• 한국수학교육학회지시리즈A:수학교육
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• 제23권1호
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.203-241
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• 2000

This study aims to suggest a model of task development for mathematics performance assessment and to develop performance tasks for the fifth graders in the primary school on the basis of this model. In order to achieve these aims, the following inquiry questions were set up: (1) to develop open-ended tasks and projects for the fifth graders, (2) to develop checklists for measuring the abilities of mathematical reasoning, problem solving, connection, communication of the fifth graders more deeply when performance assessment tasks are implemented and (3) to examine the appropriateness of performance tasks and checklists and to modify them when is needed through applying these tasks to pupils. The consequences of applying some tasks and analysing some work samples of pupils are as follows. Firstly, pupils need more diverse thinking ability. Secondly, pupils want in the ability of analysing the meaning of mathematical concepts in relation to real world. Thirdly, pupils can calculate precisely but they want in the ability of explaining their ideas and strategies. Fourthly, pupils can find patterns in sequences of numbers or figures but they have difficulty in generalizing these patterns, predicting and demonstrating. Fifthly, pupils are familiar with procedural knowledge more than conceptual knowledge. From these analyses, it is concluded that performance tasks and checklists developed in this study are improved assessment tools for measuring mathematical abilities of pupils, and that we should improve mathematics instruction for pupils to understand mathematical concepts deeply, solve problems, reason mathematically, connect mathematics to real world and other disciplines, and communicate about mathematics.

• 한국문헌정보학회지
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• 제17권
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• pp.105-159
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• 1989

The purpose of this study is (a) to identify physical and content elements of children's books that seem to interest second and fifth graders to read, and (b) to observe how the influence of those elements on children's reading interest shifts as children develop. For the purpose of this study, children's books are classified into two groups: 'books of low preference' and 'books of high preference' as determined by second graders, and fifth graders' library circulation record in the library chosen as the sample for the present study. The physical and content elements of the books belonging to these two groups are analyzed and compared. Main findings and conclusions made in this study are summarised as follows: (1) The physical elements of children's books which have significant relationship with second graders' reading preference are illustration quantity, size of types, space between lines, and size of the book. (2) The content elements of children's books which have significant relationship with second graders' reading preference are the readability level of sentences, and the sex of heroes. (3) The physical elements of children's books which have significant relationship with fifth graders' reading preference are illustration quantity, illustration styles, and size of the book. (4) The content elements of children's books which have significant relationship with fifth graders' reading preference are the readability level, the sex of heroes, subject matters, themes and the environmental settings as the background of stories. (5) Reading preference of the pupils at the second and fifth grades are influenced by the quantity of illustration. Second grade pupils prefer reading books which contain a larger quantity of illustrations, whereas 5th grade pupils prefer books which contain less quantity of illustrations. (6) The relationship between second graders' reading preference and the illustration style are rejected at the $10\%$ significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the illustration style. The 5th grade pupils prefer more realistic illustrations, while cartoons and semi-abstract drawings do not appeal to them. (7) The type size, and space between lines which have had great influence on the book preference of 2nd grade pupils influence little on the 5th grade pupils book preference. (8) Second grade pupils prefer the book of a small Size, whereas 5th grade pupils whose reading taste has developed at a primary stage prefer the book of a large size beyond a certain standard. (9) Second grade pupils prefer reading books which can be easily read, whreeas 5th grade pupils prefer reading books containing difficult sentences. (10) Second grade pupils and the 5th grade pupils both prefer books in accordance with the sex of there heroes. (11) Relationship between second graders' reading preference and the subject matters are rejected at the 10% significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the subject matter. Fifth grade pupils prefer reading books of which the themes are mystery, exploration and adventure. (12) The theme of books is not proved to relate with the book preference of the 2nd grade pupils, but it is closely related with the book preference of 5th grade pupils. Fifth grade pupils prefer reading books which contain exploratory stories. (13) Second grade pupils are not influenced by the environmental setting of the story, but 5th grade pupils prefer reading stories with the environmental setting in the air. (14) The quantity of illustrations is the element influencing most on .the book preference of the 2nd grade pupils, followed by the space between the lines, which influences least on the book preference of the 5th grade pupils. (15) The physical element influencing most on the book preference of the 2nd grade pupils is the quantity of the illustrations. The physical element which has the most strong influence on the book preference of the 5th graders is illustration styles. (16) The content elements which has much influence on the book preference of the 5th grade pupils are certain kinds of characteristics of heroes. In case of the 2nd grade pupils book preference, striking evidence of such characteristics of heroes is not traced.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권4호
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• pp.261-282
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• 2019

The research related to testing pupils' achievement in the field of Measurement and Measure in initial teaching of geometry points to an insufficient adoption of the basic components of the length measurement concept among pupils. In order to discover the cause, we looked at the basic components on which the procedure of measuring length using a ruler is based, highlighted the possibilities of introducing the procedure in measuring length, and determined pupils' achievement during the procedure of measuring length using a ruler. The research sample consisted of 145 pupils, out of which 72 were the 2^nd grade pupils and 73 were the 4^th grade pupils. A descriptive method was applied in the research. The technique we used was testing, and for the statistical data processing we used a χ² test. The results of the research show that, when drawing a straight line of a given length using a ruler, there is no statistical difference in achievement between the 2^nd and 4^th grade pupils, nor in the pupils' knowledge regarding drawing a ruler independently, while drawing a straight line of a given length using a "broken" ruler 4^th grade pupils are statistically better. The results of the research indicate that pupils' achievement is better in doing standard tasks than in non-standard ones, given that the latter require conceptual knowledge. The components of the concept of length measurement using ruler have not been sufficiently developed yet, and these include: zero-point, partitioning a measured object in a series of consecutive measurement units and their iteration. We shed more light on the critical stage in the procedure of length measurement - the transition from non-standard to standard units and the formation of the length measurement scale. For further research, we propose to look at the formation of the concept of length measurement using the ruler through all its components and their inclusion in the mathematics curriculum, as well as examining the correlation of pupils' achievement in the procedure of measuring length with their achievement in measuring area (and volume).

• International Journal of Computer Science & Network Security
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• 제22권1호
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• pp.105-112
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• 2022

The development and spread of IT-technologies has raised interest in teaching programming pupils. The article deals with problems related to programming and ways to overcome them. The importance of programming skills is emphasized, as this process promotes the formation of algorithmic thinking of pupils. The authors determined the level of pupils' interest to programing learning depending on the age. The analysis has showed that the natural interest of younger pupils in programming is decreasing over the years and in the most productive period of its study is minimized. It is revealed that senior school pupils are characterized by low level of interest in the study of programming; lack of motivation; the presence of psychological blocks on their own abilities in the context of programming; law level of computer science understanding. To overcome these problems, we conducted the second stage of the experiment, which was based on a change in the approach to programing learning, which involved pupils of non-specialized classes of senior school (experimental group). During the study of programming, special attention was paid to the motivational and psychological component, as well as the use of game technologies and teamwork of pupils. The results of the pedagogical experiment on studying the effectiveness of teaching programming for pupils of nonspecialized classes are presented. Improvement of the results provided the use of social and cognitive motives; application of verbal and non-verbal, external and internal means; communicative attacks; stimulation and psychological setting; game techniques, independent work and reflection, teamwork. The positive effect of the implemented methods is shown by the results verified by the methods of mathematical statistics in the experimental and control groups of pupils.

• 한국가정과교육학회지
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• 제9권2호
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• pp.1-15
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• 1997

The purpose of this study is to investigate the need and perception of home economics education for middle school male pupils. The data were collected using questionnaires from 630 male pupils in Seoul The major results of this study were summarized as follows； (1) The male pupils generally perceived Subject’s value of home economics education. (2) The male pupils in 1 grade interested in home economics education but the higher grade, the fewer interest they are. (3) The male pupils recognized subject of home economics education as practical joyful subject. (4) The male pupils took the affirmative view in home economics education (5) The male pupils wanted the same textbook as females’.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권2호
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• pp.99-118
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• 2013

The present study focuses on the contribution of a teaching unit to the development of spatial ability of third graders in general and from a gender point of view in particular. The research population consisted of seventy-four pupils: thirty-seven pupils in the experimental group who attended the teaching unit and thirty-seven pupils in the control group. The spatial ability of all the pupils was examined by means of common tests which checked cognitive capabilities of spatial ability. The research findings illustrate an improvement in the spatial ability of the experimental group pupils following the participation in the teaching unit. Moreover, regarding the gender aspect, the findings show that there was no significant differentiation between the spatial ability of third grade boys and the spatial ability of girls of the same age group.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.553-561
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• 2011

In this study, the illustrations in 16 elementary science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The frequencies of male and female who appeared on textbook illustrations were counted, and the types of activities and the characters of them were analyzed. Most pupils were found to be active, and female pupils appearing in the textbooks were more than male pupils. In all types of activities for pupils, the difference between male and female was decreased compared with that of the 7th National Curriculum. Male and female pupils were illustrated in learning activities with almost equal frequencies, but male pupils were still more frequently represented than female pupils in other activities. Gender difference in adults was increased and the difference was statistically significant. Gender difference in houseworks was not large, but the difference in outdoor activities was statistically significant. Especially, the jobs of adults were illustrated as male-centered, and scientists appearing in the textbook illustrations were also mostly male.

• 한국과학교육학회지
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• 제19권4호
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• pp.674-683
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• 1999

본 연구의 목적은 문제를 스스로 진술하고 방법 및 해를 스스로 찾는 자유 탐구와 문제와 방법이 모두 주어진 안내된 탐구의 경우, 학생들의 변인 판별 및 통제에 대한 생각을 과학자와 비교하기 위한 것이다. 연구 대상은 서울 소재 중학교 1학년이다. 자유 탐구의 경우 3개 반에서 과학 성적이 상위 1/3 이내에 드는 학생들을 연구 대상으로, 연구자가 개발한 설문지를 이용하여 변인 판별과 실험 설계를 통한 변인 통제를 조사하였다. 안내된 탐구에서는 반 전체를 그 대상으로 하였다. 안내된 탐구의 경우 3반 모든 학생을 대상으로 하여, 대상 학생들에게 교과서 실험 제목과 과정을 제시하고 변인을 판별하도록 하였다. 안내된 탐구의 경우, 제시된 실험에서 제시된 문제의 변인이 두 개 임에도 불구하고, 문제와 관련된 변인을 하나 이상 판별한 학생들이 매우 적었다. 자유 탐구의 경우, 판별한 변인의 수는 2-3개로 증가하였으나 실험 설계를 통하여 학생들의 변인 통제를 조사한 결과, 독립 변인과 종속변인을 혼동하거나, 오개념으로 적절하게 판별하지 못하며, 공변화시키는 모습을 보였다. 이러한 결과로부터 학생들의 변인 판별 및 통제에 대한 2가지 수준을 판별하고, 이를 과학자들의 생각과 비교하였다.

• 대한인간공학회지
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• 제9권2호
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• pp.55-63
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• 1990

School children sit long on chairs in their classrom. Their posture is closely related to their chairs. Study of this relationship is very imporant for the health and education of school children. This report presents the results of study condcuted to determine the present status of classroom chairs and solve any problems identifede. The study involved 125 teachers in Seoul and Pusan, 175 fourth graders in Seoul, and 109 fourth graders in Puasn. The body dimensions of the school children and the dimensions of their chairs and desks were measured, and their postures while they studied at their desk were photographed. The following problems were identified as a result of the investigation: (1) Chairs are allocated to pupils according to their stature. (2) The teachers are not satisfied with the chairs and the method by which the chairs are allocated to their pupils. (3) The pupils complain of low seat height, narrow seat, and hard backrest, among other conditions. (4) The pupils select a chair one size larger than that suggested by their body size. (5) The poor posture of the pupils is traced to the seat height and sasyaku$(sitting height {\times} 1/3-1)$ of their chairs, their habit, their way of holding pencils, and lack of instruction by their teachers. The following recommendations are made to solve these problems: (1) Adjust the seat height and desk height to accommodate the pupils. (2) Provide both teachers and pupils with adequate knowledge of chails. (3) Provided each pupil with one desk and make the desk adjustable to sit his or her body dimensions. (4) Allocate a chair and desk to each pupil for his or her exclusive use. (5) Reserch and develop conversion tables that help to find suitable chails for individual pupils. New values of sasyaku and desk height, not specified in Korean Industrial Standards(KS), are proposed.