• 한국수학교육학회지시리즈A:수학교육
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• 제23권1호
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• 한국환경교육학회지:환경교육
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• 제22권2호
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• pp.107-117
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• 2009

The purpose of this study is to find out the effects of participation environmental UCC(User Created Content) making program on elementary school students' environmental literacy. Through the questionnaires and the analysis of students' outcomes, the effects of environmental literacy in both quality and quantity was verified. By applying computer programs to make environmental UCC to elementary students, helped them increase their environmental knowledge, and got them to recognize the importance of the environment that surrounds them. Students can find a solution to solve environmental problem from their interaction between the environment and themselves. It could also improve students' ability to think positively. From this research, I hope we require to develop possible programs for various kinds of educational activities based on UCC ones, since we already verified the effects of computer programs to make environmental UCC. The programs to make environmental UCC with learners participated is a kind of good model to reflect the learner's need who is a educational user. Or it could be teaching materials to help meet learner's viewpoint. It can also offer learner-oriented and creative learning and which teachers and learners work together to make a good result and that they make a new wave, instead of being teacher-oriented, which teachers force learners to do something. We can have a feeling of achievement through this and we can expect to enhance both our professional ability as a environmental teacher and the quality of lesson.

• 정보교육학회논문지
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• 제5권3호
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• pp.321-328
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• 2001

일반적으로 학습을 게임과 접목한 프로그램들은 대부분 오프라인을 기반으로 제작되어왔다. 하지만 최근 인터넷 기술의 급격한 발달로 인하여 웹을 기반으로 한 학습 프로그램의 이용이 증가하고 있다. 이에 개인 학습을 위한 기존의 오프라인 게임을 온라인에 기반한 학습용 게임으로 제작한다면 보다 많은 학생들이 쉽게 교육용 게임을 접할 수 있으며 오프라인에서와는 달리 경쟁 및 보상 개념의 도입이 쉬우므로 학습자들의 학습 의욕 향상에도 도움이 될 것이다. 본 논문은 이러한 개념을 바탕으로 초등학교 수학과 도형수업을 수준에 맞게 학습할 수 있는 온라인 롤플레잉 게임을 설계하여 보았다. 초등학생을 위한 수학 온라인 롤플레잉게임은(Mathematical On-line Roll playing game for Elementary school student)은 기존의 온라인 롤플레잉게임의 특성을 학습의 요소와 대응시키고 개인의 학습 의욕을 학업 능력치 등으로 나타냄으로써 학습자들의 자발적인 학습을 유도하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.46-54
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• 2009

The purpose of this study was to examine the perception of students about pseudo-science in consideration to their personality traits, cognitive style, and awareness of the nature of science, which might all have a great impact on their behavior and thinking. The subjects of this study were 129 sixth-grade school children in a small urban community in Gyeonggi province. The way they looked at pseudo-science was investigated after three kinds of traits were selected as variables, including personality traits, cognitive style, and awareness of the nature of science. Four different instruments were utilized, which respectively covered personality traits, cognitive style, awareness of the nature of science and perception of pseudo-science. The results of the study were as follows: First, the children with higher emotional stability and liveliness showed higher permeability towards pseudo-science, while made no significant difference on their view of pseudo-science. Second, their cognitive style made no significant difference to their outlook on pseudo-science. Third, as for link between awareness of the nature of science and pseudo-science, the students with a poor understanding of the nature of science were significantly different from those who had a better understanding of it in perception of pseudo-science(p<.05).

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.372-385
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• 2012

For decades, reflection has been recognised as a meaningful tool to bring forth teachers' ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers' reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of 'productive reflection', a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers' learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of 'instruction', 'learner/learning', and 'subject matter knowledge'. However 'instruction' was emphasized most frequently (69.0%) than 'subject matter knowledge' (33.8%) and 'learner/learning' (26.8%). 'Assessment' was hardly included nor emphasized. More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers' productive reflection on their science teaching.

• 정보교육학회논문지
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• 제24권1호
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• pp.71-78
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• 2020

4차 산업혁명 시대의 교육방법과 함께 교육효과를 극대화하기 위한 방법으로 실감형 콘텐츠가 교육의 핵심방법으로 자리 잡고 있다. 그리고 실감형 콘텐츠의 중심에 가상현실(VR)이 자리 잡고 있다. 학교 현장에서 가상현실 활용 교육은 늘어나고 있지만, 가상현실 제작 교육에 관한 연구가 미비한 실정이다. 본 연구는 학생이 가상현실 콘텐츠를 직접 제작하는 과정을 위한 학교 급별 교육과정을 제시하였다. 초등학생, 중학생, 예비교사들의 특성의 분석을 위해 산출물과 설문지 분석을 하였다. 연구 결과로 학교 급별에 따라 집중도, 콘텐츠의 주제, 제작 시간 등은 많은 차이가 나타났으며, 초등학생은 자기와 관련된 주제, 중학생은 학습과 관련, 예비교사들은 초등 교육에 유용한 내용을 우선적으로 생각하였다.

• Journal of Radiation Protection and Research
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• 제45권3호
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• pp.108-116
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• 2020

Background: This foundational study on educational interventions aimed to analyze the changes in awareness, knowledge, and attitudes of young learners after they received objective information on safety management. Materials and Methods: Educational sessions on nuclear power and radiation safety were delivered to 4,934 Korean elementary, middle, and high school students in two separate sessions conducted in 2016 and 2017. The effects of these interventions were subsequently analyzed. Results and Discussion: Learner attitudes toward safety were found to be the predominant variables affecting the post-intervention risk (safety) awareness of nuclear power generation. Conclusion: The safety awareness of future generations will significantly influence policy decisions on nuclear power generation. Hence, the design of educational interventions on this subject must match variables suited to learner levels.

• 한국학교수학회논문집
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• 제14권2호
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• pp.199-213
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• 2011

학습에 영향을 끼치는 요인은 크게 학습자특성변인, 교수자특성변인, 학습과제특성변인, 환경특성변인으로 구분하여 논의해 볼 수 있는데, 이 요소들 중에서도 학습자의 특성을 파악하는 것이 교육 계획을 작성하기 위해 가장 우선적으로 이루어져야 할 것이다. 이에 본 연구는 학습자의 특성 중 정의적 특성인 자아개념 학습습관 학습태도가 수학학업성취에 어떠한 영향을 미치는지에 대해 알아보고 초등학생의 학업 성취 및 태도에 관한 교육 방법으로 모색하도록 하는 데에 그 목적이 있다. 이를 위해 본 연구에서는 충청남도 A 시에 위치한 초등학교 5학년 2개반 78명을 대상으로 질문지 검사를 실시하였다. 그 결과 수학에 대한 자아개념, 학업에 대한 자아개념, 수학에 대한 학습습관, 수학에 대한 태도, 학업 에 대한 학습습관, 학업에 대한 태도 순으로 수학학업성취와 상관정도가 높음을 알 수 있었다.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.278-296
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• 2011

The purpose of this study is to examine the pedagogical content knowledge (PCK) elements and the changes in the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience through the instructional consulting case of the Seoul City Office of Education Scholarship Support Group in order to find implications on effective instructional consulting support plan for improving the science teaching professionalism of high-career elementary school teachers. The result of this study is as follows : First, the pedagogical content knowledge (PCK) elements on the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience were related to teaching strategy and they experienced difficulties in lesson content organization using lesson model and experiment facilitation and questioning, as well as in the area of interest and motive management that are definitional characteristic of learner in the learner element. Second, as for the changes in the PCK through science instructional consulting, they recognized the importance of the designing and experimenting process as students become the subject in the experiment facilitation in lesson, and they ended up attempting the postscript for promoting the thinking power of students. In addition, it was found that not only the cognitive characteristic but also the definitional characteristic of learner is important in science lesson and that students' motive is also an element that needs to be continuously managed. Third, as for effective instructional consulting plan for enhancing the science teaching professionalism of high-career elementary school teachers, it was revealed that it is necessary to first develop lesson expertise improvement consulting program that takes into account of teaching profession advancement phase of high-career teachers, and establish instructional consulting system and human resource pool of high-quality consultants based on the administrative and financial support from the Office of Education. The academic significance of this study is in the fact that it examined and searched for support plan on science teaching professionalism of high-career elementary school teacher, but a more extensive and in-depth study is needed since there is a limitation in this study on the object of study and the period.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.