Earticle

The purposes of this study were to justify a necessity of electricity and electron education, to examine one's contents flow in curriculum transition, to analyze vertical connection among elementary, middle, high schools, and to compare an electricity and electron education of a practical arts subject with that of a science subject.This study was carried out through literature review and contents analysis of related textbooks.An electricity and electron education in elementary schools was justified in the aspect of a close relationship with real life, a students' high interest, and a delicate connection with upper discipline.In the aspect of connection analysis, it was found that a connection degree between middle school and high school was very smooth, but connection degree between elementary school and middle school was not smooth. So it's necessary to revise and compensate the electricity and electron education contents in elementary school to keep pace with.Comparing a practical arts subject with a science subject, it was found that the overlap part between two subjects was not much, but there were a lot of parts to change judging from their characteristic. That is to say, 'making toys with electron or electricity' and 'making electric light' should be introduced in a practical arts subject rather than a science subject. Finally, it was recommend that more study to develop elementary schools' electricity and electron education contents have to be carried out systematically afterward.

The purpose of this study was to examine educational effectiveness for the classroom horticulture program that can be utilized in the culture domain of practical arts in elementary school. The subjects in this study were students in two sixth grade class of elementary school. The statistical technique used for the academic achievement were percentage and t-test.The findings of this study were as follows: (1) when the two class were compared with each other after experiment, the experiment class were significantly better in cognitive achievement than the control class; (2) the culture skill achievement of the experiment class students was higher than that of control class students; (3) most students of the experiment class responded that the classroom horticulture program was very enjoyable and attractive.As summarized above, It was found that the classroom horticulture program for the academic achievement by the elementary school students in practical arts was more effective than the conventional one.

This study develops teaching and learning programs using ICT in the area of 'life resources and environmental management' of practical arts education, applies the program to actual class and analyzes its effects on cognitive side (knowledge) and affective side (attitude).For this, this study develops teaching and learning guide using ICT at the unit of 'using resources' of the 6th practical arts education, divides 76 students of the 6th grade attending D elementary school in Gwangju metropolitan city into experimental group using ICT education and control group applying traditional class, conducts pretest and posttest and obtains the following results.The effects of education using ICT in this study were significantly different in cognitive side (knowledge), but there was no significant difference in affective side (attitude). It means that education applying ICT was effective in cognitive side (knowledge) in the area of 'life resources and environmental management', but it has a limitation in changing environmental practice attitude, the affective side.ICT based education makes the various learning activities and learner led learning beyond the restriction of time and space possible and contributes to the improvement of cognitive side. To the contrary, the results in definitive side showed that direct environmental experience and long-term and systematic environmental education are required.

The purpose of this study was to develop STS teaching-learning program which focuses on real-life experiences for reasonable energy usage, and to verify how STS teaching- learning program affects the understanding knowledge concerned energy and the attitude towards saving energy. The subjects of this study were students of the 6th grade at an elementary school in Kyong-Ju. They were divided into two groups, an experimental group and a control group. The developed STS teaching-learning program had been applied to the experimental group. However, the traditional teaching-learning process had been employed to the control group for four weeks. The main results of this study are as follows :(1) The developed STS teaching-learning program consists of following subjects. ; energy resources, growing energy consumption, heat-energy transfer, energy and environment, saving energy, efficient usage of electricity and opening 'ANABADA' market. (2) In the understanding of knowledge concerned energy, there was no difference between the experimental group and control group. (3) In the attitude toward saving energy, there was a considerable significant difference between he experimental group and control group. However, there was no difference between male and female students, respectively.

The purpose of this study was to apply three-staged metacognition strategy (plan-monitor-control) based teaching on the chair making task with corrugated cardboard in an elementary practical course to verify the effect of metacognition strategy-adopted teaching on thinking skill. 80 6th grade students from B elementary school in A city, Kyonggi province were enrolled to verify the hypothesis. A post inspection control group design was used among the designs which use the existing class structure. The metacognition strategy-adopted teaching (self-plan, self-monitoring, and self-controlling) was used on the experimental group and classic teaching method was applied on the control group. The effect was verified by post inspection method. To verify the effect of post evaluation results, t-score method was used and significance level was set as p<.05. For statistical analysis SPSS/WIN 10.0 was used for statistical treatment.The result showed that the group which used the metacognition strategy-applied teaching came up with better performance on thinking skill in a practical arts than the control group. The conclusion derived from the above study is that metacognition strategy-adopted teaching was more effective in thinking skill in a practical arts than the classic method. This study suggests that a better learning efficiency can be achieved by applying metacognition strategy in the thinking skill of a practical arts.

The purpose of this study was to investigate the concept and the necessity of learning strategy, to show several different learning strategies which elementary school students with mild disabilities should be able to perform, and to make examples for each learning strategies. Literature searching, developmental research, and inquiries from professionals in elementary education were performed in this study.There were 5 learning strategies discussed in this study including 'Active Processing', 'Analogy', 'Coping', 'Organization', and 'Rehearsal'. Validity and realization ability of this study results were verified by elementary teachers. Applying the learning strategies to classes is good not only for the students with mild disabilities but also for the general students. Therefore, it was suggested that the results of this study should be actively applied to elementary Practical Arts subject.