• East Asian mathematical journal
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• 제37권4호
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• pp.443-460
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• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.

• 공학교육연구
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• 제20권1호
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• pp.3-9
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• 2017

초등교사 39명을 대상으로, 첨단과학기술 교수에 대한 인식 및 교수효능감의 변화를 조사하였다. 초등교사들은 첨단과학기술에 대하여 관심이 있고 일상생활 속에서 첨단과학기술의 중요성을 인식하고, 또한 초등학교에서의 첨단과학기술 교육의 중요성 및 필요성에 대해서도 공감하고 있는 것으로 나타났다. 그러나 초등교사들은 첨단과학기술 교육의 과학학습 동기 유발과 과학 분야의 진로 지도 등 유용성에 대하여 확신하지 못하는 것으로 조사되었다. 특히 초등학교 수준에서 첨단과학기술 교육의 적합성에 동의하지 않았다. 또한 현재 초등학교에서 첨단과학기술을 가르칠 환경 조성이 필요하다고 인식하고 있었다. 첨단과학기술 STEAM 프로그램의 개발 및 적용 후의 초등교사의 첨단과학기술에 대한 교수효능감 변화는 통계적으로 유의한 차이가 있었다(t=-13.67, p<0.01).

• 한국초등과학교육학회지:초등과학교육
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• 제17권1호
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• pp.1-10
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• 1998

A number of studies have shown that students have a stereotyped image of a scientist, and this image is often a rather negative. Earlier work on images of the scientist revealed to be consistent across the various social classes and across countries. This study aimed to examine a Korean students' stereotyped images of scientist, compare it with earlier work, and also find out whether students have other ideas about scientist, apart from the stereotyped image. To these purposes, modified DAST and individual interviews were carried out with 217 students and 53 students, respectively. The results are as follows : 1. Most of the students portrayed the scientist as a neat and young man with well-featured face, which was different from earlier studies. 2. Year 3 boys described the scientist as a mu, but year 3 girls as a woman. 3. Most of the students gave positive answers which were at variance with the streotyped image. 4. An interview asking only one question was a complement to DAST. It was concluded that students have private perceptions of scientists and their work, as well as a stereotyped image.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.126-146
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• 2018

The current study explores students' views about artificial intelligence (AI) through analyses of their drawings and perceptions. The data were gathered from a total of 177 elementary school students. The constant comparative analysis was used as the data analysis method. Based on the result, the current study found that students' views about artificial intelligence were constructed into two distinct dimensions: form and relationship. The form dimension, students' views about artificial intelligence were categorized into human, household goods, machine, smart computer, electronic chip/algorithm, or the hybridized form related to the game of go such as AlphaGo. On the relationship dimension, students' views about artificial intelligence were categorized into servants, friends or enemy. Given the combination of two dimensions, the current study found two noted patterns. The first, students who viewed artificial intelligence as human form perceived artificial intelligence as a friend or an enemy. However, those who viewed artificial intelligence as non-human form perceived artificial intelligence as a servant or an enemy. Based on these results, educational implications related to the preparation of artificial intelligence era for elementary science education are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• 한국초등과학교육학회지:초등과학교육
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• 제42권4호
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• pp.591-604
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• 2023

이 연구에서는 메타버스를 활용한 초등 과학 수업이 초등학생의 학업 성취도, 과학 긍정 경험, 디지털 리터러시에 미치는 영향을 알아보고 학생들의 인식을 살펴보았다. 연구 대상은 경기도 소재 한 초등학교에서 6학년 두 개 학급으로 각각 실험집단(29명)과 비교집단(29명)으로 선정했다. '식물의 구조와 기능' 단원의 5개 차시에 대하여 실험집단은 메타버스를 활용한 과학 수업을, 비교집단은 일반적인 교과서 기반 수업을 진행하였다. 수업의 효과를 알아보기 위하여 사전 검사 점수를 공변인으로 한 공변량 분석을 실시하였고 메타버스를 활용한 과학 수업에 대한 학생들의 인식 설문 조사와 일부 대상 면담을 실시하였다. 연구 결과, 메타버스를 활용한 과학 수업은 과학 학업 성취도와 디지털 리터러시에는 유의미한 효과가 없었으며, 과학 긍정 경험의 하위 요소 중 과학 학습 정서에 대해서 통계적으로 유의미한 효과가 있는 것으로 나타났다. 메타버스를 활용한 과학 수업에 대해 학생들은 활동이 흥미롭고 다양하며 탐구 결과의 표현이 자유롭다는 측면 등에서 긍정적으로 인식하고 있었으며, 스마트기기나 네트워크 연결의 불안정성을 아쉬운 점으로 인식하였다. 이러한 연구 결과를 토대로 과학 수업에서 메타버스 활용에 대한 시사점을 논의하였다.

• 보건행정학회지
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• 제13권3호
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• pp.1-20
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• 2003

The purpose of this study was to investigate the current status of health promotion policies about antismoking, and the relationship between policy status, enforcement of smoking restrictions and perceptions of smoking behaviour among teachers. A representative sample of 173 teachers$.$school inspectors from 150 elementary$.$middle$.$high schools in Gangwon-do was surveyed during Gangwon-do Office of Education's antismoking and temperance training course in 2002 (response rate 60.7%). One staff member from each school was also analyzed regarding school antismoking polices for students and teachers in several locations within and outside the school building. The results showed that 118 elementary$.$middle$.$high schools (78.7%) had an antismoking policy and more schools had a written policy on student antismoking than on teacher antismoking. Most schools (92.4%) in the sample banned smoking by students, but 52 schools (44.1%) allowed smoking by teachers in restricted areas. However, teachers reported seeing smoking sometimes in the toilets (42.7%) or the playground (40.0%) among students and sometimes in the staff room (31.3%) or about every day on school premises (52.7%) among teachers. Irrespective of the type of policy or restrictions on smoking, the association between having a ban on student/teacher smoking and teachers' perceptions of student/teacher smoking in school was not significant. In conclusion, we suggest that most schools must have explicitly an antismoking policy on both students & teachers and enforce consistently a ban in promoting a healthy school environment(smoke-free schools).

• 한국과학교육학회지
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• 제31권8호
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• pp.1110-1120
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• 2011

본 연구는 수학, 과학 성취에 대한 일반학생과 상위 성취 학생들의 성차여부에 대한 영재담당 교사의 인식을 알아보는 데 목적이 있다. 연구에 참여한 교사들은 초등 영재담당교사 167명과 중등 영재담당교사 122명이다. 교사들은 일반학생과 상위 성취학생의 수학, 과학 성취에 성차가 존재하는지, 왜 그렇게 생각하는지 등에 관한 설문에 참여하였다. 연구에 참여한 교사의 65%는 남녀 학생 간 과학 성취에 성차가 존재한다고 응답하였으며, 성차가 존재한다고 인식한 교사의 63%는 초등 고학년에서 중학생 시기에 성차가 드러난다고 보았다. 상위 성취 학생집단에도 성차가 나타난다고 보는 교사들은 전체의 57%였으며, 성차가 나타난다고 응답한 교사들이 생각하는 성차 발현의 이유로는 선천적 능력의 차이, 사회적 기대, 부모의 양육태도 등이 있었다. 영재담당교사들의 수학, 과학에 대한 학생들의 성취에 대한 성차인식은 교사의 태도에 영향을 주어 남녀학생들의 실제 성취에 영향을 미칠 가능성이 높으므로, 이러한 교사들의 인식과 태도에 대한 제언이 결론으로 제시되었다.

• 정보관리학회지
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• 제40권4호
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• pp.375-401
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• 2023

학교도서관은 학생들에게 미래의 불확실성에 대응할 수 있는 능력을 기를 수 있는 장소로, 다양한 정보를 활용하여 기본 역량과 변화 대응력을 키울 수 있는 곳이다. 학교도서관의 활용은 교사의 지도가 필수적이므로 교사의 인식은 매우 중요하다. 그러나 대부분의 연구는 교사의 인식을 외부환경으로 간주하여 그 중요성을 계량적인 척도로 측정하는 데 초점을 맞추고 있다. 본 연구에서는 초등학교 교사들의 학교도서관 인식을 구체적으로 알아보고자, 사람 중심적인 접근 방법인 잠재프로파일 분석기법(Latent Profile Analysis, 이하 LPA)을 사용하여 기존 연구에서 검토하기 어려웠던 교사의 학교도서관의 역할과 중요성에 대한 복합적인 인식과 그 인식의 대표적인 유형을 확인하였다. 이를 토대로 교사의 인식유형에 따라 학교도서관의 운영과 활성화 방안을 맞춤형으로 제안하였다.

• 한국수학사학회지
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• 제27권3호
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• pp.233-253
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• 2014

In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.