• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.31-59
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• 2010

Previous studies reported that gifted students' capacity on mathematics had high correlations with results of the performance assessment. However, there have been few studies that develop recommending tools through the assessment that can be used to identify mathematically gifted students or analyse their applications. Then it is difficult to use them to identify mathematically gifted students practically. Therefore, this study developed the tasks and evaluation tables for the tools. And one of them was applied for four students in Grade 1 of a middle school to simulate the assessment and characteristics assessment teachers showed were analysed. As the results, the extensive and specific information on the giftedness of the students was obtained through using the tool. The gifted capacity grasped from the order, speed, and attitudes of problem-solving was identified as observing the process of solving the task.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.69-82
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• 1998

This study was performed to investigate the trends in Environmental Education Research of Korea. In this study, the papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ (Journal of the Korean Society for Environmental Education) and $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ from the initial number to the latest number were investigated. The category of analysis in this study were the number of papers, research area, method, character, the major targets of Environmental Education, the major targets of research, the purpose of Environmental Education, and the contents of environment. The results of this study are as follows: 1. The number of papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ were 178 and in $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ were 406(10 of them were related in environmental education) 2. The research areas of the papers were Environmental Education(52.4%), Social Environmental Education(19%), Environmental Science(8.5%), Science Education(7.9%), and Social Education(3.2%). 3. The major parts of the method of the papers were literature review(31.7%), survey research(21.2%), and descriptive study(20.3%). 4. More than half of the character of the papers were research on the actual condition(35.4%) and consciousness (17.9%), 5. The major targets of Environmental Education of the papers were secondary school students(33.9%) and elementary school students(18.8%). 6. The major targets of researches of the papers were secondary school students(33.8%), teachers(30.0％), the general public(20.0％), and elementary school students(18.8%). 7. The purpose of Environmental Education of the papers were Values and Attitudes(31.2%), Behaviors and Participations(29.6%), Knowledges and Informations(27.2%), and Skills(12%). 8. The contents of Environment of the papers were waste(27.7%), water quality(15.2%), the whole environment(12.5%), air quality(9.8%), natural environment(5.4%), soil(4.4%), energy(4.4%), and so on. The results indicated that the Environmental Education research of Korea were needed to be reinforced in the field of qualitative research method, teaching and learning strategy, the development of learninyg meterals, and teacher education.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.413-425
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• 2017

The objective of this study is to develop the self-regulation program for senior class students of elementary school to improve willpower. The data on basic need for the self- regulation program was collected using a five-point Likert scale and the participants were 93 students from the fifth-grade and sixth-grade of elementary school. And 32 elementary school teachers participated in this study. The need-survey was conducted for the contents analyses and process elements of this program. Eight experts accomplished program structure and contents design performed by 2 tests on validity. This program consisted of making the student complete one target-behavior that caused him into developing willpower. Self-monitoring and rewarding are the strategy to develop willpower and the students who executed this program developed good attitudes.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.294-310
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subject from overlapping in environmental contents, and can make the most of each subject’s characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.342-352
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• 2018

Seongri scholars of the Joseon Dynasty said that portraits were revered as academic teachers, and that the personal meaning was typical. Portraits in the latter phase of Joseon Dynasty have been popular in various contexts, especially in the sense of the texture, the religious church, and the ritual service. The etiquette and written aspects contained in portraits can point out the problems of contemporary society's individualism and attitudes through the expressive and personal approach to the art of painting. The purpose of education is to explore relationships with others, to coordinate myself with others, to have respect for others, and to change the inner workings of individuals. Through this, we can explore and explore personality education elements and find ways to achieve personality education through the exploration of figures using portraits as educational material, the process of making portraits, and the discovery of meaning. Therefore, for systematic appreciation, we are planning to set up an appreciation standard by proposing a 3-step review process applied to the 2015 revised education course.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.153-174
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• 2014

This study started as an effort to solve the serious environmental program that the Korean government and internationally focused on. For the purpose of the study, a green based growth education program was composed that young children could participate in. With this program, the study participants could form attitudes, behavior, and knowledge of environmental preservation. To see the effectiveness of the green growth educational program, the study set up a control and an experimental group. The program was composed with four major content 'ecosystem', 'energy', 'resource', and 'green citizenship'. The study planned 20 sessions including fairy tales, storytelling, art, game, and science activities. The study's participants were a total of 42 five-year-old children. The result of the research showed that the experimental group's environmental preservation knowledge, attitude, and behavior score was significantly higher than the control group. The green growth educational program had a positive effect on young children's knowledge, attitude, and behavior of environmental preservation. This study included the realities of the difficulties applying green growth education in kindergarten, the result provided practical information regarding the green growth educational program to kindergarten teachers.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.123-130
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• 2004

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

• 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 Dietetic Association
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• v.14 no.3
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• pp.259-275
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• 2008

Children are an important target of health promotion activities due to the life long effects. Therefore, the purpose of this study was to evaluate a nutrition education program offered to primary school students by community health centers. Eight hundred and twenty-six children from 4 primary schools in Seoul voluntarily attended the program. Teachers taught the classes with materials that were provided to them. The subjects were asked to fill out a questionnaire before and then after completion of the program. The data were analysed by SPSS. The results showed that there were significant positive differences in the children's nutrition knowledge scores after the program (p<0.001). In terms of dietary attitude, the rate of 'yes' responses, as a desirable answer to many questions, had increased (p<0.001); however, this positive change in scores was not statistically significant. For dietary habit changes, it was shown that the proportion of children regularly eating breakfast five days a week had improved to 3.3%. And the proportion of children eating fast foods and instant foods decreased. There was no change in fruit intake, but vegetable intake increased (p<0.001). However, the children's overall dietary habit scores did not show a significant change. In the evaluation of the program, 52.3% of the subjects answered that was helpful, and they viewed 'fast food' as the most interesting topic, whereas 'nutrition labeling' was the most difficult topic in the program. The program's effectiveness was positive in terms of enhancing the 'nutrition knowledge', 'dietary attitudes', and 'dietary habits' of the children. Therefore, the above results indicate that this type of program, provided by community health centers, was effective for nutrition education.

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.64-73
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• 1984

This study aimed at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines and discussed about therm. The curricula were collected from 9 countries- The United States of America(5 states), Canada(4 Provinces), England, West Germany, France, Australia, Newzealand, Japan and the republic of China. Each country had her own characteristics of science curriculum, but there also common characteristics among several countries. First, the format of science curricula in eastern countries were very different from those of western countries. The western countries had the curriculum format which included characteristics and needs of science education, philosophy and background, aims and objectives, contents, characteristics of learners, teaching and learning strategy, teaching materials, guide of experiments, evaluation methods, and other concrete informations while eastern countries had the curriculum format which included only objectives, contents and guidelines. I think that the format of science curriculum in western countries is more recommendable than that of eastern countries. Second, the aims and objectives of science curricula in eastern countries focused on scientific knowledges and concepts, while those of countries emphasized scientific methods and attitudes. Third, the contents of science curricula were very similar regardless of eastern countries or western countries. In other words, all the countries in this study emphasized life science and earth science at lower grade level and physical science at upper grade level. Especially the observation and concrete learning activities were suggested at lower grade level and logical reasoning was emphasized at upper grade level. I think that the integrated (topic-centered) science curriculum is more recommendable than our current non-integrated science curriculum in lower grade levels. Finally, the guidelines of science curriculum in eastern countries did not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, teaching and learning meterals, while those of western countries provided more specific information which teachers could utilize very effectively.