• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.155-183
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• 2020

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.242-250
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• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.157-170
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• 2000

The purpose of this study is to survey the instructional state of the unit 'Small Living Things' in the Elementary School Science. for this study, 100 teachers were surveyed on teaching-learning practices. More specifically, questions were asked on the degree of accomplishing instruction objectives, frequency of field . study, experimental preparation, alternative instructional methods, amount of preparation, availability of reference books for teachers and availability of information materials on the Kwangju region. Our results show that teachers find the objectives related to the collection of living things for class experiments and the task of growing and observing them the most difficult to accomplish. It was reported that 38% of teachers have actually conducted field trips. The obstacles listed in going out on field study range from lack of knowledge of appropriate places, lack of time, to safety concerns. The most difficult problem in teaching this unit was preparing proper instructional materials, regardless of teacher's gender, career, and interest. Most respondents let children provide the experimental subjects. Teachers with collection experience tend to provide for the experimental materials themselves. Our Analysis also reveals that more than 70% of the respondents do not have adequate knowledge of the species dealt with in the unit. Gender, career, and interest area of the teachers did not make any difference (p< .05). In the case that proper experimental subjects have not been prepared, VTR, textbooks, and charts were reported as the most frequently used alternative instruction aids. The level of content and amount of knowledge contained in this unit were found to be appropriate. Information on instruction materials and experiment-observation were obtained through the teaching manual or periodicals (58%), information materials on the region(20%), and fellow teachers (12%). Reference books for teachers and materials on the region are perceived to be inadequate in order of importance in the areas of preparation method, level-wise learning guide, experimental observation, and information on species covered in text. Overall, it was judged that the highest concern was with obtaining experimental materials, and teacher's reference books and materials on the region need to be reinforced to allow teachers to more fully utilize them. Development and distribution of proper instruction-learning materials to the children's level is also required.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.55-61
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• 2019

Multimedia materials were developed to creative children's songs to elementary schoolers so as to improve favorable personality. To this end, we selected elementary school students to select appropriate songs for the cultivation of humanity, and produced multimedia including various image materials such as animation, documentary, chorus, dance performances, and interviews. Above all, we have created a teaching - learning process and presented the program so that teachers can easily guide students to agitation. As a result, the change of personality of elementary school students was positively shown through sway broadcasting, and I tried to give practical examples of practical application for cultivation of creativity and personality that should be emphasized at elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.149-168
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• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.257-274
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• 2012

The purpose of this study is to examine the reality of early childhood education and recognition of its teachers. The subjects of this study were 173 day care center teachers. They were surveyed by questionnaire and the results were tabulated using descriptive statistics. According to the result, 1) the majority answered that test cohort is two years children, number of subject is between 10 and 20 children, required time is 20-30 minutes, frequency is once a week, and teaching duration is more than a year. 2) It was reported that the education plan is usually submitted to day care center teachers and if it is not well linked, there are not many things that can be revised after consultation with teacher, even though it is well delivered. 3) Although they answered that the preparation of teaching materials for music activities were well used, the efficiency of the material towards children was reported as just normal. 4) There was a replacement of the music teacher during the specialized music education program.

• Hwankyungkyoyuk
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• v.7 no.1
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• pp.30-45
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• 1994

This study was conducted to investigate the concern of the primary school teachers and the teaching situation about the environmental education through questionnaire survey on the effective environmental education. The results of questionnaire were analysed and discussed to provide the effective teaching method for the environmental education. The result of this study is as follows. 1. It was found that teachers want to teach environmental lessons as a special subject, and the content of the environmental lessons in textbook was not enough in quantity, the living waste was the most serious ploblem. Owing to the lacking in materials for the lectures on environmental education, most teachers collect the material depending on the mass communication. Also they were more interested in the environmental lessons rather than the other lessons in textbook. But because of the lacking in administrative assistance, they have difficulty in conducting the effective environmental education. 2. The teaching method of the environmental education in most primary schools was a all together-type lecture in classroom. Owing to conducting the environmental education for the knowledge than the action through the extra activity, it was difficult to expect the effect of the environmental education. Also the rate of using the reflection materials which can be improved the studying effect was very low. 3. For the effective environmental education most teachers wanted the spot learnings and the case studies and teacher education and training to get an special knowledge for environmental education. The effective evaluation method for children's environmental education is to present the results by environmental experiences and practices and to formulate a system education is organized for the effective management and activation of environmental education. 4. By practising the seasonal spot learnings, students need to change of learning method and to realize the importance of environment through own self-experiences. 5. In the future, it is desirable that researching of an environmental education is offered the effective practising teaching method which is improving the development of customs and functions, cultivation of the sense of value, ability to solve the problem, to determine the intention as well as the survey on the real situation and the consciousness about environmental education.

• The Mathematical Education
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• v.31 no.2
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• pp.93-107
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• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.409-419
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• 2013

The aims of this paper were to review the usable possibility of the educational App Inventor Program in the field of programming education and to develop programming teaching materials that can overcome limitations of the established programming instruction. The study showed that the learners' motivations were strengthened through smart device programs. Containing the elements of STEAM, the teaching materials were developed for the logical and systematic learning that deals with elementary students' real-life situations, and that helps children follow the procedures of software development. By introducing the Waterfall Model to the process of programming, students are able to follow the software developers' thinking process. In addition, beyond the simplistic programming language and simply acquiring related knowledge, the App Inventor programming was designed to enhance students' higher-order thinking skills such as creativity, problem solving ability, collaborative thinking, and so forth.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.81-95
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• 2006

School is an excellent place for children to loam environment-conscious behavior and for teachers to bring up environmental education. School has a plenty of teaching materials such as school building, pond, school forest, waste and school supplies. Especially, the environmental education for and with school supplies can be very effective, as it is mostly the first products for children to learn the buying and consumption in their daily life. In this study we conducted a survey on the environmental attitude of two groups of 5th graders towards environmentally friendly school supplies. The experimental group received environmental education on school supplies and the control group did not. The survey results showed that almost 50% of the children did not consider the environmental impact, but rather the price, design and function when buying the school supplies. However, more than 70% of children were willing to use the recycled school products, implying that they are aware of environmental Issues and want to contribute to the preservation and improvement of the environment. The children recognized paper/notebooks and paints/crayons as the major environmental problems. Writing appliances such as pens, pencils, highlighters and markers were also considered as environmental concerns, since most of them are made of plastics and they are not easily biodegradable nor refillable. We also exemplify a lesson-plan for environmental education program on school supplies and make suggestions to encourage the use of those eco-friendly school materials.