• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권4호
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• pp.409-432
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• 2017

본 연구는 최근 과정 중심 평가의 중요성과 함께 주목 받고 있는 형성평가의 정착 및 운영을 위한 방안을 모색하고자 하였다. 그 방안의 하나로 설정한 학생 상호피드백을 통한 형성평가가 초등학교 4학년 학생들의 수학 학업 성취도와 수학적 태도에 미치는 영향을 살펴보았다. 본 연구를 진행하기 위해 동질성이 검증된 실험집단과 비교집단을 선정하여 실험집단에는 학생 상호피드백을 통한 형성평가를, 비교집단에는 본인 확인피드백을 통한 형성평가를 실시하였다. 그 결과, 학생 상호피드백을 통한 형성평가는 학생들의 수학 학업 성취도를 향상시키고, 학생 상호피드백을 통한 형성평가는 수학적 태도도 긍정적으로 변화시켰다. 이는 학생 상호피드백을 통한 형성평가가 초등학생들의 수학 학습에 있어서 인지적, 정의적 측면에 유의미한 영향을 미쳤다고 볼 수 있다.

• 수산해양교육연구
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• 제23권2호
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• pp.277-289
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• 2011

The purpose of the study was to explore the relationships among the elementary school student's self-control, self-efficacy, and school life adjustment. For achieving the purpose, the study established three research questions: What are the relationships among self-control, self-efficacy, and school life adjustment, is there any statistically significant influence of self-control and self-efficacy on school life adjustment, and is there any mediating effect of self-efficacy in the relationship between self-control and school life adjustment, 276 fifth graders attending three elementary schools in Busan were administrated self-control scale, self-efficacy scale, and school life adjustment scale. The collected data was analyzed by correlation, stepwise multiple regression, and three-step regression analysis. And the regression analyses were separately performed on total and subscale scores. The main results were as the follows. First, there were statistically significant correlations among self-control, self-efficacy including two subscales, and school life adjustment including five subscales. Second, self-control and self-efficacy statistically and significantly influenced school life adjustment and five subscales. Finally, self-efficacy partially mediated the relationship between self-control and school life adjustment including five subscales. And discussions on the results were presented.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.57-74
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• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.71-83
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• 2012

The purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for $6^{th}$ grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).

• 한국응용과학기술학회지
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• 제36권1호
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• pp.312-323
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• 2019

본 연구는 초등학생의 유도체육관 프로그램 특성과 사회성 발달 및 생활만족의 관계를 규명하는데 목적이 있으며, 유도체육관 프로그램이 초등학생의 심신에 긍정적인 영향을 미친다는 실증적 기초자료를 제공하여 초등학생의 유도 활성화에 이바지하는데 그 의의가 있다. 자료분석을 위해 300부의 설문지를 배포하였으며, 응답이 누락된 15부의 설문지를 제외하고 총 285부(95%)를 유효표본으로 사용하였다. 분석을 위해 IBM SPSS 21과 IBM AMOS 21을 이용하여 빈도분석, 탐색적 요인분석, 확인적 요인분석, Cronbach's ${\alpha}$, 집중타당도, 판별타당도, 개념신뢰도, 상관관계분석, 구조방정식 모형 검증, Sobel test를 실시하였다. 연구방법을 통한 결과는 다음과 같다. 첫째, 초등학생에 대한 유도체육관 프로그램 특성은 사회성 발달에 유의한 영향을 미치는 것으로 나타났다. 둘째, 초등학생에 대한 유도체육관 프로그램 특성은 생활만족에 유의한 영향을 미치지 않는 것으로 나타났다. 셋째, 사회성 발달은 생활만족에 유의한 영향을 미치는 것으로 나타났다. 넷째, 사회성 발달은 초등학생에 대한 유도체육관 프로그램 특성과 생활만족의 관계에서 완전매개역할을 하는 것으로 나타났다. 아동기 초등학생에게 신체단련과 예의범절을 동시에 지도할 수 있다는 점에서 유도는 많은 이점을 가지고 있다. 따라서 유도체육관 관장들은 초등학생을 대상으로 사회성 발달과 긍정적 심성을 키울 수 있는 수련 프로그램 개발에 최선을 다해야 할 것이며, 이를 통해 유도의 수련층 확대를 통한 유도 활성화에 노력해야 할 것이다.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.242-250
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• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• 한국콘텐츠학회논문지
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• 제18권6호
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• pp.131-143
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• 2018

본 연구는 초등학생의 스마트폰 의존과 주의집중력의 관계에서 자아탄력성이 매개효과를 가지는지 확인하기 위하여 수행하였다. 이를 위해 본 연구는 경상남도 김해시에 소재하는 초등학교 5학년 학생 326명을 대상으로 하였으며, 자료분석은 SPSS 24.0을 이용하였다. 연구의 주요 결과는 다음과 같다. 첫째, 초등학생의 스마트폰 의존은 자아탄력성과 유의미한 부적상관이 있는 것으로 나타났다. 둘째, 초등학생의 스마트폰 의존은 주의집중력과 유의미한 부적상관이 있는 것으로 나타났다. 셋째, 초등학생의 스마트폰 의존과 주의집중력의 관계에서 자아탄력성이 매개효과가 있는지를 분석한 결과, 자아탄력성은 부분 매개 효과가 있는 것으로 나타났다. 이를 토대로 스마트폰 사용의 선용(善用) 교육, 스마트폰 활용과 관련한 가족모델의 정립과 보급, 자아탄력성 향상을 위한 실천적 노력과 훈련 병행 등의 제언을 하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.