• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.156-162
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• 2003

The purpose of this study was to explore effects of 4MAT system program on the creativity, science achievement and science-related attitudesof elementary school students. 4MAT learning program is a model based on the whole brain learning including the learning styles and the cognitive specialization of left and right hemispheres. The study was conducted for 10 weeks during the 1998 second semester in H elementary school which is located in Incheon. 4MAT learning program was applied to the 5th and 6th grade students. One hundred 5th grade students and eighty three 6th grade students are selected for this study. The experimental group was taught in applying the 4MAT system, and the control group was taught by the traditional manner. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying 4MAT system and the traditional instruction. In the 6th grade, there was a statistically significant difference on science achievement and science-related attitude. In the 5th grade, there was slightly increased, but statistically onsignificant. In conclusion, the instruction by applying 4MAT system was more effective in developing student's creativity than the traditional instruction in both grades.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.

• Clinical and Experimental Pediatrics
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• v.50 no.4
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• pp.381-385
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• 2007

Purpose : Traditional herbal medicines may be overused in Korea. Expenditures and inaccuracies of hospital prescription are increasing gradually. So we investigated the frequency and nature of herbal medicine use among elementary school pupils. Methods : We interviewed students of three elementary schools located in Gwangju with survey papers. We analyzed 905 returned surveys. Results : They consisted of 421 males and 484 females. Five hundred ninety (65.2 percent) of pupils who have taken herbal medicines since birth. First grade made up 74.1 percent, 2nd grade 63.0 percent, 3rd grade 64.8 percent, 4th grade 63.3 percent, 5th grade 65.5 percent, and sixth grade 61.9 percent, respectively. The mean frequency of herbal medicine use was 3.2 times. 6th grade was 3.3 times, 5th grade 3.9 times, 4th grade 3.7 times, 3rd grade 2.7 times, 2nd grade 2.7 times, and 1st grade 2.6 times, respectively. The mean cost of herbal medicine use was from 50,00-100,000 won. The mean age of pupils who took their 1st herbal medicine was 55 months, 6th grade 67 months, 5th grade 58 months, 4th grade 54 months, 3rd grade 55 months, 2nd grade 51 months, and 1st grade 47 months. The most common reason of herbal medicine use was "looking weak, without disease." The rate of elementary pupils who had good effects was 63.7 percent; the rate of side effects was 4.5 percent. Conclusions : The rate of elementary pupils who took herbal medicines was high and gradually higher in lower grades. So, clinicians have to cope directly with this situation and to educate parents about herbal medicines.

• The Mathematical Education
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• v.56 no.4
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• pp.435-452
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• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• The Journal of Korean Society for School & Community Health Education
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• v.8 no.1
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• pp.55-68
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• 2007

Objectives: This study was conducted to describe child perceived health knowledge, health education needs, and health behaviors by grade in a representative general characteristic and examined their associations for students' better health behaviors. Methods: The survey participants were 410 fourth to sixth grade students in two elementary schools in Seoul, Korea. A total of 12 classes in two elementary schools were randomly selected and all students of the selected classes participated in the self-administered survey. The questionnaire contained the items of perceived health knowledge, health education needs(health topics which they want to know more), health behavior, and general characteristics. Results: Perceived health knowledge, health education needs, and health behaviors were, generally, better in the $4^{th}$ grade students than $5^{th}$ or $6^{th}$ grade students. That is, higher grade students had lower perceived health knowledge, lower health education needs, and lower health behavior status. Specifically, there was significant grade differences in 'significance of publichealth,' 'nutritionandhealthyeating,' 'desirablehealthhabits,' 'humansex,' 'physical development in childhood,' 'stress management & drugcontrol,' and 'injury prevention.' Correlations between perceived health knowledge and health behavior were low or medium in all grades. However, correlations between perceived health education needs and health were significant in the $4^{th}$ grade students but not significant in the $5^{th}$ and $6^{th}$ grade students. Conclusions: There was significant grade difference of the relationship between health knowledge, health education needs, and health behaviors among children. In general, the lower the grade the better the health knowledge, educational needs, and health behavior. Health education needs were more significant by grade than perceived health knowledge and health behaviors.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• The Journal of Korean Society for School & Community Health Education
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• v.2 no.2
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• pp.39-55
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• 2001

The purpose of this study was to provide the necessary fundamental data in composing a systematic text content of the public health by analyzing each text, domain, and teaching contents suggested in the textbooks as well as teachers' guides of the 7th elementary school education curriculum, while the study subjects were as follows. 1. The health education content suggested in the 7th physical education curriculum were analyzed and examined. 2. The health teaching content of each textbook in the 7th elementary school curriculum was to be analyzed and examined. In order to resolve the above research issues, the physical, spiritual, and social domain along with the (1) Proper living habit, (2) Health and nutrition, (3) Sex education, (4) Prevention of the sense-organic diseases, (5) Cleanliness of food, (6) Oral hygiene, (7) Individual health and public health, (8) Safety in living, (9) Abuse and usage of medication, educational content suggested in the 7tand (10) Environment pollution focused around the health of the elementary school education curriculum was analyzed and its outcome was as below First, compared with the 6th elementary school education curriculum, the health content suggested in the 7th elementary school education curriculum was decreased. Second, although each grade's teaching content of the health domain in the physical education was considered in its structure following after the according systems, they were preponderant in partial subjects such as the safety in living, nutrition, proper living habit, sport, and health in sport. oo. Third, the health education content was organized in 4 units such as the physical growth and development, prevention of diseases, safe living, and leisure living(leisure, spiritual health, and etc.) for the 3rd and 4th grade. Then, as for 5th and 6th grade, it was organized in 3 units such as the understanding the human body, prevention of disease, and leisure and safe living. Fourth, in the physical educational health domain, a strong point was constructed within the physical, spiritual, and social areas of the elementary school physical education. Fifth, the number of the public health education contents directly related with the health education was 43 as with 25 indirect contents. Sixth, each grade's domain unit structure of the public health content was heavy upon the physical and social area throughout every grade while in opposite, the spiritual domain' s unit structure was weak. In according to each grade, the physical domain was stressed in 4, 5, and 6 grades while the social domain was stressed in 1, 5, and 6 grades.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.