• Journal of Korean Academy of Nursing
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• v.44 no.1
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• pp.31-40
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• 2014

Purpose: The purpose of this study was to investigate the effects of a sexuality education coaching program given to elementary school students in terms of sex-related knowledge and attitude. Methods: The participants were elementary school students in S city (Experimental group=21, Control group=23). Data were collected and the program was conducted from Feb. 15 to Apr. 15, 2013. The experimental group of 21 elementary school students in the fifth and sixth grades who received the sexuality education coaching program, 10 sessions in the three weeks. The control group of 23 elementary school students in the fifth and sixth grades from another school received, 2 sessions in the three weeks on sexuality education including physiology and sexual abuse prevention. Data were analyzed using ${\chi}^2$-test, independent t-test, repeated measures ANOVA, and utilized the SPSS program. Results: The experimental group showed significantly better sex-related knowledge and sex-related attitudes than the control group. Conclusion: Therefore, individualized approach with emphasis on the differences of their level of understanding and strengths should be considered in providing sexuality education coaching programs for elementary school students.

• Journal of Fashion Business
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• v.23 no.6
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• pp.64-75
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• 2019

This study analyzed the clothing color preferences of elementary students and the colors of clothes actually worn at school in terms of hue and tone. The sample consisted of 385 students enrolled at a public elementary school in Seoul. In this study, 120 color cards were used to guide the hue and tone. Descriptive statistics and chi-square analysis were used to analyze the data. The results were as follows. First, the most preferred clothing colors were achromatic, purple blue, red, and blue, while the most preferred tones were vivid, and pale. Second, the largest percentage of top colors worn at school were achromatic and vivid tones, while the largest percentage of bottom colors at school were achromatic and dark tones. Third, elementary boys preferred vivid and strong tones, while girls preferred pale and vivid tones. Fourth, students at higher grades preferred deeper and darker tones compared with students in lower grades.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.199-207
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• 2004

Elementary science curriculum is designed to be closely-related magnetism with electricity in a physics domain and this paper explored whether elementary school students have recognized of relationships between them and whether there are any trends in the degree of recognition by grades. The elementary students of 3rd to 6th grade (total 154 persons) in a school in a local city participated in the experiment. Two forms of questionnaire were administrated to each grades. In the first questionnaire about magnetism, students were asked to rank the physics terms as the degree of proximity into magnetism and to write briefly the reason. In the second questionnaire about electricity, students were asked to do the same routine. The closer to the central term in the diagram, the lower score were given and the terms were classified as closely related to magnetism, electricity and the rest. Calculated the response frequency and averaged by the ranked terms, it was examined that the scores of proximity in how students closely rated conception to magnetism and electricity. The result said that the upper grades students showed the degree of proximity with magnetism and electricity as closely. Therefore, the sequence of comprehension of magnetism and electricity concept, which was found in the elementary school curriculum, seems to be found in the elementary students＇ recognitions by grades.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.69-82
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• 2016

In this study, Art area -based STEAM education programs that take advantage of the Scratch was to analyze the effect of the development of elementary school students' creativity. The winter break of ${\bigcirc}{\bigcirc}$ university education donation application students 3, 4, 5th grader was verified two research hypothesis to the target. First, Art area -based STEAM education programs will be effective on the development of elementary school students' creativity. Second, Art area -based STEAM education programs will be more effective on the development of the elementary school girls' creativity than the elementary school boys' creativity. Art area -based STEAM education programs is to show a significant difference on the development of elementary school students' creativity, mean change of elementary school girls were remarkable than boys.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• Child Health Nursing Research
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• v.30 no.1
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• pp.45-53
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• 2024

Purpose: This study develops a chatbot for school violence prevention (C-SVP) among elementary school students. Methods: Among the analysis, design, development, implementation, and evaluation (ADDIE) models, ADD phases were applied to develop a C-SVP. Students' learning needs were identified by constructing content with a design that attracted their attention. Subsequently, a formative evaluation was conducted on the developed C-SVP to test its applicability by ten elementary school students targeting the 5th and 6th grades. Results: The chatbot was designed using KakaoTalk and named "School Guardian Angel." The formative evaluation revealed that the developed C-SVP was easily accessible and useful for elementary school students. Conclusion: The developed C-SVP is expected to be effective in preventing violence among elementary school students. However, further research involving children of various age groups is required.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.79-93
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• 2008

The purpose of this study was to develop an instrument for measuring elementary school students' environmental literacy. The process of instrument development was four phases. The first two phases involved defining the domain of the construct, writing an initial pool of 55 items, and reviewing the items for revision and deletion. These steps were taken to provide the evidence of content-related validity, and to reduce a number of items. The third phase was, through item analysis, to determine the most appropriate items for the environmental literacy for the elementary school students. For the forth phases, the fifth and sixth students in elementary school participated in this survey. To examine the reliability and validity of environmental literacy for the elementary school students, internal consistency estimate, and factor analysis were used. The results of this study were summarized as follows; Firstly, thorough factor analysis, we developed Environmental Literacy Instrument for the elementary school students, consisted of total 41 items (knowledge 8 items, emotion 11 items, skill 10 items, and behavior 13 items); Secondly, Cronbach's alpha was .783 for knowledge, .832 for emotion, .866 for skill and 8.61 for behavior.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.1
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• pp.33-46
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• 2008

Objectives: The aim of this study was to investigate the correlation between the obesity rate in elementary school students in Daejeon and the relevant factors such as social-demographical factors, genetic factors, birth factors, diet factors and intelligence factors. Methods: For the research, 443 fourth grade students, 405 fifth grade students and 417 sixth grade students from six elementary schools in Daejeon Metropolitan City Participated in this study and classified into three groups: normal-weight group, mild obesity group, and moderate or severe obesity group. Results: The total obesity rate of the elementary school students in the school district of Daejeon Metropolitan City was 14.2%; the rate of mild obesity was 7.2%; the rate of moderate obesity was 5.5%; and the rate of severe obesity was 1.5%. The obesity rate of surveyed boys was 16.9%, and the obesity rate of girls was 11.1%. The significant factors for girls' obesity were fathers' EMI, mothers' EMI, living standards, constant demand of foods, preference for greasy foods, frequency of eating snacks, and daily walking hours. It was found that students' subjective mind and objective health index were related to obesity. In the case of obese students, they had more concern about their health and more stress from the dissatisfaction of their physical appearance than normal students. Conclusions: From the above evidences, it is apparent that the obesity of elementary school students has strong relations with eating habits rather than physical activities. It is to be hoped that obesity prevention programs such as effective meal guidance. parental guidance for watching TV, and intense physical activities will be included in the curriculums of health education for elementary school students.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.12-23
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• 2007

The purpose of this study was to research the effects of students' evaluation results on teachers' teaching activities. The subjects were 431 elementary school students of 4th, 5th and 6th grade, and 14 teachers of 7 schools located in Seoul, Cheongju, and Daejeon city. The experimental design included pre and post-tests with the control group. Our results found that most of the students had positive thoughts towards science classes. In particular, activities where the teachers provided support in the conduct of experiments and the learning atmosphere generally were evaluated higher than other activities. However, unrestricted experiments were evaluated lower by the students. The feedback from the students' evaluation results of their teachers affected the teachers' teaching activities statistically. The teachers' support during experiments, unrestricted activity during experiments, and evaluation activities were changed positively following the students' feedback. However, the loaming atmosphere and unrestricted activity during experiments were observed to change negatively when the teachers were not given the students' feedback.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.145-156
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• 1999

The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.