• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.83-115
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• 2010

The purpose of this study is to reveal the insights that teachers has learned through developing preschooler's classroom into field-trip-oriented ones with role play areas. The data of this study was collected from participatory observation and in-depth interviews, which included videos, photos, teachers' journal, descriptive questionnaire, and interview records. The whole process of organizing role-play oriented class was composed of four steps: activities before the trip, activities on-the-spot, activities after the trip, and its evaluation. Firstly, activities before the trip were making the lists of questions, deciding children who ask the questions, making rules on the trip, understanding the purpose of the trip. Secondly, on-the-spot activities included having a tour of the place and asking the questions. Thirdly, activities after the trip was constructing the classroom into small real world with various sections. This required the teachers to reflect the field trips, make plans how to construct, prepare for the data, and furnish the classroom with role-play areas. In the process of furnishing the classroom with small real world, the field trips played a big role as the learning opportunities for language development, and keeping public rules.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.4
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• pp.3-10
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• 2012

This study is carried out to understand spacial characteristics, actual condition and behavior of use about homebase managed in variation type. Observation about moving line of students and questionnaire were tried to satisfy this purpose. As a result, classroom used as variation type for long time stay and homebase outside the classroom for short time stay were paralled managed in most schools. Density of school furniture in homebase of observed schools was about 36-37%, occupying area of each student was about $0.3-0.6m^2$. It was relatively low with the results of 45-54% and $0.94-1.15m^2$ observed in Japan schools, respectively. By the analysis about behavior of use through cross section of observation, the difference of staying time and personnel exchange between the students was higher at the school having homebase composed with various corners more than the school used it only as a locker room.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.224-233
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• 2021

The aim of this study was to describe how a teacher used technologies to improve underserved student's learning in a low-resourced rural elementary classroom and provide implications for teachers' use of technology. The in-depth case study was conducted in a one-student classroom setting that isolated the fifth grader from social and collaborative learning opportunities. The qualitative data was collected in forms of classroom observation field notes, teacher interviews, student interviews and student's reflection journals. Findings are as follows: First, technology partakes an import role in a one-student classroom to support student's collaborative learning. Second, to overcome a digital divide, the teacher created a technology-enhanced environment with alternative methods of her own and supplemented teacher-created resources. Third, the teacher used technologies to support adaptive instruction based on student's needs.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.121-129
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• 2003

The enhancement of inquiry skills has been emphasized as a important objective of science education for a long time. Of these, the observation is not only a simple and basic skill, but also a very important skill, in aspect of gathering informations about the nature of all things around us, through interaction between the sense organs of body and objectives. The purpose of this study is to investigate the results of observations about the grasshopper(Oxya chinesis), made by the elementary student from the 3rd to the 6th grade, and to make use of them as the basic materials for the observative teaming and the evaluation of the observation ability. Through this study, the collected items of observation are as follows For grasshopper, a total of observation items is 95, 70 using the sight sense, 13 using the tactile sense,7 using the olfactory sense. 3 using the palate sense and 2 using the auditory sense. In this study, the findings of elementary student's observation are as follows. 1. On the whole, most of students have observed mainly by the sight and the tactile sense, when observing the grasshopper. 2. It is showed a tendency that the observation ability of student is increased with the higher grade in elementary school. 3. As the grade ascends. the observations with operating are increased, also the quantitative expression and interpretation about them are increased. 4. In the case of same grade, there is no significant difference between students' gender, though girls' ability of the observation showed somewhat higher than boys' 5. Occasionally, the interpretations on the observative facts made by student, are inaccurate. Basis on the above results, we suggested some directions for the improvement of the observative learning program in science classroom of elementary school. First, the teacher have to serve as a guide and encouragement in the observative learning class, to be accomplished the various observation, which all the sensory organ can be used by student than the sight sense. Second, to get elevated the ability of observation, it is necessary that some experimental tools(magnifying lens, stereoscope, auxiliary implements etc.) are utilized. Third, the teacher have to make often endeavors showing an example of operation, to be activated the atmosphere of operative observation.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.99-114
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• 2010

This study explored the socialization of novice Home Economics(HE) teachers employing a qualitative research method. Data was collected through in-depth interviews with four novice HE teachers from secondary schools. The collected data was analyzed inductively by NVivo, a kind of CAQDAS. The following analysis was organized around three stages of teachers' careers: first, as for influences on teacher socialization prior to formal teacher education, their experiences on 'apprenticeship of observation' provided them both positive and negative role models; second, as for the socialization role of pre-service teacher education, they mentioned that college courses were poorly connected to classroom realities with only a few helpful lectures on HE Education; third, as for socialization in the workplace and its culture, the novice HE teachers were confronted with many kinds of problems including isolation in the classroom, in-service training programs not geared to novices, an overwhelming workload, and so on. Because of these problems, they yearned for and also formed networks with other HE teachers in order to overcome their limitations. The findings supported the notion that interactive and dialectical processes exist during all stages of HE teachers' careers. This study suggests that the teacher in-service training programs are more relevant, and that the introduction of mentoring programs and classroom manuals and teacher manuals would be helpful in practice. These innovations call for cooperation between universities and provincial offices of education for teachers' professional success in teacher socialization.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.549-569
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• 2015

Reflecting on own beliefs about teaching and learning, developed during "the apprenticeship of observation", is a central task for pre-service years. This case study analysed a lesson observation course which could identify, challenge pre-service teachers' folk pedagogy about classroom communications and induce to change of beliefs about teaching and learning. Our analysis shows that targeting and refuting pre-service teachers' specific belief may be an effective strategy for teacher educators to foster new teaching practice.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• The Mathematical Education
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• v.52 no.3
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• pp.335-361
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• 2013

The purpose of this study is to analyze effects on storytelling materials of statistics in the middle school classroom lesson. For this purpose, a story is developed by the Zazkis & Liljedahl's model and applied to the 7th graders of 4 classes in a middle school. After the comparison between 5 hours of storytelling lessons and ordinary lessons, the following research findings are obtained. First, storytelling material brings a positive effect on student's academic achievement. It is also shown by the qualitative analysis that this result was caused by cognition of data observation, data transformation, and unification of data with context. Second, storytelling material brings a positive effect on student's affective attitude. It is also validated by the qualitative analysis that students show the positive change in mathematical value cognition and the interests in the lesson.