• The Journal of the Korea Contents Association
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• v.8 no.3
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• pp.182-189
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• 2008

The purpose of this study were to investigate 1) present condition of children's usage of computer game, 2) difference in extent of immersing in computer game according to grade, and 3) difference in extent of immersing in computer game according to conditions of computer game usage. A total of 239 children from 1st to 3rd grade in an elementary school in Busan were surveyed with two kinds of questionnaires about usage of and immersion in computer game. The collected data were analyzed using SPSS 12.0 program. It was revealed that the 1st graders showed higher scores on experience of computer game, frequency of computer game per week, and amount of time for each computer game than the 3rd graders. However, there were no significant differences in extent of immersing in computer game according to grade and to conditions of computer game usage. The findings of this study implies that the age of using computer game is going down rapidly. Discussions and suggestions for further study were provided.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.123-143
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• 2010

The Skeleton Tower problem is an example of a curriculum that integrates algebra and geometry. Finding the number of the cubes in the tower can be approached in more than one way, such as counting arithmetically, drawing geometric diagrams, enumerating various possibilities or rules, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. So, it will be a good topic which can be used in the elementary grades if we exclude the method of using algebraic equations. The purpose of this paper is to propose some points which can be considered with attention by gifted children education teachers by analyzing the 4th Skeleton Tower problem solutions made by 3rd and 4th graders in their selection test who applied for the education of gifted children in math at J University for the year of 2010.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.215-226
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• 2022

This study analyzed the trends and causes of the decline in Korean students' positive experiences about science (PES). To do this, 4th to 10th grade students were sampled by grade at general elementary, middle, and high schools in Seoul, and then a questionnaire was administered to ask the students about their PES and the causes for their decline. The results of one-way ANOVA for Test for Indicators of Positive Experiences about Science (TIPES) revealed that there were no statistically significant differences according to grade and school level in the overall mean of TIPES scores. However, the results were slightly different for each sub-component. That is, in 'science academic emotion,' the mean of elementary school students was statistically significantly higher than that of middle school students. In addition, the mean of 4th graders was significantly higher than the mean of middle school 1st graders, middle school 3rd graders, and high school 1st graders, respectively. The mean of high school students was statistically significantly higher than that of middle school students in 'science-related career aspiration.' In the 'science-related self-concept', 'science learning motivation,' and 'science-related attitude,' the differences in scores according to grade and school level were not statistically significant. The main causes of the decline in each sub-components of PES were somewhat different depending on the school level. Based on these results, the ways to improve students' PES were sought according to grade and school level.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.13-24
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• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during the learning of the 'Structure and Function of Plants' unit. The researchers let the 5th graders draw the first draft of their concept maps in order to examine the pre-existing knowledge structure concerned with the unit and also four concept maps after completing every fourth lesson. Each concept map drawn by children on the basis of the previous one showed the degree of their current understanding on the structure and function of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. According to the standard map, there was no change in hierarchy from the 2nd to the 3rd map, and in example from the 2nd to the 4th map. However, the gradual and successive increases of the scores in all components appeared in the children's maps throughout the unit. Knowledge restructuring occurred strongly in the early periods from the 1st to the 6th lesson, and the significant stable changes in tuning and accretion appeared throughout the whole lessons. The results also showed that there were no significant gender differences on the 5th grader's knowledge structuring.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.321-334
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• 2017

The purpose of this study is to investigate teacher factors influencing ICT literacy in elementary and middle school students. For this purpose, ICT literacy was measured in 6,383 students in $4^{th}$, $5^{th}$ and $6^{th}$ graders, 337 teachers in 150 elementary schools, and 9,183 students in $1^{st}$, $2^{nd}$ and $3^{rd}$ graders, 337 teachers in 150 middle schools. Additionally, we conducted multiple regression analysis to explore teachers' influential factors. As a result, our finding indicated that the level of teachers' computer literacy had a positive effect on elementary students' ICT literacy(overall and 7 sub-domains) while ICT utilization during class and teachers' age had a negative effect on elementary students' ICT literacy(overall and 7 sub-domains). In addition, we found that major in ICT education and the level of teacher education had a positive effect on middle students' ICT literacy(overall and 7 sub-domains). Based on the results of this study, we suggested increasing hours in the teachers' professional development and the pre-service and in-service teacher education course and supporting or promoting the self-development of the information school teachers in middle schools.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.839-851
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• 2018

The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.81-99
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• 2021

The purpose of this study was to examine the effect of parent-child interactions on children's academic performance focusing on the mediating effect of children's executive function difficulty. The data for this study were drawn from the Panel Study on Korean Children(PSKC). The participants were 559 children of elementary school and their families from 8th wave(1^st graders), 9th wave(2^nd graders), and 10th wave(3^rd graders) of PSKC. The data were analyzed with structural equation modeling. The results of this study were as follows. First, mother-child interaction and father-child interaction didn't have a significant direct effect on children's academic performance. Second, mother-child interaction had a significant positive indirect influences on academic performance through children's executive function difficulty. The results of this study indicated that mother-child interaction and children's executive function difficulty are important for children's academic performance.

• The Mathematical Education
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• v.57 no.3
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• pp.247-270
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• 2018

The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.97-111
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• 2007

Children from low-income families are vulnerable to variable psychological and emotional stress related to financial issues and dysfunctional families. The subjects were 15 1st to 3rd graders who were low on the Self Esteem Scale (SES). They were attending an after-school center for elementary school students. They participated in three art therapy groups from April to October 2005. Children's depressive symptoms and self-esteem were assessed using the Children's Depression Inventory (CDI) and an observational check-list. Results showed that the group art therapy program brought about significant effects on increasing self-esteem of the children and reducing depressive symptoms, showing that group art therapy can facilitate emotional and psycho-social growth of children from low-income families and can be developed in family-based community programs.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.224-234
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• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.