• Hwankyungkyoyuk
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• v.13 no.2
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• pp.103-113
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• 2000

The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.143-154
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• 2017

The purpose of this study is to examine the educational effects of STEAM class by focusing on $21^{st}$ century learner competencies based on burning and extinguishing unit. Two 6th grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using STEAM class. General class according to teacher manual was implemented for the comparison group. Elementary science class applying STEAM class was conducted for 9 lessons throughout the experimental period. The result of this study are as follows. Elementary science class with STEAM class had significant effect on 21st century learner competencies compared to traditional instructor-led classroom. Looking specifically, it was a significant difference in the three domains of the seven domains (problem solving, collaboration, flexibility). The study results indicated that STEAM class was effective in improving learners'recognition of 21st century learner competencies.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.254-266
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• 2018

The aim of this study is to analyze STEAM lessons focused on the learner's learning. This study was conducted on 4th-graders in Y city, Kyung-gi province. The lessons were based on a joint teaching plan for students through the teacher learning community (TLC) with three teachers from the same school. Each of the three classes that conducted the class was selected and analyzed as the main center of observation by three students. The conclusions from this study are as follows: First, we identified that different levels of learners are learning in STEAM lessons through a learner-centered class analysis. Some students arrived on their own by taking the initiative in class, others by consulting with a group of friends, and others needed active teacher guidance to learn. Second, Depending on the level and characteristics of the students, some learning criteria were not reached. Some students need guidance at a glance level, and others need individually instructed or guided activities. Teachers need to keep an eye out for students and give them an appropriate level of guidance during class. In STEAM lessons, it appears that students of different levels and characteristics can immerse themselves in their own way, as well as the clear guidance of activity for their students.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.19-41
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• 2022

Online classes have become one of the general teaching and learning method in elementary education, and elementary school teachers are essentially required to design and implement online math classes that reflect the characteristics of online environment and the specificity of the subject. The qualitative improvement of online mathematics lessons can start with examining what difficulties teachers actually have in enacting the online lessons, and this study focused on their educational needs by examining the degree to which elementary school teachers perceive and implement in terms of designing online interactions. The result showed that teacher education on Learner-Content Interaction (LC) and Learner-Learner Interaction (LL) was necessary for elementary school teachers designing online mathematics lessons, and the educational needs of detailed items of interactions were confirmed. Furthermore, it was found that there was a difference in educational needs for the types of online interactions according to the career life cycle of elementary school teachers. The instructional design strategies for online interactions in online mathematics lessons and implications for teacher education necessary for elementary school teachers were derived from the result.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.177-185
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• 2021

In future education, the paradigm of education is changing due to changes in learner-led and assessment methods. In addition, AI-based learning infrastructure and software education are increasingly needed. Thus, this study aims to examine the effectiveness of AI-based evaluation in future education by combining it with learner-led assessment. Using AI education and evaluation literature and Step 7 of the Learner-Driven Software Assessment Method, we sought to extract evaluation elements tailored to elementary school level in conjunction with the 2015 revised elementary practical course content elements, software understanding, procedural problem solving, and structural evaluation elements. In the future, we will develop a grading system that applies AI-based learner-led evaluation elements in software education and continuously demonstrate its effectiveness, and help the school site prepare for future education independently through AI-based learner-led assessment in software education.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.207-214
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• 2015

In this study, we research an analysis of learner competency with students in 16 smart education research schools. The result of analysis, 2-year students showed a highly regarded competences which are the learner competencies in all areas than 1-year students. And the urban students was higher than rural students. This means that urban students have higher awareness of the learner competencies than rural students. Lastly, in a comprehensive analysis of each school year, the statistical differences between elementary and middle school did not appear. However, in the elementary, middle and high school between the difference was statistically.

• Journal of the Korea Society of Computer and Information
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• v.10 no.5 s.37
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• pp.343-352
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• 2005

The existing CAI or web-based science learning system of elementary school has some disadvantages. For instance, it is composed of uniform courses designed by an instructor without considering the learner's characters, and the learner's opinions or questions raised during learning can not be delivered to the system. This structure has diminished the willingness or the motive of the learner and make an adverse effect on the learning efficiency. In this regards, Instruction-Learning System is needed to provide learning environment Pertinent to the learner's individual character and motivate the learner's active attendance and learning. This study is to design a character-based conversational Instruction-Learning System. This may induce the learner's active attendance through the communications between instructor and learner and furnish various learning materials to motivate the learners and attract their consistent interests in learning.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.