• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.14-22
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• 2000

This attempts to find out training system of environment education teacher in Korea. The results are summarized as follows. The primary and secondary school have focused on environment education and the environment course was designated as a subject, but only 12% of the 2741 middle school chose the environment subject in 1998. The environment education course is not popular among students. The environment education is an interdisciplinary subject, which is composed of natural science, social studies, earth science, and medical science, that is why the subject is so unsystematic and complicated that appropriate teaching methods and contents for school classes are not able to be developed. Moreover, material and manuals in environment education for students and teachers are limited. While the contents of environment education is composed of field experience learning and experiment learning, but lecture-centered instruction is emphasized in school because of materials, time and experts. Over 300 environmental education teachers are annually produced, but the ratio of employment low. is, Therefore, a retraining program for environment education teacher needs to be developed.

• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• Journal of Korean Public Health Nursing
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• v.3 no.2
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• pp.109-132
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• 1989

I studied the problems of the field practice of nursing student teacher for school nurse from March, 1986 to April, 1989 at several primary schools of Wonju City. The Significant problems on the field practice and the results of questionnaire research were summarized as follows: 1. Suggestion of educational goal(both physical and mental aspect rather than only physical aspect as concept of health and disease changes. 2. A need of change in educational organization of school nurse: unify the two educational organization (junior college of 3yrs and college of 4yrs) by raisin g junior college to regular college status of 4yrs_ 3. Experience of questionnaire research for health problem in field practice(such as questionnaire research for detection of the problem of emotion and physical and mental status and a case report of effective training method of teeth brushing in children). 4. The improvement of school facilities for better child health education by the educational practice in primary school. 5. The educational goals for new roles of school nurse: 1) Role in exact recognizing the school health problem. 2) Role in dealing with mental problem. 3) Role in organized activity. 6. Improvement of educational act for activating teachers' role.

• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.535-550
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• 2007

The purpose of this study was the identifying differences between physicists' expectations and teachers' representations about the primary physics concepts in elementary schools. For this, the material subjects analyzed were the 7th curriculum, the textbooks of elementary school and the texts using at the department of physics in many universities. The primary physics concepts extracted from the texts were to be fundamental and basic. Also, they were restricted to the domain of dynamics. And besides, the human subjects were physicists, professors and students majoring physics of the graduate school, researchers of institutes or laboratories and elementary school teachers. At the result of this study showed the scholars and teachers have the different opinions.

• Educational Technology International
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• v.19 no.1
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.77-95
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• 2012

The purpose of this study is to draw implication for the teacher education program in association with creativity through analysing teaching behavior for fostering creativity of the mathematics teachers at the primary and secondary schools. In order to do so, a survey was performed by sampling primary, middle, and high school teachers. According to the results, there is significant difference in teachers' behavior for fostering creativity in the perspective of school classification (primary and secondary school), but not gender, region, and career of teachers. In other words, there is significant difference in teaching behaviors for fostering creativity between primary and secondary school teachers, herein the score of teaching behavior of former is higher than latter. Furthermore, the result of teachers' recognition survey on the possibility of fostering students' creativity via education shows that the teachers of primary schools are more relatively positive than those of secondary schools on the matter.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.277-298
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• 2023

Despite the significance of teacher guidebooks as a support for teacher learning, there are few studies that address the educative features of teacher guidebooks. The purpose of this study is to develop a framework for analyzing the educative features of teacher guidebooks for elementary school mathematics. The framework developed by Fuentes and Ma(2018) for analyzing teacher guidebooks, "Teacher Learning Opportunities in Mathematics Curriculum Materials", was used as an initial framework by adding the unit development flow that reflects on the organizational features of teacher guidebooks in Korea for elementary mathematics. Then, the framework was modified and supplemented by testing 10 types of teacher guidebooks for Grades 3 and 4 per six units reflecting on different mathematical strands. As a result, the final framework expanded the initial framework and added elements related to each dimension of the framework according to the unit development flow. The analytical framework developed in this study can be used to closely analyze the educative features of teacher guidebooks of Korean elementary school mathematics in the future and to develop teacher guidebooks to promote teacher learning.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.