• Title/Summary/Keyword: primary school teachers' knowledge

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Information Literacy in Indian Schools: Trends and Developments

  • Hanchinal, Veeresh B.;Hanchinal, Vidya V.
    • International Journal of Knowledge Content Development & Technology
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    • v.8 no.4
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    • pp.7-18
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    • 2018
  • Information Literacy (IL) is considered as an important aspect of everybody's life. In today's information society possessing IL skills is more significant than ever as information is available in many forms and formats. Schools are the primary places where these skills are imbibed in students. Organizations like UNESCO, IFLA, ALA, AASL, & ACRL have formulated IL Standards and Guidelines/Models at the international arena. Though the Government of India is making efforts in providing information literacy skills yet there are no set of standards/guidelines devised by any agency/organization at the school level. This paper gives a brief account of IL initiatives and highlights the trends and developments of IL programmes in Indian School Libraries. It recommends the nation to form a national level advisory committee to develop IL framework for Indian school Libraries. Further, it suggests that librarians should work in close collaboration with teachers for better results. A moderate attempt has been made to provide feasible solutions for effective implementation of IL programmes in school libraries.

Setting on Aims of Elementary Science Gifted Classes and Teaching Professionalism of Elementary Science Gifted Teachers through Delphi Method (델파이 기법을 통한 초등과학 영재수업의 목적과 담당교사의 수업전문성 설정)

  • Jang, Seong-Koo;Kwon, Chi-Soon
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.99-109
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    • 2014
  • The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

Changes in Perceptions of Elementary School Preservice Teachers about Mathematical Modeling (수학적 모델링에 대한 초등학교 예비교사들의 인식변화)

  • Kim, YongSeok
    • Education of Primary School Mathematics
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    • v.25 no.1
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    • pp.101-123
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    • 2022
  • Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers (초등예비교사의 수학수업에서의 학습과제의 인지적 수준 분석)

  • Kwon, Sungyong
    • Education of Primary School Mathematics
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    • v.18 no.2
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    • pp.61-75
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    • 2015
  • This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

A Study on the Pedestrian Safety Education for Elementary School Children (국민학교 어린이의 보행자 교통안전교육에 관한 연구 - 교통안전 지식, 태도 및 실천을 중심으로 -)

  • 강희숙
    • Korean Journal of Health Education and Promotion
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    • v.10 no.1
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    • pp.61-71
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    • 1993
  • Pedestrian injury have been the most important cause of death in children 1 to 14 years of age. This study was attempted to analyze the status and factors of the pedestrian safety education for primary school children. The purpose of this study was to provide the baseline study on pedestrian safety education. The data were collected from 313 respondents of 5th grade elementary school children in Seoul during April 26 through May 6, 1993. The data were cross tabulated for percent distribution and analyzed by multiple regression using SAS for personal computer program package. Major findings are as follows: (1) 50% of the respondents had never received any safety education for Pedestrian. The primary provider of pedestrian safety education was parent. (2) Respondents' knowledge on traffic rules, traffic signals, natures of motor vehicle is high(above 88%). (3) Respondents are very negative to the attitude of playing on the street and transversing under d1e overpass(about 80%). (4) 58% of respondents had never played on the street and 49% of respondents had never run on the street. (5) Factors affecting the knowledge of traffic safety was respondents' sex and job of their mothers(p<0.05). (6) Factors affecting the attitude of traffic safety was economic status(p<0.01). (7) Factors affecting the practice of traffic safety was education of respondents' fathers. (8) The multiple regression analysis showed that sex was statistically significant in affecting traffic accident of pedestrians (p=0.05). In order to prevent children's traffic accidents, education for pedestrians' safety by both parents and teachers should be strengthened.

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Integrating Tessellation to Connect Geometry with Pattern in Elementary Mathematics Education (테슬레이션을 이용한 초등수학의 도형과 규칙성의 연계지도)

  • 김민경
    • Education of Primary School Mathematics
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    • v.5 no.1
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    • pp.1-11
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    • 2001
  • The purpose of the study is to introduce how tessellation can be used and integrated to connect geometry to pattern in elementary mathematics educations. Tessellation examples include transformations such as translational symmetry, rotational symmetry, reflection symmetry, and glide reflection symmetry. In addition, many examples of tessellation using softwares such as Escher, TesselMania!, and LOGO programs. Further, future study will continue to foster students and teachers to try to construct their alive mathematics knowledge. The study of geometry and patterns require a rich teaching and learning environment provided by in-depth understanding of thinking connections to objects in real world.

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Understanding Elementary School Teachers' Intention to Use Artificial Intelligence in Mathematics Lesson Using TPACK and Technology Acceptance Model (TPACK과 기술수용모델을 활용한 초등교사의 수학 수업에서 인공지능 사용 의도 이해)

  • Son, Taekwon;Goo, Jongseo;Ahn, Doyeon
    • 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.

Qualitative Inquiry of Features of Science Education Leading Schools on Students' Positive Experiences about Science (학생들의 과학긍정경험에 영향을 주는 과학교육 선도학교 특성에 대한 질적 탐구)

  • Kwak, Youngsun;Lee, Sunghee;Kang, Hunsik;Shin, Youngjoon;Lee, Soo-Young
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.317-330
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    • 2019
  • The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.

A study on the drinking water for some primary school in Seoul (서울지역 일부 국민학교의 음용수 이용에 관한 연구)

  • Lee, Won-Myo;Bang, Hyeong-Ae
    • Journal of the Korean Dietetic Association
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    • v.1 no.1
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    • pp.31-42
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    • 1995
  • The aims of this study are to enhance the students' knowledge of the drinking water and its reliability by investigating drinking water situation and the degree of students' knowledge on the drinking water. The results are as follows 1. Status and drinking behavior about school drinking water (1) 97.53% of the schools are using the tap water as the resource of drinking water (2) 46 schools are in possession of water tank and 18 schools of them are using the water tank as the resource of drinking water. The cleaning and sanitization of the tank are carried out once in a year with hypochloronatrium by the low-level officials, nurse teachers, and dietitian. 2. The degree of students' knowledge about drinking water (i) This survey represent that students favor the spring water best and think the tap water worst for drinking. (2) 83% of the students think that the tap water is polluted and these conception are formed mostly by the mass communication. 80% of boys and 90% of girls answered they don't drink plain tap water.

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A Study of Students' Knowledge Level of Dental Health Care (초중등학생의 구강보건관리에 대한 인식도 조사)

  • Kim, Kyo-Woong;Nam, Chul-Hyun
    • Journal of the Korean Society of School Health
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    • v.13 no.2
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    • pp.295-317
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    • 2000
  • This study was conducted to prevent oral disease of primary school, middle school, and high school students, providing basic data for the development of oral health education programs. Data were collected from 898 primary school, middle school, and high school students from March 2, 1999 to May 31, 1999. The results of this study are summarized as follows; 1) The subjects of this study were primary school students(32.6%), middle school students(33.0%), and high school students(34.4%). Boy students were slightly more prevalent than girl students. That is, primary school boys were 56.3%, middle school boys were 53.2%, and high school boys were 52.6%. 2) According to the self-judgement of oral health, primary school students were better than middle/high school students and boy students were better than girl students, 63.5% of primary school students and 57.8% of middle/high school students brushed their teeth once or twice a day. 3) 76.3% of middle/high school students and 63.5% of primary school students experienced dental caries. Girl students were higher than boy students in experiencing dental caries, 35.9% of primary school students and 27.6% of middle/high school students experienced periodontal disease. 4) 22.9% of primary school students and 7.9% of middle/high school students received oral examinations periodically. Girl students showed a higher rate than boy students in primary school, while boy students showed a higher rate than girl students in middle/high school. 5) Explaining to the reasons for reluctant visits to dental hospitals and clinics, 'no time to go' was highest(22.9% of primary school students; 27.4% of middle/high school students) and the rate of 'feeling scared' was second highest. Middle/high school students were more reluctant to visit dental hospitals and clinics than primary school students. In case of problematic symptoms in the mouth, the rate of 'feeling painful or cold in teeth when eating cold or hot foods' was highest, 71.3% of primary school students was concerned about oral health, while 68.6% of middle/high school students was concerned about it. 6) In gathering to the sources of information on oral health, the rate of medical institutions was highest(30.0%) in primary school students, while the rate of family members or persons around them was highest in middle/high school students. 7) 54.9% of primary school students received oral health education, while 13.1% of middle/high school students received it. Only 4.7% of middle school and high school girls received it. In relation to dental health education, the rate of 'possibility of prevention of oral caries or disease of the gum' was highest. 79.5% of primary school students and 80.3% of middle school students answered that they would attend oral health education. 8) 60.4% of primary school students and 60.2% of middle/high school students think the purpose of oral health is to prevent dental caries and disease of the gums. In preventing dental caries, 78.8% of primary school students and 71.8% of middle school students thought that periodical oral examination was effective, 88.4% of primary school students and 88.8% of middle/high school thought that brushing one's teeth was effective and 64.1% of primary school students and 50.7% of middle school students thought that the use of toothpaste containing fluoride was effective. In preventing periodontal disease, 91.1% of primary school students and 90.2% of middle/high school students thought that brushing one's teeth was effective, while 72.4% of primary school students and 70.3% of middle/high school students thought that teeth cleaning was effective. 9) 16.0% of middle school students and 12.7% of high school students thought that their oral health condition was healthy. According to individual experiences in dental treatment, the rate of experience of middle school students was higher than that of high school students, 12.7% of middle school students received oral examinations periodically, while only 3.3% of high school students did so. 10) In cases of 'having no problematic symptoms in the mouth' and 'concerns about oral health', the rate of middle school students was higher than that of high school students. In gathering obtaining information on oral health, the rate of obtaining it through broadcast media including TV, Radio, etc. was highest in middle school students, while the rate of obtaining it through family members or persons around them was highest in high school students. 11) 81.7% of middle school students have not received oral health education. In case of girl students, 97.3% have not received it in high school students. 85.6% of middle school students and 151.2% of high school students think that oral health education is necessary. 12) According to the knowledge level of oral health, the point of high school students($26.33{\pm}2.33$) was similar to the point of high school students($26.23{\pm}2.30$). It appeared that the point of primary school students was highest($26.35{\pm}2.50$) The more concerned about oral health the students were the higher the knowledge level of oral health was. In conclusion, the middle/high school students' knowledge level of oral health was lower than primary school students. The rate of middle/high School students' experience in oral health education was too low. Therefore, it is necessary to intensify oral health education for middle/high school students. Especially, the necessity of oral health education to girl students is strongly recommended. Developing an oral health education program for primary school, middle school, and high school students, related public authority and organizations, teachers; and dentists must actively make efforts together in order to maintain healthy teeth through having students prevent dental caries and periodontal disease.

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