• Journal of Science Education
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• v.38 no.3
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• pp.612-624
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• 2014

The purpose of this study was to analyze successful intelligence and learning strategies for the scientific gifted and the general students in elementary school. For this purpose, we conducted a survey targeting 327(including 159 gifted students) 5th - 6th grader elementary students in Incheon Metropolitan City. We were utilized to evaluate the students' successful intelligence(Song, 2002) and learning strategies(Kim, 2005). The results of this study were as follows. First, successful intelligence and learning strategies of the scientific gifted students in elementary school were higher than the regular class students, it was a significant difference statistically(p < .001). Second, when compared according to grade level, the scientific gifted students class higher than the general class students, it was a significant difference statistically(p < .001). Third, when compared according to gender, the scientific gifted students were higher than the general class in both men and women, it was a significant difference statistically(p < .001)

• School Mathematics
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• v.15 no.2
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• pp.459-479
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• 2013

The Purpose of this study was to explore the methods of generalization and errors pattern generated by mathematically gifted students and non-gifted students in elementary school. In this research, 6 problems corresponding to the x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns were given to 156 students. Conclusions obtained through this study are as follows. First, both group were the best in symbolically generalizing ax pattern, whereas the number of students who generalized $a^x$ pattern symbolically was the least. Second, mathematically gifted students in elementary school were able to algebraically generalize more than 79% of in x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns. However, non-gifted students succeeded in algebraically generalizing more than 79% only in x+a, ax patterns. Third, students in both groups failed in finding commonness in phased numbers, so they solved problems arithmetically depending on to what extent it was increased when they failed in reaching generalization of formula. Fourth, as for the type of error that students make mistake, technical error was the highest with 10.9% among mathematically gifted students in elementary school, also technical error was the highest as 17.1% among non-gifted students. Fifth, as for the frequency of error against the types of all patterns, mathematically gifted students in elementary school marked 17.3% and non-gifted students were 31.2%, which means that a majority of mathematically gifted students in elementary school are able to do symbolic generalization to a certain degree, but many non-gifted students did not comprehend questions on patterns and failed in symbolic generalization.

• Nutrition Research and Practice
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• v.12 no.4
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• pp.342-347
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• 2018

BACKGROUND/OBJECTIVES: School meals are not just meals consumed at school, they are part of the culture, education, and life experience at school. Nevertheless, few studies have revealed the influence of school meals on students' school lives. The purpose of this study was to investigate the effect of satisfaction with the school meal program on students' school happiness. SUBJECTS/METHODS: A survey conducted in December 2015 asked 2,336 students (1,062 elementary school students, 880 middle school students, and 394 high school students) about their satisfaction with the school meal program and their school happiness. Multiple regression analyses were used to examine the relation between the students' school meal satisfaction and their happiness level. RESULTS: The average level of satisfaction with school meals of elementary school students was 4.1 out of 5 points, comparatively higher than that of middle and high school students, with a significant difference between school levels (P < 0.001). In addition, school happiness, as well as overall happiness, of elementary school students was higher than that of middle and high school students (P < 0.001). The school meal operation factor (0.232, P < 0.001) had the most influence on students' school happiness, followed by the school meal environment factor (0.219, P < 0.001) and school meal quality factor (0.136, P < 0.001). Overall satisfaction (0.097, P = 0.001) and school meal hygiene factor (0.095, P = 0.001) also had significant influences on students' school happiness. CONCLUSIONS: Students' satisfaction with the school meal program was related to their school happiness. Therefore, plans to enhance students' satisfaction with a school meal program needs to be implemented, with emphasis on placing a priority on school meal operation and school environment factors, in order to improve students' level of happiness.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.223-245
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• 2004

The purpose of this study was to investigate the differences in depression, irrational faith and the school adaptation of elementary school students by their sex and region, to provide basic materials to teach children with the likelihood to be depressed by analyzing the correlation of depression, irrational faith and school adaptation, and help them to have healthy emotion and behaviors. To achieve these goals, following agenda were set. First, what are the differences in the depression, the irrational faith and the school adaptation of elementary school students by their sex and region? Second, what is the relationship between the depression characteristics and the irrational faith of elementary school students? Third, what is the relationship between the irrational faith and the school adaptation of elementary school students? Fourth, what is the relationship between the depression characteristics and school adaptation of elementary school students? : To resolve these agenda, the subjects were selected from Grade 6 students from the elementary schools locatec in Suwon and Hwaseong. The jubjects were selected from the two schools in Suwon and three schools in Hwaseong which were randomly chosen. The subjects were 670 in total. 70 insincere answers were excluded from the analysis. Therefore the subjects used in the analysis were 600 in total(150 male and female students in city respectively and 150 male and female students in rural area respectively). The tools used for this study were Children's Depression Inventory (CDI), Irrational Faith Test (over-self-reliance, dichotomy, determinism, over-concern, evasive faith, over dependent faith), School Adaptation Test (Attitudes to teachers and school environments, hobbies and specialties, academic achievements, peer relationship). Materials were processed with the SPSS program for ANOVA and correlation analysis. All the statistical values were verified at .05 level. The followings are the results of the analysis of the collected data. First, in the analysis of depression, there was significant difference between male and female students (F=4.75, p<.05). Female students (X =56.93) showed a little higher value than male students (X =53.83). There was significant difference between regions (F=13.02, p<.001), too. Rural area students (X =57.93) showed higher value than city area students (X =52.82). When analyzing irrational faith, there was significant difference between male and female students (F=S.60, p<.05). Female students (X =81.32) showed a little higher value than male students (X =77.72). There was no significant difference according to regions. When analyzing the school adaptation, there was no significant difference according to either sex or region. Second, depression and irrational faith showed highly positive correlations in all areas. In particular, over concern and evasive faith showed the highest correlation with depression inclination (r=.68, p<.001). When looking into the results by sex and by region, female students (r=.70, p<.001) and the rural area students (r=.69, p<.001) showed higher correlation between depression and irrational faith than male students and city area students (r=.63, p<.001). Additionally, in all areas including by sex and by region, a positive correlation was shown. In all variables such as male students (r=.63, p<.001), female students (r=.72, p<.001), city area students (r=.66, p<.001), and rural area students (r=.69, p<.001), over concern and evasive faith showed the highest correlation with depression inclinations. Third, irrational faith (overall) and its sub factors such as over-self-reliance, dichotomy, determinism, over-concern and evasive faith had significant negative correlations with school adaptation (overall) and its sub factors in the scope of $r=-.27{\sim}-.52$. Determinism out of the sub factors of the irrational faith had the highest negative correlation with school adaptation (overall) and sub factors at the scope of $r=-.37{\sim}-.51$. However, over-self-reliance showed the negative correlation with school adaptation (overall) and its sub factors only partially. When looking into the results by gender, both genders showed significant negative correlation between irrational faith (overall) and its sub factors with school adaptation. Male students showed highly negative correlations with school adaptation (overall) and its sub factors in determinism ($r=-.35{\sim}-52$) and over-concern and evasive faith($r=-.31{\sim}-.51$), and fern ale students showed in over-self-reliance ($r=-.27{\sim}-.45$). However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. When looking into by region, both city and rural areas showed significant negative correlation between irrational faith (overall) and it sub factors, and school adaptation. Rural areas showed higher negative correlation in irrational faith (overall) ($r=-.39{\sim}-.53$) and over-self-reliance ($r=-.32{\sim}-.44$) and dichotomy ($r=-.28{\sim}-.39$) than city areas. However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. Fourth, depression and school adaptation showed the negative correlation in all areas. In particular, academic achievements and peer relationship showed the highest negative correlation with depression (r=-.53 p<.001). When looking into the results by sex and by region, female students (r=-.62, p<.001) and rural area students (r=-.61, p<.001) showed higher negative correlation with depression and school adaptation than female students (r=-.56, p<.001) and city area students (r=-.57, p<.001). Although there was negative correlation in all areas by sex and by region, male students (r=-.52, p<.001) and rural area students (r=-.56, p<.001) showed the highest negative correlation in peer relationship and female students (r=-.57, p<.001) and city area students (r=-.56, p<.001) showed the highest negative correlation in academic records. Based on the results of the study, it is proposed to provide elementary school students sho are likely to be depressed very easily with careful counselling and teaching based on the attention and love in school fields so that they can adapt themselves to home, school and society with positive and reasonable thinking.

• The Korean Journal of Health Service Management
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• v.7 no.1
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• pp.11-19
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• 2013

This study was conducted to prepare the fundamental data on establishing an improvement plan for oral health promotion program, and to assess the effects of prevention to dental caries by incremental oral health care program among students of elementary school. The number of total subjects were 239 students in the care group who were controled incremental oral health care program and 195 students in the control group who were not controled incremental oral health care program. The sealant index was significantly more higher in care group than control group, especially the higher the grade. The sealant rate was significantly higher in care group than control group for all of grade. The DT index was significantly lower in care group than control group for male and female, the caries incidence rate of permanent tooth by gender was lower in male than female. The FT rate was more higher in care group than control group. The dental caries could be prevented very effectively when having continuously treated the incremental oral health care program at school dental clinic among elementary-school students. The author consider that this study will be prepare the fundamental data and contribute to oral health promotion according to a change in oral health behavior among elementary-school students. Therefore, the author recommend to expand applying the incremental oral health care program among students of elementary school.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.185-200
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• 2011

The purpose of this study was to investigate if these factors affect the correlation between the female adolescent interest in appearance and appearance management behavior with self-concept and sexual maturity. To achieve this, a survey was conducted for the female students in elementary and middle school in the Seoul area. The results of this study were as follows. 1. The comparison of students' interest in appearance and appearance management behavior showed that the middle school students showed higher scores in both matters. 2. Elementary students generally held more positive self-concept, with domestic self value shown statistically high 3. Tanner Stage 2.3. the early puberty stage, for elementary school students, and Tanner Stage 3.4. the growth and development stage, for middle school students. The percentage of students who had already entered menstruating turned out to be only 33% for elementary students but 90% for middle school students. Their subjective views of sexual maturity were also different as elementary students had negative feeling when they thought their sexual maturity were maturity were earlier than their peers' while middle school students were just the opposite. 4. The study on the impact of self-concept and sexual maturity on the interest in appearance of female students in elementary and middle school showed that elementary students had a higher interest in appearance that corresponded to the lower domestic self-concept and a higher social self-concept. On the other hand, middle school students showed higher interest in appearance, corresponding to their higher social self-concept, lower domestic self-concept, more negative feeling of sexual maturity, and higher feeling of physical self-concept. The study on the impact of interest in appearance, self-concept, and sexual maturity on the appearance management behavior of elementary and middle school female students revealed that elementary students with a higher interest in appearance were more enthusiastic about appearance management. Middle school students' appearance management behavior turned out to be higher, corresponding to their higher interest in appearance, lower domestic self-concept, and higher social self-concept.

• Child Health Nursing Research
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• v.15 no.2
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• pp.145-154
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• 2009

Purpose: The purpose of this study was to develop a guide book on safety education for teachers to use in education classes for elementary school students. Methods: Dick & Carey's teaching model and Keller's ARCS theory were used in the development of this guide book. Results: This guide book was developed for lower grade (1st$\sim$3rd) and higher grade (4th$\sim$6th) elementary school students. The content consisted of subjects, worksheets, content for teachers, statistical data, case studies, and a safety letter to the parents. The 10 subjects were as follows: "Importance of injury prevention", "Safety at home", "Accident prevention at school", "Violence prevention", "Vehicles safety", "Water safety", "Prevention of Fires & Burns", "Safety of Toys & home supplies", "Safety in Sports & Recreation activity", "Prevention of injury caused by animals". Statistical data was presented by graphs and case studies were presented of cases of real occurrences of accidents. Worksheets contain various activities for students. Safety letters were composed for each student's parents. Conclusion: This guide book presents effective material for safety education classes in elementary school and the authors hope it will be widely used in elementary schools.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.1-10
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• 2015

This study investigates the effectiveness of computer programming with KODU on problem-solving abilities of elementary school students. Diverse tools were developed for novice programmers to become more easy and comfort in learning a computer programming. Among them, KODU has focused on facilitating the programming of various multimedia applications to create games, animations and music videos etc. It is expected that KODU will help elementary school students to improve their problem-solving abilities through creating their own games, animation, and music etc. In this paper, we developed the educational program using KODU for teaching the elementary school students. The developed programming course was offered at the 5th grade students of a elementary school in Seoul and a total of 27 elementary school students were participated in our programming courses. Most of the students stated that the course was interesting, and their problem-solving ablilities were improved after the course from March 2014 through May 2014.

• Research in Community and Public Health Nursing
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• v.32 no.2
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• pp.162-174
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• 2021

Purpose: The purpose of this qualitative study is to explore the changed parenting experiences of mothers of elementary school kids living in the aftermath of the COVID-19 outbreak in Korea. Methods: From July to August in 2020, 10 mothers parenting elementary school students under the COVID-19 were interviewed in depth. For data analysis, a phenomenological research methodology suggested by Colaizzi was used. Results: According to the analysis, the experiences of mothers consisted of four categories: the 'pain from the uncontrollable COVID-19', 'the problem of family relations due to the COVID-19 pandemic situation', 'standing firm against the drastic changes', and 'accepting the world changed by the COVID-19'. Conclusion: The findings in this study vividly represent the parenting experiences of mothers of elementary school students after the outbreak of COVID-19. As the pandemic persists, mothers parenting elementary school students feel complex emotions and experience exhaustion, but in the process, they found family members growing positively and trying to adjust to each other to overcome the crisis. To support positive adaptation to catastrophic situations, an institutional and political foundation is needed to develop a systematic crisis management program customized for mothers and families of elementary school students. The results of this study can be used as basic data when establishing national policies and support systems so that mothers parenting elementary school students can better adapt to and overcome crisis situations.