• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• The Journal of Korean Society for School & Community Health Education
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• v.2 no.2
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• pp.39-55
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• 2001

The purpose of this study was to provide the necessary fundamental data in composing a systematic text content of the public health by analyzing each text, domain, and teaching contents suggested in the textbooks as well as teachers' guides of the 7th elementary school education curriculum, while the study subjects were as follows. 1. The health education content suggested in the 7th physical education curriculum were analyzed and examined. 2. The health teaching content of each textbook in the 7th elementary school curriculum was to be analyzed and examined. In order to resolve the above research issues, the physical, spiritual, and social domain along with the (1) Proper living habit, (2) Health and nutrition, (3) Sex education, (4) Prevention of the sense-organic diseases, (5) Cleanliness of food, (6) Oral hygiene, (7) Individual health and public health, (8) Safety in living, (9) Abuse and usage of medication, educational content suggested in the 7tand (10) Environment pollution focused around the health of the elementary school education curriculum was analyzed and its outcome was as below First, compared with the 6th elementary school education curriculum, the health content suggested in the 7th elementary school education curriculum was decreased. Second, although each grade's teaching content of the health domain in the physical education was considered in its structure following after the according systems, they were preponderant in partial subjects such as the safety in living, nutrition, proper living habit, sport, and health in sport. oo. Third, the health education content was organized in 4 units such as the physical growth and development, prevention of diseases, safe living, and leisure living(leisure, spiritual health, and etc.) for the 3rd and 4th grade. Then, as for 5th and 6th grade, it was organized in 3 units such as the understanding the human body, prevention of disease, and leisure and safe living. Fourth, in the physical educational health domain, a strong point was constructed within the physical, spiritual, and social areas of the elementary school physical education. Fifth, the number of the public health education contents directly related with the health education was 43 as with 25 indirect contents. Sixth, each grade's domain unit structure of the public health content was heavy upon the physical and social area throughout every grade while in opposite, the spiritual domain' s unit structure was weak. In according to each grade, the physical domain was stressed in 4, 5, and 6 grades while the social domain was stressed in 1, 5, and 6 grades.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of the Korean Society of Tobacco Science
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• v.11 no.1
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• pp.49-64
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• 1989

The study was carried out to investigate the effect of control leaf number on growth and chemical characteristics, and on yield and quality In (rue-cured tobacco The rest upper leaves of 14, 16, and 18 leaves per plant were removed at button stage, and the plants were harvested :0, 12, and 16 leaves with discard 4 leaves of the bottom, respectively. 1. There were showed a tendency to increase in length (LL), width (LW), area (LA), fresh (LFW) and dry weight (LDW) per leaf as leaf numbers were decreased, while those per plant and the ratios of increase of those per plant were decreased. 2. In compensation effect (CE), there were increase in LL, LFW, LDW, LL/LW and LDW/LFW with each decreased in leaf numbers while LW was decreased, LA unchanged. 3. There were significant Increases in LL, LW, and LA at 5th~8th stalk positions form bottom (SP), while those .at 13th~16th SF were decreased. Also, LDW at 5th~l0th, and LDW/LFW and weight Per unit leaf area at 11th 16th were Increased as leaf numbers decreased. 4. Mean per plant and CE of nicotine were increased, but those of sugar were decreased with each decrease In leaf numbers. In addition, nicotine contents at 5th~14th SP except for 9th~10th were increased, otherwise sugar contents at 7th~14th were decreased. 5. There were showed a tendency to increase in grade per Plant and in tirade at 5th~8th SP, but decrease in CE of grade as leaf numbers were decreased. There wee significant decrease in grade at 11th~14th SP. Also, ratio of 5 grade was decreased, while ratios of 3 and 4 grades were increased. 6. When the 2 leaves at 3rd~4th SP were harvested, price was decrease 2.6% and yield was increased 5.8 %. 7. When the 6 leaves from convention were removed at but ton stage, effects of apparent, compensational, and net per leaf on yield were -3.9%, +2.6%, and -6.5%, respectively, and those on price were +1.1%, -1.6% and +2.7%, respectively.

• Journal of the Korean Home Economics Association
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• v.41 no.1
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• pp.231-248
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• 2003

The purpose of this research is to analyze ‘consumer education system in middle school’, whether it is suitably organized to help students make the right decision in their daily life as a rational consumer in this fast changing “the Informational Society”. We divided the consumer education of “the Informational Society” into 4 fields of studies(consumer information technique, decision making on purchasing, consumer financial management, and consumerism) and made specific analysis for this research. The “Technology & Home Economics” textbook which follows ‘The 7th curriculum’ conducted by “Korean Educational Board” Ministry of Education & Human Resources Development for first and second grade in middle school were used for this analysis. The results founded are as follows: first, for the curriculum analysis according to the 4 fields of consumer education, both the first and the second grade students' textbook had consumer information technique as the major portion of the consumer education. Second, as a result of the comparison between the two grade levels showed that the second grade level has higher portion of consumer education in “Home economics & Technology” textbook than the first grade level. Third, the present status of consumer education showed that the first grade level's consumer education was only limited in consumer information technique, but the second grade level's consumer education was ranging evenly throughout the 3 fields of consumer education: consumer information technique, decision making on purchasing and consumerism. These results of this study contribute to the development of an efficient and desirable curriculum for the adolescent' consumer education, specially for school consumer education, in “the Informational Society”.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.62-70
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• 2019

The study used cross-lagged path modeling to examine the longitudinal associations between self-esteem and community spirit among adolescents. This is a longitudinal study designed to examine the developmental changes of adolescents' self-esteem and community spirit in Korea. This study used the data collected by the Korean Children and Youth Panel Survey (KCYPS) from 2014 through 2016. Participants were surveyed from the 5^th grade to the 7^th, which belonged to the 1^st elementary school cohort panel of the KCYPS. To be used as the data of this study, children should have all information at 3-time points: the 5^th grade; 6^th grade; 7^th grade. The collected data were analyzed with PSAW 18.0 and AMOS statistical program. The participants in this study were 903 males (51.6%) and 847 females (48.4%). The level of self-esteem was 3.29±.51, 3.19±.55, and 3.15±.57 point at 5^th grade, 6^th grade, and 7^th grade each. The level of community spirit was 3.12±.52, 3.09±.59, 3.15±.55 point respectively. Community spirit from elementary school to middle school is consistently predicted by previous self-esteem. Likewise self-esteem has a significant predictive effect on subsequent community spirit.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.25-32
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• 2014

In the current information and knowledge-based society, a nation's economy power heavily depends on IT-related industry and technology. In this sense, most countries are trying to foster IT industry by developing new and innovative IT technologies. Traditionally, only a few talented persons have been leading the whole IT industry. Thus, it is very important and necessary to identify and support the gifted children in IT in early ages for development of IT industry. The purpose of this paper is to investigate study performance of the gifted children in IT for different grades. Our research is focused on especially 4th grade students, 5th grade students, and 6th grade students in elementary schools. Among various abilities of the gifted children in IT, in this paper, we are interested in programming ability and logical thinking ability. To our best knowledge, there is no research work on study performance depending on different grades of the gifted children in IT. For this purpose, the gifted students in gifted science education center attached in a university at Seoul Metropolitan Area are selected and their test scores for 8 years were collected and analyzed. The statistical analysis results show that there is no significant difference among 4th grade students, 5th grade students, and 6th grade students for programming ability and logical thinking ability. We hope that this result can help suggest and propose study contents, curriculum, principles and laws for the gifted education in IT.

• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.251-271
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• 2007

The purpose of this study is to investigate grade differences in the effect of reading methods - "oral reading" "silent reading", "intensive reading", "extensive reading" "thorough reading", "selective reading" - influences on the self-directed learning ability. The data were collected by using 12 classes of 2nd, 4th, 6th-grade, 286 children of an elementary school. The influences according to reading methods on the self-directed learning ability were surveyed through the self-directed learning ability test and through questionnaire. Out of reading methods, "intensive reading" had significant influence on the self-directed learning ability Out of reading methods of 4th and 6th-grade children, "intensive reading" had the most influence on the self-directed learning ability. However. out of reading methods of 2nd-grade children "thorough reading" had most influence on the self-directed learning ability.

• Journal of Community Nutrition
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• v.7 no.1
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• pp.3-7
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• 2005

This study was conducted to evaluate nutritional status of school children by biochemical assessment method. Subjects were 308 school children from 4th to 6th grade living in Bucheon city. Their blood glucose, total protein, albumin, total cholesterol, and triglyceride (TG) concentrations were determined. Mean blood glucose concentration was 77.56 mg/dl and $81.2\%$ of children had normal blood glucose concentration. The average proportion of hypoglycemia was $18.8\%$ among the three grades and prevalence of hypoglycemia in 4th grade school children was highest ($21.8\%$). Mean serum total protein and albumin levels were 7.14g/dl and 4.35g/dl, respectively, and all the subjects except only one were in normal range of total protein and albumin. Mean serum TG and total cholesterol concentrations were 145.82mg/dl and 94.50mg/dl. Serum TG and total cholesterol levels showed same pattern that the concentrations decreased in proportion to grade. Especially, there was significant difference between grades in serum total cholesterol. Furthermore, $11.7\%$ of 4th, $6.8\%$ of 5th, and $2.8\%$ of 6th grade school children have borderline hypertriglycemia or hypertriglycemia, risk factors of obesity or cardiovascular disease later in life. Taken together, there was conflict phenomenon that undernutrition of hypertriglycemia and overnutrition of hypertriglycemia existed together. Therefore, it is needed to develop discriminating and personalized nutritional feeding, counseling, and education program to cover the children of under- or over- nutritional status.