• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.627-633
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• 2003

This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.315-335
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• 2008

This study is to recognize importance of casing anxiety on mathematics for underachievers and to examine a plan to solve a problem with anxiety, by analyzing factors which make underachievers anxious on the mathematics. First, we analyze factors which make mathematical underachievers anxious on the mathematics. Second, we compare and analyze a level of anxiety on the mathematics and factors which cause anxiety on the mathematics according to their grade and gender. This study's participants were 308 mathematical underachievers at 4th, 5th, and 6th grade, studying at six different elementary schools in three different areas. The results of factors which make mathematical underachievers anxious on the mathematics obtained from the survey are as follows. First, in the top-category factor, mathematical underachievers are influenced by following factors in order, which are a mathematic subject, learner's attitude, environment, and a teacher. Second, in the factor of making students anxious on the mathematics according tn their grade, although the mathematic anxiety of students at 6th grade is higher than students at 4th and 5th grade, in the anxiety differences between the different grades. Third, in the factors which make the students anxious on the mathematics according to their gender, female students show more anxiety than male students. In summary, an anxiety of the underachievers at the elementary schools are different in the top and sub-category factor, according to their grades and their gender. It is shown that the underachievers feel more anxiety compared to normal elementary schools, and therefore the anxiety on the mathematics is one of the causes of under-achievement of the mathematics.

• Journal of the Korean Home Economics Association
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• v.44 no.4 s.218
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• pp.75-86
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• 2006

The purpose of this study was to develop and evaluate the educational program of life safety for low grade elementary school students. The objectives of the life safety education were established, and the contents and instructions of the educational program were organized according to the needs of the 560 children and their mothers. Both experimental and control groups were evaluated before, immediately after and 3 weeks after the education in terms of knowledge about safety, attitudes and behaviors. The results of this study were as follows: 1. Twelve contents for safety education consisted of safety for electronic games, playing facility, mobile exercise machines, elevator/escalators, traffic and prevention for injury, pricking/cutting, collision/fall/slippery, drowning, burning, electric shock, food toxicity and child missing/sexual harassment/kidnapping. 2. The score of knowledge for safety, attitude, and behavior of the experimental group was improved after the post-tests. Thus, the educational effects were demonstrated to be significant in all evaluation sections.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.79-112
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• 2016

The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.61-71
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• 2021

In a situation where the online learning is expanding due to COVID-19, the current maker education has limitations in applying it to classes. This study is to design the class of online maker education using artificial intelligence tools in elementary school. Also, it is to identify the responses to it and to confirm whether it helps improve the learner's computational thinking and creative problem solving ability. The class was designed by the literature review and redesign of the curriculum. Using interveiw, the responses of instructor and learners were identified. Pre- and post-test using corresponding sample t-test was conducted. As a result, the class consisted of ten steps including empathizing, defining making problems, identifying the characteristics of material and tool, designing algorithms and coding using remixes, etc. For computing thinking and creative problem solving ability, statistically significant difference was found. This study has the significance that practical maker activities using educational artificial intelligence tools in the context of elementary education can be practically applied even in the online environment.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.664-666
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• 1999

웹 기반 교육은 학습자 중심의 교육 환경을 마련해 주고 있으며 학습자는 웹을 통해 스스로 학습하는 완전한 개별학습 뿐 아니라 학습자의 수준에 따른 심화 학습을 유도할 수 있고 교과서로 학습하는 것보다 다양한 학습 자료를 활용할 수 있으며 자기 주도적 ？？르 할 수 있는 이점이 있다. 이에 본 연구에서는 학습자가 자기 주도적으로 학습할 수 있는 이점이 있다. 이에 본 연구에서는 학습자가 자기 주도적으로 학습할 수 있는 음악과 웹 기반 코스웨어를 개발하였다. 특히 본 코스웨어는 초등 1, 3, 5학년의 음악과를 MIDI를 활용하여 개발하였다. 이의 개발로 학습자의 흥미와 호기심을 유발시켜 학습 의욕을 가져오는 환경을 구축하였다.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.4
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• pp.18-27
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• 1998

Our gorvernment announced an educational reformation bill to establish the institutional foundation of educational system on May 31, in 1995. To secure the open education which is to foster students' creativity, individualization and personalization, it was requested that the past teacher-centered system should be changed to learner-centered system. To gurantee such a change, however, there are many conditions that has to be satisfied first. I think that the most important thing for the new system is a close interaction between teachers and students. To accomplish a successful interaction, the teachers' understanding and attitude toward their students must change at first. The purpose of this study is to examine what kind of understanding and attitude the teachers need, and what kind of roles teachers must take charge of. At the same time, I suggest that we need to establish a Teacher Center to give teachers a seperate place to learn new theories, and to exchange among themselves the informations they got from the actual field experience.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.177-186
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• 2004

단위 시간 동안 이루어지는 교수-학습 활동이 이루어질 때, 교육적으로 추구하는 최선의 목표는 학습자가 정해진 목표를 달성하는 것이다. 이를 위해서 학습자가 수업에 실제로 참여하는 시간을 확보하는 일은 무엇보다도 중요하다. 학습과 관련성이 없거나 높지 않은 여러 가지 변인들로 인해 학습자의 학습 시간이 침해받는 일을 최소화하기 위한 해결 방안 수립이 필요한데, 시간과 인력을 불필요하게 동원하지 않으면서 빠른 시간 내에 원하는 결과를 관찰할 수 있는 시뮬레이션의 활용이 효과적이다. 시뮬레이션 모델 정립을 통해 학습자의 실제학습시간(Academic Learning Time)을 증진시킬 수 있는 방안을 모색하고자 한다

• International journal of advanced smart convergence
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• v.7 no.4
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• pp.128-137
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• 2018

In the programming education, there is a great need of a teaching support system that can support the learner in the programming process regardless of the computer language due to instructor's difficulty of checking the progress of learners in real-time. Its importance is especially important in lower grade coding classes such as in K-12 education because they are not used to coding and so simple problems can be regarded as complex problems. For this, a pilot coding education support system based on Levenshtein distance algorithm which shows learners' progress to given solution in real-time was developed in order to help learners to solve complex problems easily, and the learners' motivation and self-efficacy was measured for estimating the usefulness of developed system targeting elementary school students. When the learners use the developed system, it was found that a statistically significant difference appears in the sub-factors of learning motivation compared with traditional class teaching environments. Among the sub-factors of self-efficacy, the efficacy dimension showed statistically significant difference too.