• Journal of Nutrition and Health
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• v.50 no.1
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• pp.85-97
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• 2017

Purpose: This study was conducted to investigate dietary habits related to weight reduction and snack intake habits of $4^{th}$ to $5^{th}$ grade elementary students located in Jeju-si, Jeju, South Korea. Methods: The $4^{th}$ and $5^{th}$ grade elementary school students (total n = 234, equally matched numbers of normal weight children and overweight/obese children (n = 117/group)) were surveyed using a questionnaire and a 24-hour dietary recall method in Oct 2015. Results: The percentage of students who experienced reduced food intake to control weight was 26.3% in the normal weight group (NG) and 77.6% in the obese group (OG). Most frequently answered meal for reduced intake was snacks in the NG and dinner in the OG. Percentages of daily calorie intake among subjects were 17.2% for breakfast, 33.8% for lunch, 29.7% for dinner, and 19.3% for snacks. Frequency of snack intake was 2.1 times a week in NG and 1.6 times a week in OG, which showed a statistical difference between body weight groups. Types of snack foods were distinctly different depending on where children consumed them, although no difference was observed between NG and OG. In addition, snack intake level of low energy and nutrient-dense foods was significantly lower in the OG compared to the NG, whereas snack intake level of energy dense and low-nutritive foods was not different between the OG and NG. Conclusion: Taken together, snack intake level with consideration of frequency and amount of snack intake showed that children in the OG consumed significantly less low energy and nutrient-dense foods compared to the NG. Therefore, nutritional education for choosing healthy snack foods for children regardless of body weight status is crucial based on family-school links.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.224-234
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• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.

• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.385-393
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• 2017

The purpose of this study was to develop and apply the participation-centered lecture model and practice principle developed by the Change Laboratory Method to improve the lecture interaction of nursing education and verify the effect. The experimental group was 91, and control group was 83 students who studied in the 3rd and 4th grade at one College of Nursing, This study developed the detail participatory lecture method on January and February and applied it to the students in March, and April, 2017, In the pre-survey, general characteristics, class attitude, and learning strategies were examined and homogeneity test was conducted. Post-survey was conducted with participation, satisfaction, and performance, The results showed that the experimental group and the control group were homogeneous. The average participation levels of the experimental and control groups were 3.98 and 3.77 respectively(t=2.38, p<.05). However, there was no statistically significant difference in the satisfaction and achievement. Therefore, it was expected to improve the participation and performance of students through the application of the participation-centered lecture. In the future, it will be necessary to prepare and implement effective methods for improvement of teaching methods in each subject.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.104-113
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• 2016

This study was conducted to describe the relationship and influencing factors among college life adaptation, academic self-efficacy, and department satisfaction of freshman nursing students. There were 345 345 nursing freshman between November 30 and December 4 who participated in this study. The mean score of the college life adaptation, academic self-efficacy, and department satisfaction was $2.91({\pm}0.52)$, $2.79({\pm}0.60)$, and $3.55({\pm}0.47)$. The college life adaptation related with male group (p=.004), entering motivation (p=.027), friendship satisfaction (p<.001), first semester grade (p=.005), and academic self-efficacy related with male group (p=.040), entering motivation (p=.047), desired work (p=.015), friendship satisfaction (p=.014), first semester grade(p<.001), and department satisfaction related with entering motivation (p=.004), friendship satisfaction (p<.001), and first semester grade (p=.002) all showed statistical significance. There was a significant positive correlation among college life adaptation, academic self-efficacy (r=.223, p<.001), and department satisfaction (r=.342, p<.001). A significant and positive correlation was found between academic self-efficacy and department satisfaction (r=.218, p<.001). Department satisfaction was largely influenced by the college life adaptation. The regression model explained 23.1% of college life adaptation. In conclusion, this study showed that college life adaptation of freshman nursing students was correlated with academic self-efficacy and department satisfaction. Moreover, to increase the college adaptation of nursing freshman, it is necessary to develop educational programs to improve academic self-efficacy and department satisfaction.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.784-795
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• 2016

This study was to examine the effects of smart learning on the academic performances of nursing students. The study examined and compared the level of academic achievement, critical thinking skill, and class satisfaction, between control and experimental groups after applying the smart learning program to the experimental group. The study was designed using a nonequivalent control group pretest-posttest design. The subject of this study consisted of 78 nursing students (experimental group of 37 and the control group of 41) who were the third year nursing students of a university in a S city located in J province. The data were analyzed using the SPSS 20.0 program to perform ${\chi}^2$-test, Fisher's exact test, and independent t-test. There were statistically significant differences in academic achievement (t=2.50, p=.014), critical thinking (t=4.83, p<.001), and class satisfaction (t=6.65, p<.001) between the control and experimental groups. The study results indicate that the smart learning program was effective in increasing academic achievement, critical thinking, and class satisfaction for nursing students.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.479-486
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• 2016

The purpose of this study was to investigate effects of 12-week physical activity intervention on obesity and metabolic syndrome risk factors and smartphone game time in children. A total of 27 children(fifth grade elementary school students) participated in this study. The subjects were divided to exercise group(n=16) and control group(n=11), and participants in exercise group performed running and jump rope(60min/day; 3days/week; 50~70% of THR) during 12-week. We analyzed measurement data using two-way ANOVA. As results, obesity indices except body weight and metabolic syndrome risk factor decreased significantly in exercise group compare with control group. And VO2max increased and smartphone game time decreased significantly in exercise group compare with control group. In conclusion, we suggest that 12-week exercise intervention in children has positive effects on obesity and metabolic syndrome and improve negative lifestyle such as smartphone game.

• Journal of the East Asian Society of Dietary Life
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• v.18 no.5
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• pp.675-683
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• 2008

본 연구는 초등 고학년 아동의 과일과 채소 섭취 수준 측정을 위한 간단한 식품 섭취 빈도 조사지를 개발 및 평가하고자 실시되었다. 2001년도 국민건강영양조사에 참가한 만 $9{\sim}11$세 아동의 24-시간 회상 자료에 기초하여 식품섭취빈도 조사지의 항목 선정을 위한 기초 조사를 하였다. 각 과일과 채소 식품의 일일 평균 섭취량을 전체 아동 및 섭취량의 4분위 집단 별로 산출한 후, 이 자료를 바탕으로 전체 인구 집단의 섭취량을 대변할 수 있을 뿐만 아내라 고 섭취군과 저 섭취군 간의 차이도 나타낼 수 있는 항목을 선정하였다. 총 9개의 과일 항목과 11개의 채소 항목이 식품 섭취 빈도지에 포함되도록 선정되었으며, 섭취 빈도에 대한 응답 항목은 지난 7일 간의 섭취에 대하여 1개의 선택 범주가 제시되었다. 개발된 조사지의 신뢰도와 상대적 타당도에 대한 평가는 서울에 위치한 한 공립 초등학교에 재학 중인 153명의 $4{\sim}6$학년 학생들을 대상으로 실시하였다. 한 달간의 간격을 두고 2회에 걸쳐 조사를 실시한 자료를 이용하여 검사-재검사 신뢰도를 평가하였으며, 두 번째 방문 시에 28개의 과일 및 채소 항목을 추가로 포함하고 있는 식품섭취빈도 조사지를 더불어 실시한 자료를 바탕으로 상대적 타당도를 평가하였다. 상관 분석과 항목 별 빈도 응답 및 섭취 수준에 따른 집단내 순위 분류의 일관성에 대한 분석을 실시한 결과, 본 연구에서 개발된 20개 항목의 과일 채소 식품 섭취빈도 조사지의 신뢰도와 상대적 타당도가 적정 수준 이상으로 나타났다. 신뢰도를 살펴보기 위한 개별 항목 및 과일, 채소, 과일+채소 섭취 빈도에 대한 상관계수는 $0.22{\sim}0.64$(p<0.001)이었으며, 항목별 빈도 응답의 일관도는 평균 69.3%(<=1 빈도 응답차이)와 81.3%(<=2 빈도 응답 차이)로 나타났다. 상대적 타당도를 살펴보기 위한 과일, 채소, 과일+채소 섭취 빈도에 대한 상관계수는 $0.91{\sim}0.93$(p<0.0001)로 높게 나타났다. 따라서 본 연구를 통하여 개발된 식품섭취빈도 조사지는 초등고학년 아동의 과일채소 섭취 수준을 간단히 심사하거나 평가하는 도구로서 유용하리라 사료된다.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.301-312
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• 2015

This study was conducted to provide baseline database to develop intervention program by investigating the relationship among body image, general appearance management behaviors and psychosocial health of female undergraduates'. From Sep. to Oct. 2014, total 198 participants were enrolled in this study. The data were analyzed using SPSS 21.0 program. The results were as follows: 1) The score of body image was $3.12{\pm}1.06$ in 5 points. Subjects had a lot of make-up and clothes behaviors, but exercise, food intake behaviors were lowerer than average. Also, psychosocial health score was $2.99{\pm}0.10$ point in 4 points. Whole 73.2% was latent risk group, and 25.8% was high risk group. 2) The relationship between the body image and general appearance management behaviors (p<0.001) and psychosocial health(p<0.001) revealed significant positive correlation. In general appearance management behaviors, there was a significant positive correlation between sub categories. And psychosocial health was positive correlation with body image and hair management behavior. 4) 14.4% of the psychosocial health was explained by 3 variables : body image, health interest and grade. Therefore, it would be utilized in developing programs for the positive body image building by interest own health, and being helped in the psychosocial health.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.409-418
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• 2015

This study was performed to develop and evaluate the effects of Team-Based Learning(TBL) on cardiac problem in adult nursing. The study measured problem-solving ability, critical thinking disposition, academic achievement and, class satisfaction for learning outcomes of course. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of TBL. Experimental group and control group each consisting of 52, 54 participants was picked from the junior students. The experimental group was given the TBL for 6 hours and control group was given a lecture and case-based announcement class. In results, significant improvements were found in problem-solving ability(F=5.92, p=.017), and class satisfaction(F=5.80, p=.018). Critical thinking disposition and academic achievement of experimental group were improved than those of control group, but there were not statistically significant difference.