• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.267-282
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• 2022

This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

• Journal of Nutrition and Health
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• v.42 no.8
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• pp.682-690
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• 2009

The purpose of this study is to analyse the relation between dietary habit and nutrition knowledge, and ADHD (Attention Deficit Hyperactivity Disorder) in the middle school students in Seoul, Korea. Total study subjects were 631 students, 51.8% was male and 48.2% was female. In the assessment of predisposition of ADHD, 93% was normal group and 7% was ADHD group. As for the gender in ADHD group, 56.8% was male and 43.2% was female. Normal group showed the higher breakfast consumption rate than ADHD group (p < 0.05). Dietary habits were better in normal group than ADHD group. Nutrition knowledge scores of normal group was 7.38 out of 15 and scores of ADHD group was 5.77 out of 15 (p < 0.01). The nutrition knowledge score and the dietary habits score showed a positive correlation (p < 0.01). The nutrition knowledge score and snack meal purchasing frequency showed a negative correlation (p < 0.05). There are significant negative correlation between attention deficit hyperactivity score and nutrition knowledge score (p < 0.01). In conclusion, ADHD group showed lower level of nutrition knowledge and worse dietary habits than the normal group.

• Journal of the Korea Society of Computer and Information
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• v.19 no.10
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• pp.221-230
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• 2014

In this study, we propose a learning method that can be extended to take advantage of the knowledge of the various disciplines in the project related to the subject to perform the process of restoring stork. The development program is grade 3.4 Group 4 class hours, grade 5.6 Group 4 class hours, total 8 class hours, and in each class hour, it was designed to be extended such creativity, problem solving skills, communication skills and ability to learn, based on knowledge and concepts of the elementary curriculum related to storks. Content validity was verified using a method consisting of 12 experts to verify the validity of the program. Feasibility evaluation of Lawshe (1975) content validity ratio for the analysis: we used (Content Validity Ratio CVR) calculation formula. As a result of a feasibility study in total 8 class hours, It was analyzed that match with the development effect except for program of grade 3.4 group 4 class hours. grade 3.4 group 4 class hours program was raised this issue for the academic linkage region, was fixed. Later, It is necessary to measure the degree of learning skills improves effectiveness by applying it to the elementary school students in the proposed research program.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.75-92
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• 2019

The 2015 revised mathematics curriculum encourages students to use graphs in newspapers and the Internet as materials when teaching graphs, and to experience a series of statistical problem-solving processes that collect, classify, organize, graph and interpret data. The graphs that the students learn through traditional textbooks were a single type of graphs. In particular, the graphs of the 5th and 6th grade groups were only increased in numbers, but the basic concepts were repeated in the 3rd and 4th grades. Fortunately, from the 2009 revision curriculum, it is possible to select the graph suitable for the situation while comparing the characteristics of some graphs. In most cases, the graphs used in the real world are presented in the form of a compounded infographics. The purpose of this study is to analyze and analyze the manifestations of information processing competence elements emphasized in the 2015 revised curriculum through the statistical project class using the informal graphic in the fifth grade of elementary school. And we suggested a concrete class plan.

• Journal of the Korean Society of School Health
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• v.5 no.2
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• pp.74-90
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• 1992

The purpose of this study is to know the effects on school lunch service programme of elementary school in rural area, by using the group consisting of the sixth year students in the schools that have provided them with the lunch for six years or longer(male student:312, & female student:324), while using the comparing group consisting of the sixth year students in the schools that have not provided them with the school lunch under their similar living condition(male student: 306 & female student:322). In addition, this study was carried out by examining all continued information about their height and weight shown in the developmetal record for six years from the 1st to 6th year, and by checking their eating habits on the basis of questionnaires. The result of this study is summarized as follows. As the result of comparing the values of their height and weight grown for 6 years, it was shown that the height of the male group provided with school lunch is 27.8 cm while the male group without lunch is 27.1 cm. And the female group provided with school lunch indicated the growing value of 29.9 cm while the group without lunch did 28.4 cm. Then, it appeared that both male and female groups provided with school lunch show higher growing values of 0.7 cm, respectively, and 1.5 cm than these groups without lunch. Also, the weight of the group without lunch was 14.8 kg. Moreover, the weight of the female group provided with school lunch was 16.9 kg while the group without lunch was 17.2 kg. Then, it was shown that the male group provided with school lunch indicates heavier growing value of 0.9 kg than the group without lunch while the female group without lunch does heavier value of 0.3 kg than the group provided with school lunch. It's figure showed that although this distribution according to percentile in the 1st year is similar to the standard regular curve it is positioned in the upper group(more thatn 70%) divided centering around 50% in the 6th year, of which distribution of children provided with school lunch was higher. When comparing the values of physical status in the 6th year, it was also shown that male children with school lunch are better than these children without lunch in jumping, throwing, chinning and lifting while female children are better than these children without lunch only in jumping, which were a significant difference. In addition, the group provided with lunch showed distribution of the higher physical grade. The result of analysis on their breakfast indicated that the children with every morning breakfast account for 67.6% of the group provided with school lunch while the group without lunch for 57.8%. Regarding the reason that they do not have the breakfast, the group with school lunch answered "Because of habits"(50.7%) while the group without lunch did "Because they have no appetite"(58.9%). When comparing the degree of preference for hot or salty food, it was apparent that these children with school lunch generally tend to prefer less hot or sailty food. With respect to the frequency and place of their eating between meals, it was shown that about 70.0% of both groups has the eating between meals, more than one time a day. Then, the group with school lunch had the eating between meals at home(45.2%) while the group without lunch did it in the process of returning to home(48.4%). Regarding the degree of their preference for a certain food, it was shown that more children of the group with school lunch do not prefer a food to others. Also, their eating attitude indicated that such children as eating the food with chat after completely swallowing food and with T.V watching are larger and lower among the group with school lunch, which showed a remarkable defference from the group without lunch. With respect to their sanitary habits such as hand washing and toothing, these children who always wash their hand before eating, accounted for 84.4 % of the group provided with school lunch while the group without lunch did for 63.6%, of which the female group with school lunch indicated a remarkable difference. The actual condition of their nutrition education showed that these children who answered "Received this education" accounted for 78.0% of the group with school lunch while the group without lunch accounted for 57.5%.

• Journal of dental hygiene science
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• v.7 no.2
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• pp.107-112
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• 2007

The purpose of this study was to investigate the job value type of dental hygiene students. The questionaire given to 823 dental hygiene students from three college in Gwangju and Chunnam Colleges. The results of this study were as follows: 1. dental hygiene students, job value type were divided 6 categories: Competency, Contribution, Achievement, Reward, status, stability. 2. The higher status was at c college and at good relationship group and more perceived bad health and at work experience group. 3. The higher was reward at c college and lower grade and at good relationship group and more perceived good health and at work experience group. 4. The higher was status at c college and lower grade and lower age and at work experience group. 5. The higher was competency at c college and at good relationship group and more perceived bad health and .at work experience group. 6. The higher was contribution lower grade and more perceived bad health and at work experience group. 7. The higher was achievement at c college and at good relationship group and more perceived good health group.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.313-328
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• 2022

The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.421-427
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• 2016

This study was conducted to examine the effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students. The subjects were 75 undergraduate nursing students from Y University. Data were analyzed using SPSS/Win 21.0. There were significant improvements in problem solving (t=3.58, p<.001) and communication (t=4.15, p<.000) in the experimental group compared to the control group. This study provides evidence that gerontological nursing courses improve undergraduate nursing students' problem solving and communication skills. Accordingly, this course would be a useful teaching and learning method in nursing programs of outcome based curriculum.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.15-20
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• 2018

This study aimed to find an effective intervention measure through establishing the correlation between self-regulation (control over life style) and height growth through neuro-feedback training. 40 elementary students in grades two to four with height growth programs (20 experimental group students, 20 control group students) were examined for the changes before and after undergoing neuro-feedback training. The experiment lasted for three months with one 30-minute training session two times a week. After analyzing the differences in self-regulation among the control group with no neuro-feedback training and the experimental group with neuro-feedback training, the differences in height growth were analyzed. First of all, there were positive changes in self-regulation of the experimental group compared with the control group. Secondly, the experimental group showed larger changes in height growth. In conclusion, neuro-feedback training had positive effects upon the self-regulation that adjusts the acquired factors of height growth, which led to positive effects.

• Journal of the Korean Society of Food Science and Nutrition
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• v.37 no.11
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• pp.1427-1434
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• 2008

This study was aimed to compare nutrition knowledge, dietary attitude and habit of elementary school children with and without education. Eighty-four subjects with unbalanced eating behavior were selected and assigned to either control or education group. The subjects in education group participated in a nutrition education program once a week for 8 weeks. The contents of nutrition education were on food tower, balanced nutrition, nutrient function, food group, importance of breakfast, and nutrition label, etc and the program was performed by a school dietitian. The effects of education was assessed by self-administered questionnaire prior to and after nutritional education. Nutrition knowledge except on snack, dietary self-efficacy except on low fat/ low calorie, attitude except on functional food and favorite, and general dietary habits of children in education group were significantly improved while those in control group showed no changes. Also, factors for unbalanced eating was improved by nutrition education indicating the need for correction on unbalanced eating was diminished. However, children's adherence to snack, instant and fast food remained to be corrected. The dietary habit of balanced eating was improved by education reducing the percentage of unbalanced eating on grain and meat.fish.milk groups. The nutrition education appears to be effective to provide nutrition knowledge thereby to improve dietary attitude, dietary self-efficacy, and partly to reduce children's unbalanced eating factor.