• Korean Journal of Community Nutrition
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• v.15 no.6
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• pp.740-749
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• 2010

The purpose of this study was to develop and evaluate a nutrition education program to prevent breakfast skipping for elementary school children. Subjects were 102 5th grade students (51 boys, 51 girls) as the "education group" and 200 5th grade students (102 boys, 98 girls) as the "non-education group." The nutrition education program consisted of 4 lessons over an 8-week period. Teaching materials, including flash animation, panel, PowerPoint, and a bingo game, were developed for this education program. After education, there was significant increase in the percentage of students who had eaten breakfast every day, understood that breakfast has a great effect on health, and will eat breakfast every day in the education group compared to non-education group. Parents' positive behavior toward daily breakfast preparation and the percentage of parents who had their children eat breakfast every day increased significantly. The students of the education group responded positively to the questions of the benefit and importance of nutrition education. The flash animation received high marks, especially in terms of understanding of contents, content clarity, emphasis of the core content, delivery of necessary knowledge, and applicability of breakfast. This study shows the effectiveness of a 4-lesson nutrition education taught during an 8-week time period to induce changes in recognizing the importance of breakfast and in behavior toward breakfast consumption.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.191-197
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• 2015

Recently, it has been activated the software education or coding education for the improvement of the Computational Thinking (CT) ability at home and abroad. Also the CT has influence on courses of Computer Science in the college levels. It has been introduced and the number of cases of using it to general K12 education has increased. However, the research on the software education's influence on the CT was still lacking. So In this paper, we proposed this study has been conducted on how Scratch education in the elementary school level influenced the ability of the CT. And we proposed software education can improve the ability of CT. First, we provided the theoretical base of the software education and evaluation process through analysis of computational thinking ability. A core analysis content of the CT is broader than algorithmic thinking and can be achieved without using computer. It includes abstract, algorithmic, logical, and measurable thinking. Second, we made efforts to improve the characteristics of the software education with categorization. Finally, we have managed the software education using Picoboard with Scratch and flowchart within 15 weeks based on these theocratical research. An examination of the effectiveness was committed to understand, analyze, and develop strategies of problem solving. It is designed as a strategy of problem solving before and after the software lesson. The result of the software education has improved authentically in all areas without the need to design a strategy for problem solving.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.548-555
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• 2007

In this paper, we suggested that those elementary school students who are gifted in science should be taught basic and fundamental concepts to solve applied problems. We developed a teaching model based on a lesson regarding the path that light takes when passing through a lens on the base of refraction of light. We applied the teaching model to scientifically-gifted elementary school students and analyzed the results. The teaching model is based on the circulation loaming model appropriate for learning such concepts. The problems were designed and applied in order to determine the students' level of concept skills held and also to develop new teaching tools to help their understanding of concepts. As a result, we confirmed that the students, who were unable to describe the path of the light before the course of instruction was given, were able to draw and explain the path of light passing trough lens by using the law of refraction following the instruction.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.311-324
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• 2021

In this study, we analyzed the process of pre-service science teachers' designing and implementation of lessons in teaching practice from the perspective of CHAT. Five pre-service teachers attending the Department of Chemistry Education at the College of Education in Seoul participated in this study. We observed their teaching practice, collected documentary data, and conducted in-depth interviews. The data were analyzed using the constant comparative method based on grounded theory. The analyses of the results reveal that, due to the lack of authority to make decisions for lesson design, pre-service teachers faced difficulties and had direct conflict with teachers. In addition, it was difficult for them to obtain sufficient contextual information for lesson design even through subject orientation and classroom observation, which made it difficult for them to design lessons. When consecutive lessons were taken by several pre-service teachers, there were many problems such as poor continuity of lessons. Given limited authority to assess students, they conducted additional assessments. They showed a lack of professionalism when conducting assessments. The cause of this could be found in the curriculum of the College of Education. Some ways to provide better teaching practice based on the results are discussed.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.126-133
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• 2011

This study explored different concepts by handing out the questionnaires asking the 6 students of the second year of junior high school who had no lesson on cycle "which words related to cycle are suggested?" In regard to the stimulation of the word 'cycle', students relate it to different fields that they learn at school such as biology, environmentology, and earth science. The analyzed results from the answers by students are as follows. First, it resulted in from analysis on the questionnaire and the half-structured interviews that students were unable to expand the concept of cycle to the scientific concept, and perceived it fragmentarily. Secondly, their understanding on the system of the earth was low and they understood the concept of cycle with a unilinear thought rather than a systematic thought. Therefore, we need to synthesize the students' unilinear thoughts on cycle shown through this study and an effective educational strategy for their continuous, systematic thoughts, is essential.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.285-295
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• 2018

The purpose of this study is comparing cognitive development of elementary $4^{th}$ graders and cognitive demand of activities in lesson 'The mirror and the shadow.' Also, the researchers tried to reveal how cognitive development of elementary $4^{th}$ graders and cognitive demand of textbook activities affects the achievement of students. To study students' cognitive development, the researchers use GALT(Group Assessment of Logical Thinking). Piaget's scientific thinking is used to evaluate cognitive demand of textbook activities. With several experts in science education the researchers discussed which scientific thinking is contained in each activities. The results were followed as : (1) The third of activities are significantly affected by students' cognitive development. (2) The another third of activities are influenced by not only students' cognitive development but also other factors experimental instrument. (3) The environmental factors had meaningful impact on the other third of activities.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.637-654
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• 2013

This study aims to suggest a Guide-Line for Assessment Items Development in Middle and High School Mathematics that was included in the plan for advancement of mathematics education(2012). Consequently, we categorized a Guide-Line for Assessment Items Development as three process: 'Lesson content analysis process', 'Assessment items making process', 'Assessment items completed process'. This study will contribute to improve teacher's assessment professionalism and can be used as self-diagnosis tools.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.83-89
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• 2020

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.