• Korean Journal of Child Studies
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• v.27 no.1
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• pp.1-15
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• 2006

The purpose of this study was to examine the reliability and validity of the School Adjustment Inventory for 1st grade elementary school students(SAI-1st Grade). The subjects of this study were 624 first grade children attending 40 elementary schools and 120 first grade teachers of G City. Data were analyzed by Factor Analysis(EFA), Confirmatory Factor Analysis(CFA), Pearson's r and Cronbach's ${\alpha}$. Results of the test on content validity as evaluated by the first grade teachers was high. It was found that the School Adjustment Inventory for 1st graders of elementary school was a reliable and valid measure for evaluating the school adjustment of first grade students.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.289-304
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Clinical and Experimental Pediatrics
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• v.50 no.4
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• pp.381-385
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• 2007

Purpose : Traditional herbal medicines may be overused in Korea. Expenditures and inaccuracies of hospital prescription are increasing gradually. So we investigated the frequency and nature of herbal medicine use among elementary school pupils. Methods : We interviewed students of three elementary schools located in Gwangju with survey papers. We analyzed 905 returned surveys. Results : They consisted of 421 males and 484 females. Five hundred ninety (65.2 percent) of pupils who have taken herbal medicines since birth. First grade made up 74.1 percent, 2nd grade 63.0 percent, 3rd grade 64.8 percent, 4th grade 63.3 percent, 5th grade 65.5 percent, and sixth grade 61.9 percent, respectively. The mean frequency of herbal medicine use was 3.2 times. 6th grade was 3.3 times, 5th grade 3.9 times, 4th grade 3.7 times, 3rd grade 2.7 times, 2nd grade 2.7 times, and 1st grade 2.6 times, respectively. The mean cost of herbal medicine use was from 50,00-100,000 won. The mean age of pupils who took their 1st herbal medicine was 55 months, 6th grade 67 months, 5th grade 58 months, 4th grade 54 months, 3rd grade 55 months, 2nd grade 51 months, and 1st grade 47 months. The most common reason of herbal medicine use was "looking weak, without disease." The rate of elementary pupils who had good effects was 63.7 percent; the rate of side effects was 4.5 percent. Conclusions : The rate of elementary pupils who took herbal medicines was high and gradually higher in lower grades. So, clinicians have to cope directly with this situation and to educate parents about herbal medicines.

• Journal of the Korean Society of Clothing and Textiles
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• v.24 no.6
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• pp.850-860
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• 2000

The purposes of this study was to provide the fundamental data for children's wear standardizing sizes of ready-made clothes by analyzing the elementary school girls’somatotype. The subjects for anthropometic measurements were 434 elementary school girls’by age groups < ‘(1st age(1ㆍ2 grade)’,‘2nd age(3ㆍ4 grade)’, and 3rd(5ㆍ6 grade)’ > living in Pusan. According to the analysis of upper bodies by the age groups 1. According to the analysis to draw somatometric factors by the age groups, sevenㆍseven and six actors in 1st . End and 3rd age groups are obtained from measurements of upper body. 2. The 1st & 2nd age groups: As the result of factor analysis for the factor, the first and second factors which explain more than 70% of the whole variance represent“horizontal size”and“vertical size”, which characterize more aspects of the body shape of girls at elementary school ages. 3. The 3rd age groups: As the result of factor analysis for the factor, 6 factor which explain 74.39% of variance were extracted form anthropometic data. The first factor represented the items of circumference, breadth and depth related to“sectional size the front length of the upper body”, The second factor described the items of "heights & the back length of the upper body”.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.35-46
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• 1999

The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are st rongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes -1 planning experiments -1 predicting the results -1 experimenting-t summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the me st difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.57-74
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• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.171-186
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• 2002

This is a study on science related class(Object Lesson in Germany) of a German elementary school. The research methods were participant observation, content analysis of various learning materials. In this study, the themes and processes of the Object Lesson are analyzed from the 1st grade to 1st semester of 2nd grade in B-G Schule at Goettingen. German Object Lesson(GOL) is performed as integrated education. It is started with experientially familiar materials and proceeded to deeper contents with special knowledges. The students have lots of time to play with friends, to do what they want, to think about others and etc. in GOL. They don't teach their students many science knowledges but inquirying methods to make their own knowledges. From this analysis results, the implications for Korean science education are to be described. The implications are as follows; We might make our science class be integrated one, especially in elementary science course, to develop several familiar materials, to give student direct experiences, to teach inquirying methods for making students' own science knowledges. And all of the adults included national authorities, economic companies, social parties, several specialists, should give supplies to school science class and have responsibilities on education