• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.28-39
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• 2013

The purpose of this study is to investigate the conceptions about altitude of the Sun of elementary students according to differences by the spatial ability. In this study through the qualitative analysis, 4 students who were similar understanding levels of concepts to altitude of the Sun and differences by the spatial ability were selected out of 75 in 6th grade elementary located in Sunchang, Jellabuk-do Province. 4 students for the qualitative analysis were selected by the test instrument of spatial ability and altitude of the Sun. The results of study was students with higher spatial ability were higher understanding levels of concepts to altitude of the Sun. However, both of student with higher and lower spatial ability showed a false concept to the expanded concepts into outer space like a cause of seasonal change, change of altitude of the Sun by latitude unlike the intution. Students with lower spatial ability didn't form the scientific concepts, not only a cause of seasonal change and change of altitude of the Sun but also difference of energy density by altitude of the Sun. A student of two with lower spatial ability has been impediment strongly to form the scientific concept by the false concepts to the distance. The findings were as follows; Learning to altitude of the Sun regardless of the difference of spatial ability should be learned to interact to the intution, celestial movement and model experiment. To students with lower spatial ability should be developed teaching methods to understand the relation between the Sun and celestial movement.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.166-180
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• 2016

This paper examines the effects on academic achievement, scientific process skills and affective domain for elementary students learning the 'Chicken life cycle' through traditional science class versus a smart media based STEAM approach. Students designed and built a hatching jar and created a smart media content for chickens using time-lapse technology. This STEAM program was developed to improve their scientific concepts of animals over nine periods of classes using integrated education methods. The experimental study took place in the third grade of public schools in a province, with the STEAM approach applied in 2 classes (44 students) and the traditional discipline approach implemented in 2 classes (46 students). The STEAM education significantly influenced the improvement of academic achievements, basic scientific process skills and affective domain. The results suggest that this STEAM approach for teaching scientific concepts of animal life cycles has the performance in terms of knowledge, skills and affect gain achievements in elementary school students' learning when compared to a traditional approach. Moreover, the smart media based STEAM program is helpful to lead students to engage in integrated problem-solving designs and learning science and technology.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.526-537
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• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

• East Asian mathematical journal
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• v.38 no.4
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• pp.463-496
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• 2022

The purpose of this study is to analyze the mathematical creativity and computational thinking of mathematically gifted elementary students through a convergence class using programming and to identify what it means to provide the convergence class using Python for the mathematical creativity and computational thinking of mathematically gifted elementary students. To this end, the content of the nine sessions of the Python-applied convergence programs were developed, exploratory and heuristic case study was conducted to observe and analyze the mathematical creativity and computational thinking of mathematically gifted elementary students. The subject of this study was a single group of sixteen students from the mathematics and science gifted class, and the content of the nine sessions of the Python convergence class was recorded on their tablets. Additional data was collected through audio recording, observation. In fact, in order to solve a given problem creatively, students not only naturally organized and formalized existing mathematical concepts, mathematical symbols, and programming instructions, but also showed divergent thinking to solve problems flexibly from various perspectives. In addition, students experienced abstraction, iterative thinking, and critical thinking through activities to remove unnecessary elements, extract key elements, analyze mathematical concepts, and decompose problems into small components, and math gifted students showed a sense of achievement and challenge.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.247-260
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• 2024

In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

• School Mathematics
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• v.3 no.2
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• pp.233-248
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• 2001

In pthis aper, mathematical terms in 7th elementary mathematics curriculum(from now, in short, 7th curriculum)are reexamined critically. In 7th curriculum there are 123 terms, which seems to be selected cautiously But it is not sure. There are lots of evidences for selecting terms incautiously, Through these evidences, following conclusions are induced: (1) Terms were not selected strictly. There are many terms omitted in 7th curriculum, which are necessary for understanding mathematical concepts. (2) There were no rational principles for selecting terms in 7th curriculum. Any rational principles can not be found out among terms in 7th curriculum. (3) Mathematical terms and real life terms in 7th curriculum were not distinguished explicitly. There were some real life terms in 7th curriculum, which were significant for understanding mathematical concepts. But other real life terms which is significant also for understanding mathematical concepts were not contained in 7th curriculum.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.371-384
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• 2008

The purposes of this study were to investigate perspective teachers' conceptions of liquid-state and get implications for the direction of science curriculum or professional development. The instrument was composed of seven questions focusing on aspects of liquid-state phenomena. The results showed that the participants have various alternative concepts about liquid-state. The problem revealed in almost every question was their macroscopic explanations for the phenomena. In addition, it appeared that the participants seemed to understand phenomena in terminology level, but they didn't know basic reasons or fundamental concepts about the phenomena. It is required to change the curriculum or instructional methods in secondary school and teacher education programs to anchor the scientific concepts on molecular or microscopic level.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.1-11
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• 2004

Whole number concept is an important part of mathematics learning. Elementary school students should understand and master whole number concept. Models can help students learn whole number concepts. Realistic Mathematics Education in Netherlands had investigated and developed three different structural models: line model, group model, combination model. These models are related whole number concepts and structures closely and compatible. The purpose of this study is to investigate models related with whole numbers in 7th elementary textbooks. As a result of analyses, we found out some pattern and several problems. On the foundation of the analyses, we discussed the better ways of using models in teaching whole number and the research issues concerning these.

• Journal of Science Education
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• v.43 no.3
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• pp.284-299
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• 2019

The purpose of this study is to investigate elementary school students' conceptions about the energy represented in the integrated theme 'Energy and life' of the 2015 revised science curriculum. The instruments were developed to grasp students' understanding about 'the concepts of energy,' 'forms of energy,' 'conversion of energy,' and 'energy use of plants and animals.' The surveys were conducted on 92 elementary school students in Seoul. The students' answers were analyzed by descriptive statistics, clouds and semantic network analysis. The results are as follows: 'Electricity' and 'electric energy' were most frequently mentioned as the associated concepts to energy and forms of energy, respectively. Also, the daily use of energy was mixed to the use in science. According to conceptual hierarchy, understanding of energy conversion was dependent on the understanding of energy forms. Although students have basic concepts about the energy use of plants and animals, they had some misconceptions and lack of understanding. The educational implications were discussed to teach 'Energy and Life' as integrated theme in new elementary school curriculum.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.789-802
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• 2007

This study investigated pre-service elementary teachers' understanding of the basic concepts of and their attitudes toward astronomy in Korea and Japan. The survey instrument called the Astronomy Diagnostic lest (ADT) that was developed by the Collaboration for Astronomy Education Research (CAER) in 1998 was used and modified to tailor to the two countries' contexts, including 12 items written in the two languages, Korean and Japanese. The attitudes toward astronomy were examined by the Survey of Attitudes toward Astronomy (SATA), which was developed by Zeilik et al. in 1999. Cronbach's alpha of this sample of the study was 0.69, while the reliability of SATA was 0.87. All the pre-service elementary teachers in both Korea and Japan showed a low-level understanding of the basic concepts of astronomy. 38% of Korean pre-service elementary teachers had correct answers to the questions regarding the basic conceptions of astronomy, while 37% of Japanese participants had correct answers to them. Although there was no statistically significant difference between Korean and Japanese pre-service elementary teachers, Korean teachers scored higher than Japanese participants in SATA. A significant difference, however, was revealed in the categories of cognitive competence and value of the attitudes toward astronomy (p <.05). In addition, it was found that both Korean and Japanese pre-service elementary teachers scored less than 40% about the basic concepts of astronomy and that they obtained lower scores than the US college students with regard to the attitudes toward astronomy.