• Journal of the Korean Dietetic Association
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• v.13 no.4
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• pp.357-367
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• 2007

This research was performed to evaluate the effects of nutrition education on food waste reduction at school food service. A dietitian conducted nutrition education on environmental protection and proper eating attitude and poor eating habits for 3rd and 5th graders at an elementary school in Seoul. The effectiveness of the education was evaluated by surveying the students before and after the education; 375 responses were analyzed. A questionnaire was designed to compare changes of the students' attitudes and plate waste before and after education. Plate wastes of boiled black rice(p<0.05), potato soup(p<0.05), amaranthus herb salad(p<0.01), and cabbage kimchi(p<0.05) decreased significantly after education. Students' eating attitudes improved significantly(t= -6.22, p<0.01) after nutrition education. Major reasons the students did not eat all foods they were served were large portion sizes (30.59%), low menu preference (29.79%), and tastes (17.82%). The menus with high plate waste rates were cooked vegetable items (35.64%) and soup items (26.6%). After education, students' attitudes on ‘food waste pollutes the Earth(p=0.013)’, ‘food preparation for birthday parties(p<0.01)’, and ‘restaurant selection for eating out (p<0.01)’ changed significantly. After education, plate waste and portion sizes that the students perceived were not negatively correlated. In conclusion, nutrition education on proper eating habits and source reduction is an effective method to reduce food waste generation and to improve students' eating attitudes and awareness on environment.

• The Journal of the Korea Contents Association
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• v.10 no.2
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• pp.1-13
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• 2010

The purpose of this experimental study is to find out the effect of augmented reality contents based instruction on academic achievement, interest and flow of learning. The subjects were 142 students of five classes, sampled from 6th graders of an elementary school. Three classes(86 students) were taught by augmented reality based instruction and the other two classes(56 students) were taught by textbook based instruction for 2 weeks. The experimental design of the study was the pretest-posttest control group design. The results are summarized as follows: First, there is a significant difference in academic achievement between two groups. Augmented reality based instruction group accomplished higher achievement than textbook based instruction group. Second, there is no significant difference in general interest of learning between two groups. But in the interest of lessons taken by students themselves, augmented reality based instruction is more effective than textbook based instruction. Finally, there is a significant difference in learning flow between two groups. Augmented reality based instruction group showed higher learning flow than textbook based instruction group.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.230-246
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• 1993

The purpose of this study was to investigate the computer-naive children's preconceptions of computer concept, anxieties for computer, the changes in preconceptions and anxieties by computer literacy teaching, and the effect of CASI(Computer Assisted Science Instruction) on the science achievement. For this study, 42 5th graders were sampled. They were divided into two groups, experimental group(male:10, female:11) and control group(male:12, female:9). Each group was randomly assigned in the elementary school. Preconceptions about computer were examined by individual interview. Computer anxiety score was measured by questionaires. The questionaires developed in this study consisted of total 21 items measured by Chronbach ${\alpha}$ (0.93) and Total Item Correlationtp(p=0.01, r = $0.40{\sim}0.72$). Computer literacy curriculum based on children's preconceptions was developed and then was treated for experimental group as a computer literacy course. Preconceptions of computer, computer anxiety, and CASI achievements were compared between experimental group and control group in pre and post test. The results of this study are as follows; 1) children's preconceptions of computer showed various non-scientific concepts as animism and obvious visiual thinking. 2) children's misconceptions and anxieties about computer did not show significant differences in terms of learning experience of computer. 3) computer literacy had an effect on eliminating children's misconception about computer. 4) computer literacy had an effect on diminishing children's computer anxiety. 5) children's misconceptions and anxieties about computer showed significant inter-correlation. 6) children's misconceptions and anxieties about computer were appeared negative effect on CASI achievements. As the results, children's misconception and anxieties about computer had an effect on CASI acheivements. Therefore before performing CASI, more systematic computer literacy might be taught in formal education.

• Journal of the Korean Society of Food Culture
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• v.33 no.5
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• pp.403-410
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• 2018

This study was conducted to evaluate children's purchase behavior (frequency of snack consumption and purchase) and preference for high protein snack products developed for weight control and nutritional balance. A total of 80 elementary school students (from the 3rd to 6th graders) in the Gyeonggi-do learning center were participated and 76 were used for the analysis. The most common response for liking snacks was taste (71.4%), and the most preferred types of snacks were chips (42.1%) and puff snacks (34.2%). The highest frequency of snack ingestion was 1-3 times per week (48; 63.2%), and the main purchasers were parents (65.8%). Cheese, corn and chili flavors were more preferred than the control, while yogurt taste was slightly less preferred than the control. The results of this study showed the possibility of commercialization of new protein snacks according to children's seasoning preference and provide the insights into the snack preferences of children as main consumers.

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.85-105
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• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• Anxiety and mood
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• v.4 no.2
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• pp.135-141
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• 2008

Objective : The purpose of this study was to investigate the relationship between the pattern of computer game play and emotional and behavioral characteristics of 5th and 6th grade elementary school children in Jeonju city. Methods : Fifth and sixth graders from two elementary schools (N=413, M=214, F=199) were chosen to participate in this study. The participants completed self-report questionnaires designed by the authors, and were also evaluated based on a computer game addiction scale, state-trait anxiety inventory for children, children's depression inventory and Piers-Harris children's self-esteem scale. The parents of the participants determined the disruptive behavior rating scale of the participants. Results : Positive links were reported between the pattern of computer game play (years of computer game experience, average length of each computer game play session, average time spent on computer game play per day, and average frequency of computer game play per week) and scores of computer game addiction scale. In addition, significant correlation was found between the internalized problems of children (trait anxiety, state anxiety, depression, and self-esteem), and computer game addiction scale score, among both sexes (p<0.01). There were significant correlations between game addiction scale score and inattention (p<0.01) as well as total attention deficit hyperactivity disorder (ADHD) score (p<0.05) in girls. Conclusion : Our findings suggest that computer game addiction is related to symptoms of internalizing, particularly to the trait anxiety. Significant positive correlations between game addiction scale score and externalized behavioral problems were found only in girls.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.575-598
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• 2017

This study aims to explore the level-specific characteristics of arithmetical thinking based on the arithmetical thinking factors and develop an arithmetical thinking level test that can identify students' arithmetical thinking levels by specifying the levels of arithmetical thinking based on the factors. In order to solve the research problems, we categorized the arithmetical thinking factors into 1~4 levels based on the literature review and constructed items of the arithmetical thinking level test considering both content and process based on the arithmetical thinking factors and the level-specific characteristics of the arithmetical thinking which conformed to the Guttman scale. To investigate the adequacy of the analysis of the arithmetical thinking levels, we reanalyzed the level-specific characteristics of the arithmetical thinking by checking that it matched the factors classified to the test developed by the Guttman scale. From the results of this research, the following conclusions were drawn. First, the arithmetical thinking factors are categorized into four levels which have different characteristics. Second, the arithmetical thinking level test of this study was developed satisfying the Guttman scale and it reflects the level-specific characteristics of the arithmetical thinking levels from 1 to 4. It is possible to determine the students' arithmetical thinking level using this test. Third, according to the results of the final application of the arithmetical thinking level test for 5th and 6th graders, teachers should provide more abundant learning experiences related to the relation level (the level 3) and the application level (the level 4) to increase students' arithmetical thinking level.

• Journal of Korean Medical classics
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• v.30 no.3
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• pp.133-141
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• 2017

Objectives : As of 2013, South Korea ranked number one in the world in smartphone penetration rate with 67.6%. Unfortunately, with the rise of smart phone use, side effects such as fraud, loss of personal information, identity theft, formation and widening of a mobile information gap, and last, but not least, smart phone addiction, also increased. Methods : Seventh (7th)graders from a girls' junior high school in Seoul, the capital of South Korea, we reevaluated the Smart phone Addiction Proneness Scale (S-scale). Among the 9 students classified as high risk users, 5 were randomly selected for a study group, and the remaining 4 students, meanwhile, were designated as a control group. The study group received Korean medicine music therapy (KMMT) in a total of 8 sessions, each session lasting 50 minutes. Both pre- and post-interventions, the two groups completed the S-scale, Harris and Harris' concentration grid exercise, STAI, and STAXI-K. We analyzed the data by t-test and paired t-test using IBM SPSS Statistics. Results : KMMT had a significant influence on proneness to smart phone addiction (t=3.130, p=.035). KMMT had positive effects on concentration improvement (t=-2.935, p=.043), trait-anxiety symptoms improvement (t=2,992, p=.040), and anger-expression control (t=4.416, p=.012). Conclusions : KMMT had positive, improving effects on trait anxiety and anger expression, which in turn enhanced the improvement of concentration as well as the decrease of smart phone-addiction proneness.

• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.47-55
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• 1995

The purpose of this study were to identify the importance of father’s roles on children. A survey was carried out on 458(227 boys and 231 girls) 6th-graders at randomly chosen 4 elementary schools in Kwangju. Frequency, percentage, average, standard deviation and Pearson’s coefficient were checked and one-way ANOVA, Duncan’s multiple range test and multiple regression analysis were also carried out on the collected data. The results were as follows; 1. Evaluation of fathers’role performance depending on background variables ranged from 46.17 to 58.51 points(equivalent to 61.56∼78.01 points in the 100-point scale). Background variables that caused statistically significant difference were children’s sex, fathers’religion (whether they had one or not) fathers’education, monthly family income and decision-makers at home. The degrees of fathers’role performance were higher when the answerers were girls, when fathers had religions, when fathers educational level was higher, when the family income was higher, and when all family members participated in the decision-making. 2. Evaluation of children’s achievement motivation depending on background variables ranged from 77.17 to 84.34 points( equivalent to 68.90∼75.35 points in the 100-point scale). Background variables that caused statistically significant differences were children∼s sex and decision-makers at home. Children∼s achievement motivation were higher in the case of girls and when all family members participated in the decision-making. 3. When it comes to the children’s achievement motivation in relation to father’s role performance, 1)The overall aspect of fathers’ role performance caused significant differences in children’s achievement motivation. 2) The influence of fathers’role performance on children’s achievement motivation was highest in the investigation-faciliator role (${\beta}$=2.5) and then the economic role (${\beta}$=.14) and the valuetransmitter role (${\beta}$=.14). The explanative power of these variables was 22%.

• Journal of Korean society of Dental Hygiene
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• v.10 no.5
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• pp.925-933
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• 2010

Objectives : This study aimed to research subjective recognition of oral health, oral disease prevention, and knowledge of oral health among high school students to provide basic data necessary to develop an oral health education program for helping them prevent oral diseases and improve oral health in the future. Methods : Respondents' general characteristics and knowledge of oral health were estimated at frequency and percentage, and chi-square $(x^2)$ test was carried out to make a comparison for subjective recognition of oral health and oral disease prevention by general characteristics. ANOVA was used to get scores concerning knowledge of oral health care by general characteristics, and Pearson correlation was used to analyze correlation between recognition of oral health, oral disease prevention, and knowledge of oral health. Results : The findings of the study were as follows: 1. The percentage of those who had visited a dental clinic (hospital) within the previous one year (p<0.01) and had a regular oral examination (p<0.05) was higher in female students than in male ones, and percentage of those who had experienced oral health education (p<0.01) and who had regular oral examination (p<0.001) was highest in 11th graders. The percentage of those who used oral health products (p<0.01) and had pit and fissure sealing (p<0.01) was significantly higher among low-grade students, and the percentage of those who had scaling (p<0.01) was significantly higher among high-grade students. 2. Knowledge of oral health management was higher in female students (12.6) than in male ones (11.2) (p<0.001). Conclusions : A systematic oral health education program is necessary to help high school students improve recognition, prevention, and knowledge concerning oral health care, and continuous attention and efforts must be given to activate continuous oral health care implemented at the elementary level by inducing secondary school students to go on with it.