• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.163-173
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• 2010

This study was designed to develop a teacher's rating scale of elementary school student's school maladjustment. 50 behavior were drawn as elementary school student's school maladjustment behavior from the responses of elementary school teachers. To identify sub-factors of the scale, 60 teachers rated their 240 student's behavior and the collected data were analyzed by using factor analysis. 4 sub-factors were identified as the result : aggressive selfish behavior, misconduct of lesson and classroom rules, passive unsociable behavior and positive evasion of school activities. To identify the validity of the scale, the data from 120 students were analyzed through the concurrent validity between the scale and the teacher rating scale of school maladjustment for Student Problem Behavior Checklist for Elementary School students(Kim & Hwang, 2009). To examine the reliability of the scale, test-retest correlations were calculated by using the data from 120 students and internal consistency coefficients were calculated by using the data from 120 students. The results showed that Teacher's rating Scale of Elementary School Student's School Maladjustment was valid and reliable.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.21-38
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• 2008

This study is for elementary school student's spatial ability improvement. We have to know their correct spatial ability for teaching it more effectively. And then we can organize about spatial ability one of schoolbook systematically and step by step. Therefore this study did survey elementary school student's spatial ability by grades and school score using newly developed spatial ability survey test. According to result, First, elementary school students spatial ability be developed gradually more 5th, 6th grades than 3th, 4th grades. Second, it was researched that high score student's spatial ability is better than score student lower student's. But the result was influenced by school's curriculum. The score of contents in school's curriculum higher than it's not. Synthetically, the suggestion is what the curriculum is changed. It need to input the contents of spatial abilities and more detailed study.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.266-275
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• 2014

The purpose of this study was to examine the effect of Earth System Education using multimedia on the elementary school students' environmental sensitivity and pro-environmental behavior. To verify this research problem, the subject of this study was fifth-grade students selected from two classes of M elementary school located in Busan city. For three months, the experimental group of 25 students was taught using multimedia. The comparison group also of 26 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of Earth System Education using multimedia on elementary school student's environmental sensitivity and pro-environmental behavior. The results from this study are as the following. First, Earth System Education using multimedia were effective on elementary school student's environmental sensitivity. Second, Earth System Education using multimedia were effective on elementary school student's pro-environmental behavior. Third, All most all experimental students were satisfied with Earth System Education using multimedia. In conclusion, Earth System Education using multimedia showed very positive effects on improvement of elementary school students' environmental sensitivity and pro-environmental behavior.

• Journal of East-West Nursing Research
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• v.9 no.1
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• pp.83-90
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• 2004

Purpose: This study was to investigate the image of nurse perceives by students of elementary and middle schools in Seoul, Korea. Methods: The data were collected through questionnaire survey on 860 students. The survey was performed during May to Jun. 2003. The nurse image was analyzed through the instrument conceived by Il-Sim, Yang(1998) on the basis of four dimensions; traditional, social, professional and personal. The collected data analyzed using SPSS 11.0 with frequency, mean, standard deviation and t-test. Results: The results of this study were as follows. 1. There was a significant difference in the nurse's image between elementary and middle school students(p=.000), and the elementary students had more positive image. 2. The nurse's image of elementary school students had more positive than middle school students in traditional(p=.000), social(p=.000), professional(p=.000) and personal dimension(p=.015). In elementary school students, score of nurse's image was the highest in personal dimension, followed by traditional, professional and social in order. In middle school students, score of nurse's image was the highest in personal dimension, followed by professional, traditional and social in order. 3. The difference of nurse's image not showed statistical significance in sex, religion, experience of hospitalization(self), experience of hospitalization (family), nurses in family by general characteristics. Conclusion: As a result, elementary school student had more positive nurse's image than middle school student in all the aspects. But as they grow old, it changed negative. It is required to develop public information or education fit with student's age to image making by broadcasting and to improve the image nurses themselves.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.15-26
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• 2016

The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.113-121
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• 1998

This study was performed to examine the effects of daily commodities on student's scientific knowledges, inquiring abilities and attitude toward science in elementary school science classes. Daily commodities were collected and sorted properly so as to be readily utilized as experimental instruments in science classes. 164 students of elementary school 5th grade in Taejon City were selected for the study and they were evenly divided into two different groups, one for experiment and the other for comparation respectively. In every science classes throughout the school semester, the experimental group was supplied with daily commodities in addition to conventional instruments while the controlled group for comparation was supplied only with conventional instruments. Student's responses to the questionnaire were treated by statistical analysis and for that purpose the computer programme of SPSS WIN(6.0) was employed. The results of the study are as follows; 1. There is no expressive disparity appeared in the increments of scientific knowledge between experimental and controlled (comparing) groups. 2. The disparity of increments in inquiring ability between experimental and controlled groups is fairly expressive (P<0.05). The experimental group with daily commodities in science classes attained 5% more in increment of inquiring ability than the controlled group. 3. The disparity of the changes in student's attitudes toward science between two groups is remarkable (P<0.001). Student's attitude toward science was much more improved in experimental group than controlled group. The difference in improvement rate between two groups is 8%. The facts mentioned above make it evident that in elementary school science course daily commodities are very effective to enhance student's positiveness as far as both inquiring ability and attitude toward science are concerned. In this respect, a lot of efforts are expected to be made in searching and supplying further the proper daily commodities for elementary science courses. In addition, it is also called for that the examples of replacing conventional instruments with daily commodities will be introduced in future editions of elementary school science book and its guide book if possible.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.348-361
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• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• Journal of Korean Library and Information Science Society
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• v.28
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• pp.61-91
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• 1998

In contemporary education, a school library is considered and valued as a vital and integral component of a school's instructional program. Especially, school library materials should contribute to execution of school curriculums through wide provision of resources. The results of the study are as follows. 1. The term 'library materials' should be changed into 'library resources' with a broad meaning. And, the scope of school library materials should include printed materials, audio-visual materials, electronic materials, associated equipment and other library resources. 2. It is desirable that the minimal standards of total collection is 5 books and 3 AV for a student in elementary schools, 7 books and 5 AV for a student in middle schools, 10 books and 7 AV for a student in high schools. 3. Annual growth is 0.5 for a student in elementary schools, 1 for a student in middle schools and 1.5 copy for a student in high schools. And, the number of minimal serials is 20 titles in elementary schools, 30 titles in middle schools and 50 tides in high schools. 4. Besides, basic collection, with the advances of technology, the school library collection should include new formats and delivery systems such as CD, video discs, videotex, computer software, satellite transmission etc. 5. The recommendable annual ratio of withdrawl is 3 to 5% for update and functional materials.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.228-242
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• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.121-129
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• 2003

The enhancement of inquiry skills has been emphasized as a important objective of science education for a long time. Of these, the observation is not only a simple and basic skill, but also a very important skill, in aspect of gathering informations about the nature of all things around us, through interaction between the sense organs of body and objectives. The purpose of this study is to investigate the results of observations about the grasshopper(Oxya chinesis), made by the elementary student from the 3rd to the 6th grade, and to make use of them as the basic materials for the observative teaming and the evaluation of the observation ability. Through this study, the collected items of observation are as follows For grasshopper, a total of observation items is 95, 70 using the sight sense, 13 using the tactile sense,7 using the olfactory sense. 3 using the palate sense and 2 using the auditory sense. In this study, the findings of elementary student's observation are as follows. 1. On the whole, most of students have observed mainly by the sight and the tactile sense, when observing the grasshopper. 2. It is showed a tendency that the observation ability of student is increased with the higher grade in elementary school. 3. As the grade ascends. the observations with operating are increased, also the quantitative expression and interpretation about them are increased. 4. In the case of same grade, there is no significant difference between students' gender, though girls' ability of the observation showed somewhat higher than boys' 5. Occasionally, the interpretations on the observative facts made by student, are inaccurate. Basis on the above results, we suggested some directions for the improvement of the observative learning program in science classroom of elementary school. First, the teacher have to serve as a guide and encouragement in the observative learning class, to be accomplished the various observation, which all the sensory organ can be used by student than the sight sense. Second, to get elevated the ability of observation, it is necessary that some experimental tools(magnifying lens, stereoscope, auxiliary implements etc.) are utilized. Third, the teacher have to make often endeavors showing an example of operation, to be activated the atmosphere of operative observation.