• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.60-70
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• 2013

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• Journal of Engineering Education Research
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• v.16 no.5
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• pp.9-17
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• 2013

The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.1-9
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• 2011

The purpose of this study was to analyze elementary school teachers' teaching style and elementary school students' science anxiety according to teachers' teaching styles for science class. Data were gathered through the teaching style test and the science anxiety test. The teaching style test was taken in 293 elementary school teachers and the science anxiety test was taken in 1,523 elementary school students. The results were as followings: First, elementary school teachers' teaching style for science class were most in provider, expert and least in enabler. Second, elementary school students' science anxiety according to elementary school teachers' teaching style for science class were highest in facilitator and lowest in Enablers. There were significantly differences in science anxiety according to the teaching styles in elementary school. Third, elementary school students' science anxiety increased as grade goes up.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.137-156
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• 2014

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children's daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children's optimistic thinking was positively related to subjective well-being. Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children's subjective well-being, especially when they experience higher levels of daily hassles.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.05a
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• pp.227-230
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• 2007

The expansion of open education and the 7th revision of educational curriculum have brought big changes in the school facilities. In response to the integrated curriculum for the first and second grades of elementary school, various plans, such as open classroom, expanded classroom size, and the installation of multi-purpose space, have been attempted. However, such plans have appeared in the form of an open classroom--a uniform spatial composition. As a result, a plan for unit learning space to support the educational curriculum and activities for low grade levels is still insufficient. In the case of advanced countries, a lot of studies on space are being actively conducted to develop the creativity of children and to facilitate free-style learning, and such space is actually applied to a real educational environment. Therefore, this study will analyze the spatial composition of unit learning space for low grade level elementary schools in Korea. From the cases of advanced countries, a more concrete proposal will be suggested to diversify unit learning space for low grade levels.

• The Korean Journal of Emergency Medical Services
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• v.13 no.1
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• pp.97-114
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• 2009

Purpose : This study was performed to identify the knowledge and educational wants for first-aid and its related factors of senior students in elementary schools. Methods : From July 11-25, 2008, this study surveyed 437 elementary school students using a structured questionnaire. Result : Of the study subjects, 47.6% of the subjects had experienced first-aid conditions 25.4% had injuries, 11.0% had indigestion, 10.5% had sprains, 6.2% had acute abdominal pains, 5.9% had brash, and 5.7% had fractures. The experience rates of first-aid conditions were significantly different according to gender, mothers' educational status, means of school attendance and amount of exercise. The experience rate of first-aid education was 71.4%. There was a significant difference with grade, and school reports. They had education about cardiopulmonary resuscitation (52.5%), injury treatment and desmology(48.7%) in a good order. The score of knowledge about first-aid was $13.95{\pm}4.1$ and it was converted on the basis of 100 points, the results were below 50points, and there was a significant difference in grades. Educational wants for first-aid was 64.3%, and as a result of multi-logistic regression analysis of characteristics relating to educational wants, there was a significant difference between gender, grade, mothers' educational status, and amount of exercise. Conclusion : The rate of first-aid experience of elementary school students was high, but as their recognition and knowledge on first-aid was low, the importance of first-aid education and educational wants should be reflected for practical and organized education.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Food Quality and Culture
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• v.2 no.1
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• pp.48-54
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• 2008

The purpose of this study was to evaluate the elementary students' knowledge, attitudes, and practice for food hygiene and safety. A self-administered questionnaire was developed and offered to 375 elementary school students throughout the Seoul region. The results of the survey were as follows: First, the knowledge, attitudes, and practice were not at satisfactory level. The scores of children's knowledge, attitudes, and practice were 67.42%, 3.83, and 3.81 out of 5 point scale, respectively. Second, knowledge, attitudes and practice levels were significantly different according to demographic characteristics. The lower grade-students had significantly higher scores for knowledge (p<.05), attitudes (p<.05) and practice (p<.01) than higher gradestudents, suggesting that food hygiene and safety education is more effective in younger students or that repeated education is needed for higher grade-students. Third, knowledge, attitudes and practice levels were significantly correlated each other. These results suggest that the education programs for food hygiene and safety should be developed for, as well as implemented in, lower elementary school grades.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.457-467
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• 2008

The purpose is to explore elementary students' attitudes towards money and the effects of parents' educational involvement on children's economic behaviors. The subjects are elementary students(N= 123) from first grade to sixth grade. The survey consists of question items of money ethics, attitudes towards money, consumer ethics, parents' attitudes toward economic education, and children's economic practices such as management of allowance, income, saving and savings account. The results are as follows: first, the elementary students show the double standard in attitudes to money, thinking of money as positively being important, at the same time, as being negative social value. Second, the parents play positive models in children's economic education. However, their efforts are not enough so that their children could have desirable economic habits. Therefore, economic education is first needed for the parents and then for children.