• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.114-120
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• 2021

This study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. This study used the 7th year (2014) and 10th year (2017) of the panel study on Korean children, which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). Pearson's correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. The analysis was performed using the the Spss 21.0 program. As a result of this study, peer acceptance among early childhood's self-esteem, assertion, cooperation, and self-control among social competence have influences on adjustment to elementary school life. This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school.

• Journal of the Korean Society for Precision Engineering
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• v.12 no.9
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• pp.59-65
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• 1995

The cam is used to a main component in a variety of automatic machines and instruments. To meet the demand of a complicated operation and of reducing weight for automatic machine, Curve Blending Technology, in which each of the basic curves suitable for individual interval is connected, is used for the cam design. In the curve blending, it is necessary to select appropriate elementary curve for each interval and to confirm the dynamic continuity at connecting points between adjoining elementary curves. This paper represented the elementary curve selection method to select an appropriate curve for each interval, and executed computation for the follower displacement and angular displacement of each interval. The paper made an analysis and examine closely for elementary curves to synthesizing curve blending, and it performed dynamic conditions clearly at every points on the cam motions. Therefore the curve blending technology presented by the paper turned into easier work.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.260-268
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• 2013

With the development of science and technology, an effort to investigate the current research trend of elementary science education will lead to future directions for elementary science education. This study set out to analyze papers published in Elementary Science Education by quantity, subject and methodology for the last ten years. The results were as follows: First, the number of papers has continuously increased for the last 30 years. Second, as for categorization by the functions of elementary science education, the number of papers was mainly published in the field of teacher education, which was followed by learning processes and teaching methods in the order. Third, in the field of the research subjects of elementary science education, many researches were conducted on scientific inquiries and concepts traditionally emphasized in elementary science education, and on gifted education recently implemented as part of national policy. Fourth, as for categorization by the methodologies of elementary science education, a survey study was the most popular, being followed by experimental study and literature study in the order. In recent years, researches based on the case study methodology have visibly grown in numbers, which seems to part of efforts to find implications with new methodologies among researchers facing limitations with the old ones in the middle of uniqueness called education.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.21-27
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• 2017

The purpose of this study is to provide basic data and guideline to STEM(Science, Technology, Engineering, Mathematics) educators who prepare engineering education in elementary and secondary school. For this, this study develops a composition model for engineering education program of elementary and secondary school. To do this, a literature research, experts interview and Delphi survey were conducted. Through the literature research, we extracted the components of model for engineering education program of elementary and secondary school and then made a first draft of the model. The draft was revised by experts while Delphi survey was used to validate the model based on Delphi panels' opinions. The panels for the Delphi survey consisted of 51 experts in the STEM education field. The survey was conducted three different times and importance survey was included in the third stage. The conclusions of this study were as follows: First, the model consist of definition, 4 directions, 4 characteristics, 3 educational goals according to school level, educational contents area and element, teaching and learning method and evaluation method. The educational contents area and element consist of 2 major areas, 7 areas and 18 elements. Second, all components of the developed model were valid in most of the statistics such as mean, standard deviation, the degree of consensus and convergence, and CVR(Content Validity Ratio). Third, importance for education contents area and element according to the school level are analyzed.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.288-304
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• 2016

The purpose of this study is a review of previous studies and principles of eye-tracking techniques that are actively applied in recent elementary science education. Also it proposes to utilize the direction of eye tracking techniques in elementary science education research. Recent eye-tracking technology was developed, using the infrared pupil and the corneal reflection can be safely and accurately track the eye movements of the participants. Eye tracking has the advantage of higher temporal resolution, accessibility, convenience, objectivity, stability and safety. Analysis of the previous studies, there was a difference in the study design and analysis. The workshops and seminars are needed for accurate understanding of eye-tracking method in elementary science education research. In conclusion, the eye-tracking can be utilized such as effectiveness analysis of teaching materials and media, behaviors analysis of teachers and students in a real class, cognitive strategies and attention analysis of the student, discriminating tool of various education evaluation, etc.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.275-286
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• 2019

The purpose of this study is to investigate the features of inquiry activities using technology in the 2015 revised elementary science digital textbooks. For this, we analyzed the features of inquiry context and inquiry method presented in inquiry activities using three kinds of technology: Virtual experiment, virtual reality and augmented reality. As a result, firstly, the most common types of 77 inquiry activities were realistic type which shows the phenomenon actually and vividly as possible and realistic-abstract type which shows the phenomena with the abstract concepts. Second, the ways of using three technologies were different depending on the processes of inquiry and the sub-domains of science. For example, virtual experiment technologies were mostly used in the contents of physics and chemistry with the inquiry context of realistic-abstract type for investigating the relationship between variables of experiments and describing the phenomena mechanically. On the other hand, virtual reality and augmented reality techniques tended to be used more frequently in biology and earth science contents with the inquiry context of realistic type for observing and describing the phenomena. Finally, we discussed educational implications in terms of developing and applying technology-based inquiry activities.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.307-317
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• 2008

In this study, we investigated the elementary school students' perceptions of the scientific and technological professions by using the 'drawing scientific and technological workplaces'. The subjects were 401 students of 4th and 6th grades at three elementary schools in Seoul. The results revealed that many students drew the interiors of laboratories or factories as scientific and technological workplaces, and explained the nature of the work- place, but students' images were superficial and general. Most students' drawings also exhibited the stereotypical images of science and technology as androcentric and negative perceptions. Students were mainly inclined to perceive that the works relevant to science were experiments, and the works relevant to technology were productions and repairs. Most students answered more than two examples of scientific and technological professions, but their responses were not various and were biased toward basic scientists, blue-collar workers, and repairers. Educational implications of these findings were discussed.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.53-60
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• 2010

The "Information and Communication Technology Education Guidelines" were revised in December, 2005. However, the revised guidelines are not propagated in the elementary school. One of the reasons is that the textbook is not faithful to the revised guidelines. We analyzed the elementary computer textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines". Especially, "Understanding of the Information Processing" and "Comprehensive Activities" areas are not faithful to the revised guidelines. Therefore, the systematization of the textbook screening system, participation of the computer education expert, development of the detailed curriculums, and training of the elementary teachers are essentials for invigorating of the elementary computer education.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.1-15
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• 2005

The purpose of the study was to integrate Information and Communication Technology(ICT) into elementary mathematics instruction and to help prospective elementary school teachers understand such integration through developing lesson plans and implementing them in classrooms. Specifically, pre-service elementary school teachers in two universities participated in the study for a semester. While taking the course of elementary mathematics teaching methods, the teachers analyzed pre-developed lesson plans, developed lesson plans using ICT in mathematics for grades 5 and 6, and implemented them. This paper includes how the teachers conceive integration of ICT to mathematics teaching and what are the implications of such integration.