• Journal of dental hygiene science
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• v.13 no.2
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• pp.125-134
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• 2013

The purpose of this study was to compare between early childhood teachers and mothers in oral health knowledge, oral health care behavior, and perception of oral health education. The subjects in this study were 90 early childhood teachers who worked in all of kindergartens and child-care centers and 235 mothers who have young children (aged from 1 to 5) in 2 kindergartens and 2 childcare centers Y region. They completed questionnaires about oral health knowledges, oral health care behaviors, and perception of oral health education. The collected data was analyzed by descriptive statistics, $x^2$-test, and Fisher's exact test of SPSS WIN. The results were as follows: 1. There was not statistically significant difference between early childhood teacher's knowledge about oral health and mothers'. 2. There was statistically significant difference between early childhood teachers' oral health care behaviors for children and mothers' in prevention of cavity, keeping toothbrushes, guiding oral health behaviors, and check up at dentist's. 3. There was statistically significant difference between early childhood teachers' perception of interest and experience in oral health education and mothers'. Therefore, There was not difference between early childhood teacher's knowledge about oral health and mothers. But early childhood teachers more frequently carry out preventing of cavity, keeping toothbrushes, guiding oral health behavior to their children than mothers. Mothers were more interested in oral health than early childhood teachers. And Mothers wanted to be educated about children' oral care and early childhood teachers wanted to be educated about guidebook and media of oral health education.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.635-645
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• 2014

The purpose of this study is to identify elementary school teachers' perceptions, practices, and background factors related to introducing students' everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students' everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students' everyday experience during science lessons and thought that science teaching needs to actively use more of students' everyday experience, while in actual practice they disregarded or only passively introduced students' everyday experience. The various background factors found to affect teachers' practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher's duties; importance of students' achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher's guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parents or students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students' everyday experience in their teaching, teachers need support from textbooks and teachers' guidebooks.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.43-56
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• 2017

In this thesis, the extension of the pyramid is contemplated through the pyramids presented in textbook $\ll$Math 6-1${\gg}$ published according to the 2009 revised curriculum. In textbook $\ll$Math 6-1${\gg}$, the pyramid is defined by presenting rough sketches of typical pyramids in an extensional definition method. This contrasts with the method of defining the pyramid by using such an extensional definition and a connotative definition method that reveals common properties of all pyramids. In textbook $\ll$Math 6-1${\gg}$, right pyramids whose base can not be regarded as regular polygons, and oblique pyramids are hardly presented. Nonetheless, $\ll$Math 6-1 Teacher's Guide Book${\gg}$ says that we have no choice but to handle oblique pyramids. In this thesis, based on these results, the following implications are presented as conclusions. First, there should be enough discussion on the extension of the pyramid in elementary school mathematics, and agreement to the results. In particular, such discussions are highly necessary in revising the curriculum. Second, in the process of realizing the intention of the curriculum in the textbook through the teacher's guidebook, the extension of the pyramid must be consistent. Third, there should be some consensus about the knowledge that elementary teachers should know about the pyramid.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.445-458
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• 2012

Current textbooks may provide students and teachers with three improper notions related to the quotient and the remainder in division for decimal numbers as in the following. First, only the calculated results in (natural numbers)${\div}$(natural numbers) is the quotient. Second, when the quotient and the remainder are obtained in division for decimal numbers, the quotient is natural number and the remainder is unique. Third, only when the quotient cannot be divided exactly, the quotient can be rounded off. These can affect students and teachers on their notions of division for decimal numbers, so improvements are needed for to break it. For these improvements, the following measures are required. First, in the curriculum guidebook, the meaning of the quotient and the remainder in division for decimal numbers should be presented clearly, for preventing the possibility of the construction of such improper notions. Second, examples, problems, and the like should be presented in the textbooks enough to break such improper notions. Third, the didactical intention should be presented clearly with respect to the quotient and the remainder in division for decimal numbers in teacher's manual.

• The Korean Journal of Food And Nutrition
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• v.27 no.5
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• pp.826-836
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• 2014

This study was conducted to evaluate the effects of a set of 16 nutrition education lessons on the eating behaviors and nutrition knowledge of middle school students. The target was a group of 128 boys in the first year of middle school in Changwon, who took the classes from the 29th of August, 2011, to the 17th of February, 2012. The education was performed for 16 weeks using the e-learning textbook, 'Health and nutrition of youth', and a teacher's guidebook developed by the Ministry of Health and Welfare. The results were summarized as follows. Students demonstrated significant changes in their knowledge about nutrition and in their dietary behavior due to the nutrition education, and the effects were observed to be maintained for one year after education. The average nutrition knowledge score before, immediately after, and 1 year after the education was significantly increased from 13.0 before the education to 18.8 after education (p<0.001), maintaining the score of 18.5 1 year later. The eating-related questions of 'I will practice healthy eating habits in life' and 'Nutrition education is necessary to build healthy eating habits', were given a high score by the students at the last survey conducted one year later. Of course, it is not easy to change the dietary behavior of students through dietary education in schools. Nevertheless, the results of this study demonstrated that such educatcan is necessary since the habits can indeed be changed, as observed in the present study.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.4
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• pp.603-613
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• 2017

The purpose of this study was to develop an scientific inquiry learning module by applying ESD and to verify its effect so that students could understand sustainable development and geology concepts by reconstructing the contents of the geology related unit. For this purpose, the "Volcanoes and Earthquakes" unit in the 3-4 grade group of the Korea national curriculum was selected and the scientific inquiry learning module was developed. The developed inquiry learning module consisted of one textbook and one teacher 's guidebook, and it was put into one class of elementary school to verify the effect. As a result, the teacher said that it was good to be taught contents of ESD and it was useful because of the concreteness of inquiry activities. The students responded that they were interesting because developed textbook is more often the interesting picture and activity than traditional textbook. And the students responded that 'ESD' has been an opportunity to be interested in science.

• 대한공업교육학회지
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• v.44 no.2
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• pp.164-183
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• 2019

The purpose of this study is to develop a STEAM program based on reverse engineering. To achieve the purpose of this study, STEAM program was developed on the subject of autonomous vehicle. The results of this study are summarized as follows. The program was developed based on STEAM program development model based on reverse engineering. Developed in a five step procedure (analysis, design, development, implementation, evaluation) with the subject of autonomous vehicle. First, in the analysis step, we explored the definition, goal, content area, and teaching and learning methods of STEAM based on reverse engineering. We extracted the goals and content areas to be included in the educational program. Second, in the design step, topics were selected through consultation with experts. At this time, based on the linkage between the 2015 revised curriculum and the STEAM curriculum, we selected and organized educational goals and learning contents. Third, in the development step, we developed a teacher 's guidebook and student' s textbook, and applied the program to 71 students in the second grade of OO middle school in Seoul. Fifth, at the evaluation stage, the evaluation was made by experts and students based on the program that was implemented, and revised and supplemented based on the results.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.336-347
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• 2016

The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.

• Journal of Science Education
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• v.40 no.3
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• pp.238-253
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• 2016

The purpose of this study was to explore the effect of flipped learning applied printed reading material (PRM) and getting implications for the application of flipped learning applied PRM. For the purpose of this study, we made the flipped learning programs applied printed reading material and applied them to the 6th grade science class in the elementary school. Selection of the applied test is considered the special feature of flipped learning and existing researches about the flipped learning. The PRM contains the Science words, conceptions, explanation about contents. And it was added to checking system by quiz. The results were as follows: The science class applied PRM was effective on increase in Korean elementary school students' the curiosity (in Intrinsic Goal Orientation) and attention (in Task Value) about science class content. There were no significant difference in the results of academic achievement. But the improvement of students' academic achievement in class applied PRM were bigger than that of those in class applied existing methods that follow the process of the teacher's guidebook in the same way. Students had the highest satisfaction about communication and environmental education in the class applied PRM.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.