• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.393-404
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• 2005

The purpose of this study was getting information to set up the new roles focused on nutrition education for school dietitians as nutrition teachers. One hundred thirty nine school dietitians and 1169 elementary school children residing in Daegu city and Gyeongbuk province were surveyed for this study. Sixty eight percent of the school dietitians perceived 1st-3rd year of the elementary school is the most proper time to start nutrition education, and 59.0% of them wanted to practice nutrition education as a discretion teaching time. The largest proportion(79.1%) of the school dietitians expected that nutrition education is helpful to get good dietary habit. School dietitians responded that major contents that should be included in the nutrition education was balanced diet, diet and habit, managing healthy weight, dining etiquette, food safety and problems of environmental contamination. Fairly large proportion of the students(64.4%) responded nutrition education is urgently needed. The contents of the nutrition education students wanted most were cooking and healthy diet. Forty six percent of the students perceived school dietitians are responsible for nutrition education and they wanted to have nutrition education as a part of special activity class. The most preferred frequency of nutrition education was 1 hour/week and 46.2% of the students responded they wanted to participate cooking camp.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.167-173
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• 2021

The purpose of this study is to discuss the types of algorithms and data categories in AI education for elementary school students. The study surveyed 11 pre-elementary teachers after providing education and practice on various data, artificial intelligence algorithm, and AI education platform for 15 weeks. The categories of data and algorithms considering the elementary school level, and educational tools were presented, and their suitability was analyzed. Through the questionnaire, it was concluded that it is most suitable for the teacher to select and preprocess data in advance according to the purpose of the class, and the classification and prediction algorithms are suitable for elementary AI education. In addition, it was confirmed that Entry is most suitable as an AI educational tool, and materials that explain mathematical knowledge are needed to educate the concept of learning of AI. This study is meaningful in that it specifically presents the categories of algorithms and data with in AI education for elementary school students, and analyzes the need for related mathematics education and appropriate AI educational tools.

• Journal of Environmental Science International
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• v.19 no.7
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• pp.879-888
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• 2010

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents' active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students' life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents' participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents' participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents' environmental sensitiveness and environmental practice intention.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.443-452
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• 2016

Six preservice teachers who participated in the "2016 service of summer vacation daycare programs by university and college students" focused on the programs for the formation of art, music and physical education and recreation culture were selected as research participants. The meaning of the experience they had through the service process was qualitatively analyzed. The subjects accepted the purpose of the self-directed service in which they should themselves solve a series of the entire process, from planning a volunteer program through drawing up the budget and purchasing materials to practice, evaluation and expressed the intention of participation. A volunteer program was conducted including visiting a daycare program for lower graders of elementary school (1st and 2nd grades) with more than 40 class hours during vacation. As research materials, research participants' journals, transcripts of individual interviews and group interviews, transcripts of phone calls, e-mail messages, and self-evaluation records of each class hour were collected. To increase the reliability and validity of the study, triangulation, member check, advice and review of the experts were conducted. In the study results, the volunteering experience-related significance for the preservice teachers who participated in the self-directed service were broadly categorized into 'Becoming a capable professional teacher', that consists of 'Increasing the power of thinking', 'Realizing the importance of communication', 'Doing together itself is important' and 'Ability to apply information and resources is needed'. 'Increase the continuity between preschool and elementary education' was subdivided into 'Get to know the necessity of the continuity between preschool and elementary education' and 'Want to learn the continuity between preschool and elementary education.'

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.275-290
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• 2018

This study is to investigate how science and engineering integrated (SEI) lessons affect science-gifted students' perceptions about engineers and engineering practices. Twenty elementary science gifted students participate in this study, and they reflect what engineering practice means such as managing limited time and budget. The SEI lessons with 24 hours class time are used as an intervention. The main data are collected with 'engineer and engineering drawing test', open-ended questions and interviews about the drawing, and focus group interviews about the lessons. The transcribed interview data are analyzed using mixed methodology of quantitative (descriptive and paired t-test) and qualitative methods. The result shows that the SEI lessons have positive impacts on the science-gifted students' perceptions about engineers and engineering practices such as engineering design. After the lessons, the students perceive engineering and engineers in a desired way such as engineering as a social practice that many experts work collaboratively, the interaction between engineering and society, and the importance of ethics and social values in engineering practice.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of East-West Nursing Research
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• v.13 no.2
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• pp.130-137
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• 2007

Purpose: This study aimed to identify the safety perception and behaviors of mothers with school age children. Method: The subjects were 265 mothers of third graders in one elementary school located in metropolitan Seoul area. Framingham safety survey were used to guide the development of a self administered questionnaire for mothers. The questionnaire were sent home at school and the children returned them to their class teachers. Results: Among 265 mothers, 62 mothers (23.4%) had experience of visiting hospitals because of accidents and 201 mothers (75.8%) had no opportunities on safety education. Mothers with education higher than high school graduation showed more safety behaviors. Also, mothers having the experience of safety education showed higher scores on safety behaviors and mothers with the experience of hospital visits related to accidents showed low scores on safety behaviors. In the practice of safety behaviors, it showed high score to the traffic safety, followed by the home safety, child supervision, the safety from fire and explosion, the safety from electric devices, the safety from burn, and the safety from medicines. Conclusion: Mothers' overall practice on safety were poor. Based on these results, it is necessary to provide more safety education for mothers with school age children.

• Journal of Science Education
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• v.47 no.2
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• pp.139-153
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• 2023

This study aimed to investigate the effect of environmental education programs using action learning on elementary school students' environmental literacy and self-efficacy. To this end, an environmental education program using action learning was applied to 22 sixth graders of 'A' Elementary School in Busan. The results of this study were as follows. First, environmental education programs using action learning were effective in improving the environmental literacy of elementary school students. After implementing the environmental education program using action learning, students' environmental values, cognitive, and procedural ability changed positively. Environmental issues awareness and ecological knowledge improved, and there was a significant increase in environmental behavior and environmental function. Second, environmental education programs using action learning were effective in enhancing the self-efficacy of elementary school students. After implementing environmental education programs using action learning, students' confidence in problem solving and their ability to judge their behaviors improved. Third, elementary school students showed active participation and interest when conducting environmental education programs using action learning. Students have become open to protecting the environment when they find problems, devise solutions, and practice them. After reflection, it was confirmed that students' immersion and satisfaction in class were high as a solution was reached, leading to efforts to sell items they did not use and donate profits to environmental protection organizations.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.