• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.47-55
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• 2010

This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.123-141
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• 2006

The purpose of this thesis is to investigate teacher's perception of gifted education and obtains information for the education system for silted children. The questionnaire survey was conducted to 120 teachers for the gifted located in Daejeon Metropolitan city. In this study, the questionaire was made up 50 questions about basic information and a specialty for gifted students including teacher training, teaching instructions, gifted programs, administration for the gifted etc. The result of this study was analyized by SPSS10.0. As a result, The teachers wanted to increase teachers' training for the gifted and to decrease too much extra work. And They asked fixed classes for the gifted. Finally, the present processes of discrimination for the gifted need to be improved.

• The Korean Journal of Community Living Science
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• v.26 no.3
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• pp.551-563
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• 2015

This study examines the mediating effects of social support on 1) the relationships between acculturative stress and depression/anxiety and 2) the relationships between emotional control and depression/anxiety in children from multicultural families. Pearson's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify direct and indirect effects of acculturative stress, emotional control, and social support on children's depression/anxiety. The sample included a total of 199 primary school students in grades 3 to 6 who lived in the Gwangju or Chonnam regions of Korea. First, there were positive correlations between acculturative stress and depression/anxiety and negative correlations between emotional control and social support. Second, social support from both peers and teachers partially mediated the relationships between acculturative stress and depression/anxiety. Third, social support from peers fully mediated the relationships between emotional control and depression/anxiety, and that from teachers partially mediated these relationships. The results suggest that social support from peers and teachers may reduce depression/anxiety in multicultural children as a mediating variable.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.175-189
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• 2020

The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.343-360
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• 2022

In mathematics classes, the verbal explanation may contain diverse mathematical concepts and principles in short sentences. It may also include mathematics symbols and terms that might not be used in everyday life. Therefore, students may need particular listening ability in order to understand and participate in mathematics communication. Unlike general listening, the listening ability for mathematics classes may require student to integrate their mathematical and linguistic knowledge. The aim of this study is to reveal the subdomains of listening ability for mathematics classes in a elementary school. I categorized listening ability for mathematics classes in a elementary school from the literature. The categories of listening ability for mathematics are Interpretive Listening, Evaluative Listening, Hermeneutic Listening, Selective Listening, Pretend Listening, and Ignored Listening. In order to develop a framework for understanding listening ability for mathematics classes, I investigated a hierarchy of 412 South Korean elementary teachers' perception. Through a web-based survey, the teachers were asked to rank order their beliefs about and students' listening ability. Findings show that teachers' perceptions about listening ability for mathematics classes are divergent from current research trends. South Korean elementary teachers perceived Interpretive Listening as the most important listening.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.469-489
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• 2017

Teachers are the primary agent of didactic transposition. In the process of transposing mathematical knowledge presented in mathematics curriculum and textbooks to mathematical knowledge for teaching in a classroom, teachers are significantly influenced by not only teachers' personal factors but also circumstances and constraints existing inside and outside of classrooms. Therefore, to understand teachers' didactic transposition, we need to analyze influence of institutional and socio-cultural factors on teachers' didactic transposition process. Identifying factors and constraints influencing teachers' didactic transposition provides important opportunities to have a deeper understanding of teachers' didactic transposition and develop their classroom practices. This study analyzed secondary mathematics teachers' perspectives on didactic transposition by exploring factors influencing their didactic transposition process using their reflective journal about their classroom practices. As a result, we identified the five factors influencing participating teachers' didactic transposition. We also found that different teachers had different extent of influence of five factors on their didactic transposition. Based on the results, we discussed ways to help mathematics teachers' didactic transposition.

• 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.

• Korean Journal of Health Education and Promotion
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• v.20 no.3
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• pp.39-59
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• 2003

The aim of this study was to describe the status and needs of safety education in elementary schools and to develop a model of the comprehensive school safety education in Korea. A literary review was used to assess the status of safety education materials in Korea, the safety education program, and the laws and policies about safety education. A self-administered questionnaire survey was conducted in Seoul, Kyonggi Province, Kwangwon Province, and Jeonbuk Province to assess the status and needs of school safety education. Survey data was obtained in June 2002 from 83 teachers and 21 focus group consisting of experts. The primary goal of safety education is to help students to acquire knowledge, attitudes, and beliefs on safety. Comprehensive safety education has these primary goals： To provide an opportunity for students to develop their values, attitudes and beliefs about safety. This study will help assess the feasibility of applying safety education guidelines in elementary schools in Korea, including theoretical aspects of the field and practical aspects of safety education in relation to guidelines containing the diverse types of safety activities in Korea. In particular, it will suggest appropriate alternatives to current methods, protecting elementary school students in Korea, and how those can be created in the cultural context of Korea.