• The Journal of the Korea Contents Association
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• v.20 no.4
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• pp.582-590
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• 2020

This paper aims to analyze and introduce the primary English curriculum of North Korea reformulated according to the New Educational Program. Sources for analysis are the 4th and 5th primary school English syllabus based on the New Educational Program, explanations of the New Educational Program appeared in People's Education and Kim, Jeong-Il's selected writings. The analytical sources are classified into characteristics, objectives, contents, methods and evaluation. The findings are as follows: The primary English education aims to reach to the basis of middle school English by learning English alphabets and basic English expressions. 4th graders learn basic oral English such as pronunciation, stress and intonation for the first semester and learn English alphabets and their sounds for the second semester. 5th graders learn familiar topics in English and repeatedly practice the important components of English such as pronunciation, vocabulary and grammar. The method is to maintain students' interests in English and encourage students to use classroom English. Also, structural practice is an important part of the method. Evaluation is primarily process-oriented and must motivate students to excel in English rather than fail in English.

• Korean Journal of Health Education and Promotion
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• v.20 no.3
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• pp.189-205
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• 2003

The purpose： This study was to get database of health service for smoking prevention through investigating the state of the students' experience, knowledge and attitude on smoking. Method： The subjects were cosisted of 545 students who were currently enrolled in 3, 4, 5 and 6th grade of 4 primary school in J community. The instruments for this study were Smoking Knowledge and Smoking Attitude questionaire (40 items) developed by WHO(l982). Frequency, percentage, t-test, ANOY A and Chi- square test with SAS program were used to analyze the data. Result： Among the students 10.8％ answered they had the experience of smoking, while 0.5％ said they are current smokers. The experience of smoking related to general characteristics were showed significantly different according to sex, grade and received or not received of smoking exhort. With regard to smokers smoking behavior, first beginning time of smoking was most by 29.8％ preschooler and the first motive of smoking was most by 80.8％ curiosity. The main smoking area is most by 31.1 ％ own house or friend's house. The main purchase route of tobacco appeared by thing which house(father or brother's tobacco) most by 34.9％. Smoking period was most less than 1 day and smoking frequency was most stops while bum sometimes. The amount for a day was less than one cigarette. Smoking time was appeared highest when curiosity occurs. Students' knowledge level about smoking prevention is high comparatively to mean 15.44(±2.66). Smoking prevention knowledge level related to general characteristics were showed significantly different according to the grade, academic score and learned or not of smoking prevention. Therefore, was expose that the smoking prevention knowledge level is high in students who results high grade, high academic score level and learned of smoking prevention. Students' attitude level about smoking prevention was high level to mean 55.90(±3.58). Smoking prevention attitude level related to general characteristics were showed significantly different according to academy score and received or not of smoking exhort(t＝2.33, p＝.020). Therefore, was expose that the smoking prevention attitude level is high in students who result high academic score level and received of smoking exhort group. Conclusion： It follows from this study that education for smoking prevention should be continued from lower grade students and teaching for refusal skill against smoking is needed.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.203-224
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• 2005

The purpose of this study is to justify the effects of role play with respect to speaking and listening functions and to provide the strategic methodology for improving English communicative competence of fifth grade primary school students. We can expand role play as a strategic teaching method to develop English learning models, so that English can be more easily acquired to the students who are in the critical language acquisition period. Strategic role play reflects the events and experiences of many kinds of people in everyday life. It is suggested that one of the best methods to improve English communicative competence in the primary classroom is through role play. Students can develop meaning for language patterns by portraying situations in which these instances in language would be used. This study proposes to facilitate English communicative ability using various student-centered role play strategies. It is concluded that the student-centered activities using strategic role play help the students to improve their English communicative competence. This is done by deriving their own creative dialogues and presenting the role play with their interests in learning English and with subsequently positive learning effects.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.405-414
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• 2011

The purpose of this study is to identify how primary students make decision in an anomalous situation of discrepancy between the observation result and their prior knowledge and what is the relationship between their decision and views on science. In this study, the researchers have observed a science class of fifth graders for two months and collected qualitative data such as field note, audio transcript, video-recording, photo and interviews. It is shown that participants experienced three types of subjective observation as listed: expectation-related, theory-dependent and dilemmatic observation. The questionnaire of the students to the views on science reveals that most of them thought highly of empiricism and utility of science. With this result, it is found that they took into account the limitation and provision of experiments while making judgment in an anomalous situation. That is to say, their assessment of experiments and observation is crucial in judgment in the situation that their observation is incompatible with their prior knowledge. The researchers conclude that their views on science may influence their observation and suggest the ways to promote students' ability linked to observation.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.233-242
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• 2016

The purpose of this study was learning about the project 'stratum and the rock ' of pre-primary teachers to the effects of self-directed learning ability and environmental sensitivity. This study was set up experimental treatment period of 15 weeks from March 2016 to June, students who are B Education University of fourth grade the first semester participated, in the study, It was composed of 34 students of 1 class taking 'strata and rock' lecture. Experimental study group consisted of exploration activities on the field experience about strata and rock. Set the area they want to explore the site by teams. The results of this study are as follows. First. learning about the project 'stratum and the rock ' of pre-primary teachers was effective to self-directed learning skills. 2nd, Learning about the project 'stratum and the rock ' of pre-primary teachers was effective to environmental sensitivity. 3rd, The students showed a positive response and were interested in the project 'stratum and the rock ' of pre-primary teachers.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.75-83
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• 1998

The present study investigated why students do not like math using deep-level interview method. The reasons of why students dislike math were classified into three： socio-cultural, and individual factors, and math itself. Socio-cultural factors include the environments where students are reared, family, and school culture. Individual factors mean competitive disposition, preconception of math, active disposition, and conflicts with friends or teachers. Finally, students seem to dislike math because math itself is a difficult subject. In addition, textbook and instruction are also difficult, or they are lack of fundamental math knowledge. There may be other reasons of why students do not like math subject. In spite of those reasons, there should be some efforts to analyze why students dislike math and to help the students have interests in math.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.227-238
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• 1996

This study primary aim is to investigate students' responses to experimental results which conflict with their preconceptions regarding electrical circuits. Eighty-eight students of both sexes were randomly selected from a science high school in Korea. They were questioned about their preconceptions regarding an electric circuit, and sixty-eight students with relevant misconceptions were selected. These students were presented with experimental results obtained by some other experimenter, and asked to interpret these results. The second aim of this study is to explore how students' responses vary according to the type of inquiry-skills required to obtain the result. To do this, two type of experimental results were developed: one obtained by observation and the other obtained by controlling variables. We found that many students doubted results for the simple reason that they conflicted with their preconceptions. They rejected results by mentioning other factors which could have affected the result, or simply by reiterating their preconceptions. This behaviour varied considerably by inquiry-skill type. 41% of students rejected conflictual result obtained by observation, but only 6% of students rejected results obtained by controlling variables.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.297-306
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• 2014

This paper is a descriptive study that aims to investigate attitudes towards menstruation, symptoms and coping behaviors in order to develop a program for building positive attitudes toward menstruation in primary school students. The mean age of menarche was 12.3 years, and students generally showed negative attitudes towards menstruation. Students who experienced menarche had relatively more positive attitudes than those who did not. However, no significant difference was exhibited. Menstrual symptoms occurred rarely or at a moderate level by showing a low score of 2.12 points. Of all sub-factors, 'pain' was the most serious. The most common coping behaviors during menstruation was 'I take a warm shower' and 'I take a rest or nap', while respondents rarely checked 'I take vitamin B supplements' and 'I take painkiller'. Based on the above findings, the study intends to perform a systematic study to further identify the factors affecting menstrual attitudes in primary school students. In addition, this paper suggests effective healthcare education on menstruation to build positive attitudes towards menstruation and education and counseling programs for adopting appropriate coping strategies to deal with menstrual symptoms.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.33-46
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• 2016

The present study aims to investigate how teachers evaluate the Korean textbook they use for teaching primary students with multicultural background. Faced with the rich variety of materials available, it is often a challenging task for language teachers to select the most suitable coursebook. It is required that they carry out a detailed and comprehensive analysis of coursebooks and evaluate them with a set of criteria to guide the process. 32 Korean teachers took part in the primary KSL textbook evaluation that aimed to identify improvement areas. They used a pro-forma specified with 51 criteria. The teachers' responses to the questions in the pro-forma were statistically analyzed to draw implications for material evaluation. The findings of the analysis suggest that the KSL textbook for primary multicultural students need to be improved at the internal and external levels. Implications are discussed with focus on material evaluation and development, and KSL teacher professional development by helping them gain good and useful insights into the nature of the textbook, and sensitizing them to features to look for in teaching and learning materials.