• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.211-222
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• 2012

21C future learners are required to have creative thinking and problem-solving capability to address an issue wisely by integrating and applying knowledge and functions. The robot education that has recently been studied in primary and secondary schools was reported to be effective in satisfying the requirements. The robot education varies ranging from the existing after-school education to an integrated approach used for regular curriculums, and has actively been studied. Nevertheless, aside from positive study results, any studies on the environment where primary school students can learn robot and programming knowledge more friendly is still insufficient. Therefore, this study was intended to give students a robot class with the use of storytelling friendly to students in order for primary school students to learn robot and programming knowledge with ease. The study result showed that acquirement of programming knowledge was improved, and that the students had a positive learning attitude. In addition, it was found that the storytelling of the robot class helped provide the entire learning context and continuous learning motivation for the students.

• Journal of the Korean Society of Food Culture
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• v.24 no.6
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• pp.762-769
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• 2009

In this investigation, 480 high school students attending school in Seoul, Incheon were surveyed for their knowledge of seaweed and their preference of seaweed products provided during school meal service. Female students answered that they preferred seaweed more than male students. When asked to explain their preference for seaweed, most students who preferred seaweed responded 'it is tasty' (82.9%), while those that did not like seaweed responded 'I don't like the texture when chewing it and it is not tasty' (47.8%). Most students reported that they usually eat 'laver', and the number of times that they at seaweed was '3-4 times a week'. The primary place in which they ate seaweed and the place where they feel it had the best taste was a 'house'. The primary source of information regarding seaweed was mass media including TV, newspapers, magazines and the internet (48.8%). With regard to seaweed in school meals, which is offered twice a week, most students reported, 'I eat seaweed and leave it to some extent.' They perceived 'laver' to be most often provided in school meals, and 57.7% reported that their favorite seaweed meal was 'laver'. When asked why they dislike seaweed in school meals, the most common responses were 'I didn't like seaweed the first time I tried it' (27%) and 'Its taste is different from what I eat at home' (24.6%). The most common request regarding seaweed provided in school lunches was for the taste to be improved (48.2%). Evaluation of the preference for seaweed menus in school meals revealed that both males and females had higher preferences of more than 4 points for 'fried laver' and 'broiled laver'.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.99-129
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• 2001

The purpose of the present study is to determine antecedents in the area of subject matters and to compare these factors between average student group and gifted student group, based on the implicit theory proposed by Sternberg(1993). The average group consisted of 350 primary school students (boy 172; girl 178) from a primary school and 380 middle school students (boy 221; girl 159) from a middle school in Taejeon Metropolitan City. The gifted group consisted of 181 primary school students (boy 130; girl 51) and 154 middle school students (boy 92; girl 62) from the Center for the Gifted Education of the Kong Ju National University. A questionnaire was developed by the authors. It consisted of 30 research questions related to reasons why they studied those subject matters hard. It took about 40 minutes to complete the questionnaire. Several exploratory factor analyses and confirmative analyses were conducted. The main results obtained were as follows: The subject matters all the students of the present study were English and Math. The main reasons why they studied those subject matters hard were interest, utility, competition, self-esteem, entrance examination, recognition, punishment avoidance, etc. A factor analysis revealed that, for the elementary school students, recognition and interest were factors for the average students, whereas knowledge acquisition was an unique factor for the gifted. Utility was common factor for both groups. A factor analysis revealed that, for the middle school students, knowledge acquisition was the main factor for the average students, whereas competition was the unique factor for the gifted. Recognition, interest, and utility were common factors for the both groups.

• Journal of Agricultural Extension & Community Development
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• v.6 no.1
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• pp.55-73
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• 1999

Because of reduction of population in rural area, primary schools in that area are exposed to many problems and the environment of education of coral area has been deterrioration. In this situation, many cases of merger and abolition(M & A) of primary schools in rural area were reported. The abolished schools have many dysfunctional effects on the community related to them such as repulsion of residents, students' problem of adaptation, unconvenient transportation for students, disappearance of life-centered place, and parents' lower concern with schools. To solve the problems of rural abolished schools, they should be utilized as a center of community education. The aims of this study were to review the situation and problems of M & A of primary schools in rural area and to analyze the basic needs of the utilization of abolished school and to suggest for the the directions for the utilizions of facilities of rural abolished school.

• Research in Mathematical Education
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• v.14 no.3
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• pp.263-279
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• 2010

Teachers' personal knowledge (PK) is an element in their pedagogic-practical knowledge. This study exposes the PK of primary school mathematics teachers regarding solid geometry through reflection. Students are exposed to solid geometry on various levels, from kindergarten age and above. Previous studies attested to the fact that students encounter difficulties-strong dislike and fear engendered by geometry. A good number of teachers have strong dislike to solid geometry, as well. Therefore, those engaged in teaching the subject must address the problem and try to overcome these difficulties. In this paper we have introduced the reflective process among teachers in primary school, including application of Van-Hiele's theory to solid geometry.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.129-150
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• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• Advances in nano research
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• v.14 no.1
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• pp.93-101
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• 2023

This research aims to explore the influence of early entrepreneurial education on cognitive and non-cognitive abilities of male sixth-grade primary school pupils using a randomized pretest-posttest control group design. A total of 45 students were randomly allocated to experimental, active-control, and control groups using a multi-stage random selection procedure. The experimental group was taught entrepreneurship using the Bizworld entrepreneurship education package. The active control group did not get entrepreneurship education but was instructed on a non-entrepreneurship-related issue (hygiene). The Control group received no instruction. The findings revealed that early entrepreneurial education skills impacted noncognitive abilities (such as risk-taking propensity, creativity, self-efficacy, persistence, and need for achievement). Early entrepreneurship education seems to be an effective technique for developing children's non-cognitive abilities in the late years of primary school. As a result, entrepreneurship education may be taught in primary schools, emphasizing the development of non-cognitive abilities, which will affect children's individual, educational, social, and vocational futures and can have long-term advantages for students, families, and society.

• Journal of Korean Ophthalmic Optics Society
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• v.17 no.3
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• pp.299-303
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• 2012

Purpose: In this study the correlation among the myopic refractive error and ocular components in primary school students was investigated. Methods: The subjects were 62 children who had no eye diseases. The refractive error, corneal radius, anterior chamber depth, lens thickness, axial length were measured and analysed. Results: Myopic refractive error in primary school students was negatively correlated with the axial length (1~3rd grade r=-0.653, p=0.000/4~6th grade r=-0.742, p=0.000), AL/CR ratio (1~3rd grade r=-0.571, p=0.000/4~6th grade r=-0.852, p=0.000). Conclusions: It was shown that the axial length and axial length(AL)/corneal radius(CR) ratio were very important data for myopic refractive error in primary school students.

• Fashion & Textile Research Journal
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• v.13 no.3
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• pp.332-345
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• 2011

This research designed usable standard color chart which was planned by hue and tone color system. This research studied 5 types standard color chart by designed tone map and preceding research. "Basic Color Chart 14 Colors" was planned for kindergarteners. "Primary Color Chart 63 Colors" was planned for schoolboys. "Middle Grade Color Chart 114 Colors" was planned for junior high school students. "High Grade Color Chart 152 Colors" was planned for senior high school students. "Hue and Tone 205 Colors" was planned for university students and general publics. These 5 types standard color chart were produced the trial color coordinate card and attached the Munsell notation which could reappear the spare color paper when needed. These 5 types standard color chart would be offered the data base for efficient color coordinate education as school age.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.571-582
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• 2005

This study aims to examine primary school teachers' interest and understanding of bioethical issues, and to analyze their perception of bioethics teaching in the primary school education. For this purpose, the questionnaires were constructed. The data were collected from 553 primary teachers in the whole country. Major findings of the studys are as follows. First, most primary school teachers showed high level of interest about bioethical issues, but they had the limited understanding about bioethical issues. Primary teachers showed the highest interest about' respect for human life' and the lowest understanding of 'awareness of current biotechnology' Second, the prior reasons why primary teachers wanted to teach specific bioethical issues in the classes were that 'they were closely related to social phenomena' and 'they were appropriate for enhancing students' awareness of the value of life'. Third, the lack of the teachers' knowledge about bioethics and limited supply of teaching materials were found to be barriers, which prevent them from teaching bioethical issues. The implications of these results are discussed for the improvement of bioethics teaching in primary school education.