• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.139-149
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• 2003

Objectives：To review the history of the development and current status of Korean Child and Adolescent Psychiatry and to propose the future tasks at this 20th anniversary of Korean Academy of Child and Adolescent Psychiatry. Methods：Records and publications of Korean Academy, personal communications with senior members of the Academy, the author's recollections and memoirs. Results：Korean Child Psychiatry started with opening Child Psychiatry Clinic at Seoul National University Hospital in 1979 and establishing Division of Child and Adolescent Psychiatry at the same hospital in 1980. A Child Psychiatry Study Group was formed in 1983 and it transformed into Korean Academy of Child and Adolescent Psychiatry in 1986. In the past 20 years, Korean child and adolescent psychiatry made an impressive progress and contributed significantly to the development of Korean medicine as well as to the establishment of child mental health service. There are 77 board-certified and 48 board-eligible child psychiatrists, and 18 child psychiatry fellows are in training as of 2003. Main forces of this successful introduction of child psychiatry are 1) 7 child psychiatry training centers at major university hospitals, 2) publication of Korean Journal of Child and Adolescent Psychiatry in 1990, 3) the establishment child psychiatry board certification system in 1996. Korean child psychiatry has extended its role in the international child psychiatry and took leadership in establishing Asian Society of Child and Adolescent Psychiatry and Allied Professions(ASCAPAP). Conclusion：Korean child psychiatry has achieved a remarkable progress for the past 20 years and is currently producing 15 or more child psychiatry each year. However, there are needs of more active involvements in adolescent problems, more active consultation-liaison services at general hospitals as well as community mental health institutions. More school consultation and preventive educational services are desired. There is a urgent need of carrying out more empirical studies with strong scientific rigor. Korean Academy should pay attention and provide assistance to the development of child psychiatry service in other countries in Asia.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.209-217
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• 2003

Object：This study examined the diagnostic validity of the K-ABC and the K-LDES for identifying the cognitive deficits and the learning difficulty of children with learning disorder and to diagnose the learning disorder. Method：The clinical group consisted of 15 children with learning disorder or attention deficit hyperactivity disorder accompanying learning problem(LP) and 14 children with attention deficit hyperactivity disorder. They were diagnosed either learning disorder or attention deficit hyperactivity disorder based on DSM-IV criteria by child psychiatrists and clinical psychologists visiting Seoul National University Children’s Hospital. The normal group was composed of 15 children be going to an elementary school. All groups were between the age of 7 and 12. The K-ABC was administered to the clinical and the normal group. The K-LDES was also administered to mothers of all groups. Result：There were no significant differences on sequential, simultaneous, mental processing subscales of the K-ABC in three groups. However, The LP group showed slightly lower scores on Achievement scale and significant low scores on Reading/Decoding than the other groups. On K-LDES, LP group showed significant low scores on Listing, Thinking, Reading, Writing, Spelling, Mathematical calculation, Learning quotient(LQ) than the other groups. Also there were significant correlations between K-ABC and K-LDES subscales. Conclusion：The result of present study showed that the K-ABC and the K-LDES are a valid and effective instruments for evaluating and diagnose the learning disorder.

• Journal of Science Education
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• v.32 no.2
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• pp.1-16
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• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.2
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• pp.244-252
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• 2010

This study aimed to offer groundwork for grasp and evaluation of nutritional status and dietary fiber intake through 24-hr recall method among middle school students in Chungbuk area. In addition, this study attempted to develop food frequency questionnaire (FFQ) for dietary fiber intake. Average calorie intake per person a day was 2035.6 kcal for boys, and 1876.7 kcal for girls which were 75.4% and 93.8% of estimated energy requirement (EER), respectively. Percent estimated average requirements (%EAR) of calcium, iron and folate were the lowest showing 34.3%, 54.2%, 67.5% for boys and 36.6%, 59.2%, 64.4% for girls, respectively. Average dietary fiber intake per day was $17.6\pm5.3$ g for boys and $16.5\pm4.8$ g for girls which indicate 54.8% and 68.8% of adequate intake (AI), respectively. The main food sources of dietary fiber were polished rice and kimchi. The main food source groups were vegetables, cereals and their products were fruits, seaweeds in the order named, indicating 68.44% total dietary fiber intake from vegetables and cereals. From preliminary 39 food items, 19 food items were selected to derive the correlation coefficient of each food item between 24-hr recall and FFQ method. Correlation coefficient was increased from 0.71 to 0.78 with significant level of p<0.01 after adjustment of FFQ from 39 items to 19 items set. Percentage of classifying subjects into the same levels by food frequency questionnaire and 24-hr recall based on joints classification quartile Kappa value was evaluated. Agreement was highest in the second lowest group showing percentage to correspond rose from 90.2% to 92.4% and Kappa value of 0.54 to 0.59. Consequently, FFQ developed in this study would be useful for estimating the groups which show low intake.

• Journal of Nutrition and Health
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• v.41 no.6
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• pp.561-572
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• 2008

Currently, Korea is facing dramatic nutrition transition among children, which may increase risk of degenerative diseases due to excessive intakes of fats, sugars and sodium. Promotion of eating healthier foods among children is difficult because the present nutrition label is not easily understood. Therefore, to promote healthier foods this study was aimed at developing guidance of standard amounts of high, medium and low levels of sugars, sodium, fats and other components contained in foods or drinks that are promoted to or formulated for consumption by children. Multipronged approach was used to collecting information, including key word searches in Medline and other databases, internet searches, reports from world organization, and contact of key individuals who work in organizations. We reviewed dietary reference intakes for Koreans, nutrient reference values, nutrient content claims of nutrition labeling, guideline daily amounts of United Kingdom, dietary guidelines and consumption data of nutrients, and selected components for labeling. And we decided goals of guideline daily amounts for children and nutrient criteria to underpin the high, medium and low content of each component. Then we collected data on processed foods sold at 12 middle schools and 11 high schools in Seoul, and classified processed foods into food category. Sales per one student per day were in the order of snacks, breads, and non-carbonated drinks. One hundred forty five mostly consumed products were selected and classified into criteria of high, medium and low total fat or sodium. Eighty five(58.6%) were classified into high fat food and only 11(7.6%) into high sodium food, in case that the base is chosen per 100 g or 100 mL. In conclusion, the nutrient criteria and choice of 100 g base, which we suggest in this study, need to be tested by simulation with more processed foods and refined in view of the practical issues suggested by stakeholders in future.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.

• Journal of Food Hygiene and Safety
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• v.22 no.1
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• pp.29-36
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• 2007

The using frequency of processed foods and dietician's perception against management of food service at 98 food service institutions located in Jeollabuk-Do were surveyed. Food service institutions included 13 hospitals,38 schools,40 enterprises, and 7 others. Single menu (75.5%) with two (33.7%) or three (57.1%) side dish was offered. In addition, the offering ratio of boiled water and spring water was 37.8 and 32.7%, respectively. The processed foods with high using frequency were kochujang (1.19), sesame oil (1.22), and doenjang (1.30), but that of leek, onion, Chinese cabbage, and radish were 4.95, 4.62, 4.60, and 4.26, respectively. Dietician's major affairs in all type of food service institutions were cooking (64.3%), purchase (48.0%), and personnel managements (39.8%). Dieticians, however, had a low perception against safety and nutrition management. Therefore, in order to prevent the outbreak of food-borne diseases, we estimated that the education and the conversion of dietician' perception against safety and nutrition management were needed.