of home economics, 0.5 pages of social studies, 18.3 pages of physical education and 7.8 pages of others. 5) The number of photo, figure, illustration and table related in the primary school textbooks was 31. Among them, the number of photos was 21, that of figures or illustrations was 9 and that of table was 1. The number of 63 in the middle school textbooks was classified into 3 photos, 32 figures or illustrations and 28 tables. At the high school, the number of 56 was included 2 photos, 41 figures or illustrations and 13 tables.2. Contents related to environmental pollution 1) In the field of environmental pollution, the rate of water pollution was 0.39% (203.3 pages), that of air pollution was 0.31% (161.5 pages) that of soil pollution was 0.1% (57.3 pages), that of refuse disposal was 0.08% (40.3 pages) and others was 0.5% (278.5 pages) by school level, the rate of water pollution in the primary, middle and high schools was each 40.5, 48.0, 118.8 pages and that of air pollution was each 20.8, 38.3, 102.5 pages. 2) Environmental pollution areas were not inserted in the textbooks at the 1st grade of the primary school but foqnd 5.5 pages at the 2nd grade, 30.5 pages at the 4th grade, 36.3 pages at the 5th grade and a,9.5 pages at the 6th grade. Water pollution was included from the 2nd grade, air pollution and refuse disposal from the 3rd grade and soil pollution from the 5th grade. 3) In the middle school textbooks, environmental pollution was distributed into 90.25 pages of science, 42.8. pages of physical education, 20.5 pages of social studies, 19.5 pages of others and 4.0 pages of home economics. At the high school, the contents were found 191.3 pages in science, 119.3 pages in others, 88.5 pages in social studies, 28.5 pages in physical education and 1.3 pages in home economics. 4) By subjects of the primary, middle and high schools, the portion of environmental pollution was classified into 322.2 pages of science, 195.0 pages of social studies, 138.8 pages of others, 76.3 pages of physical education and 8.5 pages of home economics. Air and soil pollution parts were not found in the subjects of home economics. 5) The number of photo, figure or illustration and table related in the primary school textbooks was 218. Among them, the number of photos was 61, that of figures or illustrations was 149 and that of tables was 8. At the middike school, the number of 153 was distributed into 99 photos, 34 figures or illustrations and 20 tables. The number of 129 found in the high school textbooks was included 129 photos, 73 figures or illustrations and 100 tables.

• 영어어문교육
• /
• 제7권2호
• /
• pp.129-145
• /
• 2002

This paper compares the four official romanization systems (1948, 1959, 1984 and 2000) and analyzes the third- and fourth-year primary school English textbooks and teacher's guides in terms of romanization of personal names. This study is conducted with the assumption that the inconsistent use of romanization is due to two major causes, i.e., the frequent changes of the formal romanization systems and the exclusion of the romanization system from the school curriculum. The current third- and fourth-year primary school English text books (Ministry of Education, 2001) are chosen for the analysis because they are the first primary school English textbooks to be implemented based on the 7th National Curriculum. The study found that the textbooks and teacher's guides did not state which romanization system they were following and were not consistent in romanizing personal names. This study suggests including the current official romanization system in the current primary school curriculum and outlines a strategy for teaching the romanization system which suits the curriculum.

• 한국초등과학교육학회지:초등과학교육
• /
• 제19권1호
• /
• pp.57-69
• /
• 2000

The purpose of this study was to seek desirable direction of science teaching and to present meaningful ideas for implementing the science curriculum and teaching materials by measuring the degree of the students' understandings on science and comparing it with those of American students. The researcher comprised 790 primary and middle school students for the study and administered them questionnaires developed by Trowbridge, Bybee, and Sund. The questionnaires were analyzed along with three categories such as science method, science theory, and the achievement of scientists. The researcher used t-test and ANOVA in order to compare the difference of their understandings in accordance with grades and gender, and later compared Korean students' understandings with those of similar aged American students administered by the National Assessment of Educational Progress (NAEP) The research loathed to the overall conclusions as follows; Both primary and middle school students' understandings on science revealed positive and appeared no significant difference in gender. And it is thought that science education was being carried out hopefully to enhancing Korean students' scientific literacy, therefore, science teaching like what is implemented to the classrooms currently should be kept on in future. On the other hand, it is necessary to change primary school children's understandings on attitude and value of scientists while to change middle school students' understandings on scientific processes by experiment. Also primary school children need to understand that scientists are willing to change their ideas when new information becomes known.

• 한국학교보건학회지
• /
• 제14권2호
• /
• pp.161-175
• /
• 2001

In order to evaluate the erects of regular health education by a school nurse on a child's health-related knowledge and health-related behavior, a questionnaire survey was conducted with primary school students (4th, 5th, 6th grade) from December 5 to December 15, 1998. Subjects of the study were composed of two groups; one group who had regular health education by a school nurse and the other group who had no regular health education by a school nurse. The results obtained from the data analysis were as follows: 1. There was no significant difference in general characteristics between broth groups, but significant difference in parent-related characteristics and health-related characteristics were detected. 2. The health-related knowledge score was 21.98 in the regular health education group and 21.04 in the control group. There was significant differences between both groups (p<0.05). 3. Significant differences in the practice of health-related behaviors were detected between both groups (p<0.05). 4. The variables associated with the practice of health-related behaviors were regular health education, health-related knowledge, the education level of the mother, ignorance of health and parent's concern about the child's health (p<0.05). 5. The practice of regular health education was significantly related to the prevention of communicable disease, concern about health and total health behavior (p<0.05). From the above results, it can be concluded that there is a positive relationship between regular health education and the practice of health-related behavior after controlling other variables. According to the results, suggestions are as follows; 1. Evaluation of health-related knowledge and behaviors be conducted by the school nurse on pre and post-education. 2. The primary school student can be educated about health by the school nurse.

• 한국보육지원학회지
• /
• 제15권4호
• /
• pp.21-36
• /
• 2019

Objective: Using data from the Panel Study on Korean Children, this study investigated the influence of teacher'thoughts about the transition from ECEC to primary school in relation to learner-centered teaching methods and children's school adjustment. Methods: We analyzed the longitudinal data of 658 seven-year-olds from the 8th and 9th waves of the panel study of Korean children collected by the Korea Institute of Child Care and Education in 2015 and 2016. The main analysis method was Structural Equation Modeling(SEM). Results: First, theachers' thoughts about the transition from ECEC to primary school was noteworthy. Second, the more concern a theacher' had about transition, the higher their learner-centered teaching method. Third, teacher' concern about transition influenced children's school adjustment. Fourth, a teacher's learner-centered teaching method mediated concern about children's transition and school adjustment in the first year and the second year. Conclusion/Implications: According to the results of this study, 1st grade teachers' concern about the transition from ECEC to primary school has been found to be predictors of children's school adjustment.

• 대한가정학회지
• /
• 제31권2호
• /
• pp.1-14
• /
• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• 한국멀티미디어학회논문지
• /
• 제22권3호
• /
• pp.403-416
• /
• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• 교육녹색환경연구
• /
• 제12권1호
• /
• pp.15-24
• /
• 2013

In order to satisfy the requirements of cultivation of talents required by the new age, Chinese primary schools have carried out reform of quality education but are still in the elementary stage of reform such as educational management, teaching approaches and so on. On the contrary, the reform of school facilities which should adapt to the thought of quality education has been not carried out yet. Therefore, under such an circumstance, this paper makes an analysis of development process, current design situation and current distribution status of facilities of primary school sand the merger of primary schools due to decrease of birth rate and urbanization and its reasons and reveals the status quo of facilities of Chinese primary schools, expecting to provide reference for the future transformation and design of school facilities and recycle of abandoned schools.

• 대한지구과학교육학회지
• /
• 제4권1호
• /
• pp.1-11
• /
• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.