• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.56-68
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• 2010

The purpose of this study was to investigate the elementary school teachers' perceptions about the science subject exclusive system. For this study, we developed the questionnaire to investigate teachers' perceptions and 43 elementary school teachers participated in the questionnaire test. And we used participation observation method to investigate characteristics the exclusive elementary science teacher and the elementary school homeroom teacher's science classes. After participation observation, we had interviews with exclusive elementary school science teacher and elementary school homeroom teacher. The results showed that elementary school teachers thought the science subject exclusive system was very necessary. And elementary school teachers thought that the exclusive elementary science teacher had higher professionality about teaching science subject than the homeroom teacher. Then, they expected that the strong points of science subject exclusive system would be some solution to the weak points of homeroom teachers' science classes. We suggested that it must be to enlarge the science subject exclusive system and develope in-service teacher program for the exclusive elementary science teachers.

• Journal of Science Education
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• v.47 no.2
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• pp.117-126
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• 2023

In an elementary school science teacher's guide, the guide in details that can help elementary school teachers with difficulties when preparing and conducting science classes are essential. To gain insights into the development of the 2022 revised curriculum elementary school science teacher's guide, it is necessary to investigate the perceptions and needs of elementary school teacher's guide in details. In this study, we developed a questionnaire by analyzing the components and design of an elementary school science teacher's guide in details to explore elementary school teachers' perceptions and needs. For this purpose, we first investigated elementary school teachers' perceptions of their needs, satisfaction, and the utilization of each component of the current guide in details. Next, we investigated teachers' needs regarding the specific components and design of a guide. The findings were as follows. First, elementary school teachers were delighted with the components that help them prepare and conduct lessons. Second, elementary school teachers wanted an easy-to-read design with a layout that allowed them to see the components they needed for their lessons at a glance. In conclusion, the elementary school science teacher's guide in details to be readable and organized to provide at-a-glance information on lesson preparation, lesson flow, and teaching and learning materials needed for science teaching-learning. Based on the results of this study, new approaches and attempts should be made to develop a textbook that elementary school teachers can utilize in the future.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.21-29
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• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.

• Journal of Nutrition and Health
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• v.45 no.3
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• pp.274-282
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• 2012

The objective of this study was to examine job performance and importance, and job satisfaction of school foodservice dietitians nutrition teacher in Jeonnam and Gwangju area according to the school types (elementary school, middle school, high school). A total of 646 questionnaires were distributed, 244 questionnaires were analyzed using SPSS 12.0 for a descriptive analysis, t-test and ANOVA. There were significant differences between the school dietitians' nutrition teachers' job performance and importance in all areas of the job analysis for all school types. In the foodservice management/evaluation and nutrition education area, elementary and middle school foodservice dietitian nutrition teacher showed a significantly higher performance, compared to that of high school dietitian nutrition teacher. Nutrition education was recognized by elementary and middle school dietitian nutrition teacher to be more significantly important than that of high school dietitian nutrition teacher. Elementary school foodservice dietitian nutrition teacher was most satisfied with their job condition. Dietitian working in middle school was least satisfied with the salary and compensation. These results suggest that appropriate curriculum should be structured according to foodservice dietitian nutrition teacher of the school type for improving the work efficiency. In order to increase the job satisfaction, the employment status of school dietitian should be guaranteed by the government and school officials, especially in the middle and high schools.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.459-467
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• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.15-28
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• 2000

The purpose of this study were to identify consumer educational needs of elementary school teachers and to analyze the factors affecting it. The data for the analysis were collected by structured questionaires and consisted of 253 elementary school teachers living in Taegu city. The descriptive statistics, t-test and one way ANOVA with Scheffee test were used to analyse the data. The following is summary of major findings. 1. Teachers though that the topics related to environment protection and consumption value were the most important in the consumer education of elementary school among the five topics. These topics were also very emphasized in the current elementary school curriculum. The topics related to consumer citizenship and buying were ranked as the highest scores of the educational needs of teachers. Therefore these topics should be emphasized in the future consumer education curriculum of elementary school. 2. The age, sex and period of educational career of teacher. teacher’s perception of student’s and teacher’s interests about consumer education and teacher’s wants of on-the job traing were found to be the factors affecting consumer educational needs of elementary teachers.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.209-233
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• 2021

This study aims to obtain implications for educational information services for elementary school teachers by analyzing their information seeking behavior. The in-depth interview was carried out in-depth interviews with 11 elementary school teachers and it analyzed of the core roles and tasks of elementary school teachers, the required information and usage behavior of information sources. The study result showed that elementary school teachers perceived homeroom duties, teaching/learning activities, school duties, and other as their works and tasks, and the response to the importance of task performance was homeroom teacher, teaching-learning activities, school works, and other tasks. Also, elementary school teachers needed information in order of teaching-learning activities, homeroom teacher, school works and they used various information sources including web, interpersonal sources and book. Moreover, this study observed some factors that elementary school teacher mainly used web information source which other elementary school teacher developed and that they got teaching-learning materials from fellow teachers. Based on these findings, the author proposed teacher librarian share library based instruction materia in web resource, provide cooperative educational information service through learning community, and provide homeroom work material for elementary school teachers.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.