• Journal of Yeungnam Medical Science
• /
• v.14 no.2
• /
• pp.415-429
• /
• 1997

The purpose of this study was to examine the reliability and validity of attention deficit disorder evaluation scale-school version(ADDES-SV). Between October 1996 and November 1996, ADDES-SV was administered to 263 elementary school students in the second grade and between Jun 1996 and October 1996, 28 attention deficit hyperactivity disorder patients. In the reliability test, the test-retest reliability coefficient was significantly high and that of inattention was 0.88, that of impulsivity was 0.80, that of hyperactivity was 0.83 and total score was 0.83. In the reliability test by internal consistancy, the Cronbach $\alpha$ coefficient was significantly high and that of inattention was 0.98, that of impulsivity was 0.87, that of hyperactivity was 0.87(p<0.05). The half-sprit reliability coefficient by first-second half method showed high correlation and that of inattention was part 1: 0.96, part 2: 0.96 impulsivity was part 1: 0.95, part 2: 0.93, hyperactivity was part 1: 0.92, part 2: 0.94(p<0.05). Inter-rater reliability by pearson correlation coefficient was significantly high and that of inattention was 0.92, that of impulsivity was 0.87, that of hyperactivity was 0.89 and total score was 0.89. The concurrent validity between ADDES-SV and CAP scale was 0.85 in attention deficit hyperactivity disorder patient group and 0.79 in normal control group(p<0.05). In discriminant validity test between attention deficit hyperactivity disorder patient group and normal control group, the patient group showed higher score(p<0.05). The total discriminant capacity of the patient group in ADDES-SV was 94.6%. In this point of view, ADDES-SV scale showed high reliability and validity in applying to Korean subjects and was proved to be the useful screening test tool for attention deficit hyperactivity disorder research.

• Journal of the Korean earth science society
• /
• v.25 no.5
• /
• pp.336-347
• /
• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Archives of design research
• /
• v.16 no.4
• /
• pp.385-394
• /
• 2003

An investigation by KRNIC (Korea Network Information Center) on the real state of usage of internet has shown that 96.9％ of children investigated had experiences of using internet. Especially the firstly ranked item that had been answered by children as a necessity of internet was 'Studying to solve tasks' rated by 83.9％. As seen from the research result, the need as a homework sonics is actually so dominant that it cannot be ignored when considering the profitability at the area of education contents, but any profound research has not been accomplished yet. Internet has been positioned as a more effective and fruitful learning tool, and also all activities done by users for exploring informations and choosing learning items under the on-line circumstances are based on the successive mutual reactions between users and computers. Up to now much of the web based learning circumstances has been introducing the User Interface using metaphor, and the same is found dominantly from the sites for children. But in spite of the availability of metaphor mentioned above the current status is much lack of profound researches about metaphor interface; and what is more, in the case of the site for elementary school students the gap of the ability recognizing metaphor is very large between lower classes and higher classes according to the degree of mental growth but that is used to be simply ignored, then a common concept is adapted to interface for all grades of classes and moreover for infant and kindergarten without any objections. Based on foregoing problems this research has put the main focus on the groping and presenting desirable directions on the prospect design of interface for children-oriented sites by analyzing the status of practical usage of metaphor interface in the field of the sites for children-oriented learning sites with concentration upon homework supporting domains.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.499-510
• /
• 2014

The purpose of this research is to understand interactive learning during docent-led tours in a science museum focusing on scaffolding. We developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding included three dimensions: purpose, interaction, and domain. The purpose dimension, divided into six categories, is related to the intention of the scaffolder and what the scaffolding are for: strategic, social, procedural, conceptual, verbal, and metacognitive. The interaction dimension reflects students' interaction with the scaffolder in two ways: dynamic (situation specific) and static (planned in advance). The domain dimension is related to two contents: domain-general and domain-specific (such as science). The scaffolding framework was applied to dynamic interactions between docents and visitors. The data was collected from elementary school students' family visits with the guidance of two docents at the Seodaemun Museum of Natural History. The data collected consisted of surveys, interviews, video-recordings, and transcripts. The analysis shows that five guiding contexts and scaffolding phases were recognized; 1) strategic scaffolding in a poorly illustrated exhibit; 2) conceptual scaffolding in a thoroughly explanative exhibit; 3) verbal scaffolding in misleading interpretation; 4) procedural scaffolding in a manipulative exhibit; and 5) metacognitive scaffolding with inaccurate content. In addition, the results show that the docents used the dynamic and static scaffolding synthetically so that the docent-led tour was effective. In conclusion, this study presents the usefulness of understanding visitors' science learning through the scaffolding framework, as well as the how docents can scaffold actively.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.42 no.12
• /
• pp.2049-2067
• /
• 2013

The purpose of this study is to present a more effective nutrition education activation plan. As a result of investigating the dietary education operating situation, 58.9% underwent direct education, and 89.5% underwent food life education through traditional food culture succeeding business operation. The results from investigating the recognition regarding dietary education are as follows. The activation level by education types was as low as 2.24 points, the necessity was as high as 4.54 points, the difficult point in performing food life education was 'overwork' with 4.43 points, and the teaching activity ability level was 'can effectively prepare a teaching guidance plan' at 2.96 points. As a result of investigating the nutrition consultation operating situations, 62.8% underwent it and all of the students as well as some parents and teachers performed it. The consumed time per consultation for effective nutrition consultation was 10~20 minutes, the required education equipment and data were 'consultation program' with 40.3%, and the important content during consultation was 'contents related to eating habits' with 70.5%, which was recognized as the most important.

• Journal of Nutrition and Health
• /
• v.48 no.2
• /
• pp.180-191
• /
• 2015

Purpose: There is a lack of data on the energy cost of children's everyday activities, adult values are often used as surrogates. In addition, the influence of body weight on the energy cost of activity when expressed as metabolic equivalents (METs) has not been vigorously explored. Methods: In this study 20 elementary school students 9~12 years of age completed 18 various physical activities while energy expenditure was measured continuously using a portable telemetry gas exchange system ($K_4b^2$, Cosmed, Rome, Italy). Results: The average age was 10.4 years and the average height and weight was 145.1 cm and 43.6 kg, respectively. Oxygen consumption ($VO_2$), energy expenditure and METs at the time of resting of the subjects were 5.41 mL/kg/min, 1.44 kcal/kg/h, and 1.5 METs, respectively. METs values by 18 physical activities were as follows: Homework and reading books (1.6 METs), playing game with a mobile phone or video while sitting (1.6 METs), watching TV while sitting on a comfortable chair (1.7 METs), playing video game or mobile phone game while standing (1.9 METs), sweeping a room with a broom (2.7 METs) and playing a board game (2.8 METs) belong to light intensity physical activities. By contrary, speedy walking and running were 6.6 and 6.7 METs, respectively, which belong to high intensity physical activities over 6.0 METs. When the effect of body weight on physical activity energy expenditure was determined, $R^2$ values increased with 0.116 (playing a game at sitting), 0.176 (climbing up and down stairs), 0.246 (slow walking), and 0.455 (running), which showed that higher activity intensity increased explanation power of body weight on METs value. Conclusion: This study is important for direct evaluation of energy expenditure by physical activities of children, and it could be used directly for revising and complementing the existing activity classification table to fit for children.

• Journal of the East Asian Society of Dietary Life
• /
• v.25 no.2
• /
• pp.352-362
• /
• 2015

The purpose of this study was to examine portion sizes and nutritional quality of foods served to children at Community Child Centers (CCCs), July 2014, in Korea. A survey was administered to foodservice employees working at CCCs. Thirty-nine participants completed the self-administered questionnaire regarding CCCs foodservice practices. In the weight test, fifteen volunteers of demonstrated typical portion sizes for $5^{th}$ grade elementary school students. Nutrition knowledge scores were significantly different between foodservice employees with experience taking a foodservice class for one year (6.04 out of 10.0 points) and those without experience (4.58 points). Foodservice employees with experience taking a foodservice class scored significantly higher in performing meal serving practices, e.g., wearing a sanitary cap and apron when serving food, than those without experience. The amount of foods served for children did not meet standard serving sizes; portion sizes of rice, soup, main dish, side dish and kimchi served by foodservice employees were 87.3%, 63.2%, 56.5%, 37.1% and 81.3% of standard serving sizes, respectively. When energy and nutrient intakes from portion sizes were calculated, energy, vitamin A, thiamin, riboflavin and calcium intakes did not meet standards for nutrition control of school meals. However, protein, vitamin C and iron intakes met more than 100.0% of standards. These findings suggest that foodservice employees with experience taking a foodservice class apply their knowledge to foodservice practices. Although portion sizes can influence energy and nutrient intakes in children, the actual portion sizes served by CCCs foodservice employees were inadequate and did not meet standards for serving size and nutrition. Thus, all CCCs foodservice employees need to receive foodservice education and be provided guidelines regarding portion sizes for children.

• Culinary science and hospitality research
• /
• v.17 no.3
• /
• pp.204-220
• /
• 2011

of the recipes and 'stir frying' in 76.8% of the recipes. Other cooking methods were used as follows; 'blanching'(24.2%), 'roasting'(22.6%), 'pan frying'(21.0%), 'deep fat frying'(18.7%), etc. The use of 'Boiling' increased significantly(p=0.044) from 4.5% in 2008 to 10.0% in 2010 while the use of 'deep fat frying' decreased significantly(p=0.027) from 21.8% to 10.9%. The frequency of using cooking tools was as follows; knives and cutting boards(100.0%), dishes(92.9%), frypans(91.3%), chopsticks(40.3%), spoons(38.7%), etc. The foods used in cooking were as follows; rice(100.0%), carrots(67.1%), onions(61.9%), eggs(41.6%), paprika(27.7%), kimchi(25.2%), pizza-cheese(22.9%), etc. Natural and processed foods were used in cooking as the ratio of 80:20 approximately. Of the 5 food groups, 'meat fish egg bean' decreased from $24.44{\pm}13.27%$ in 2008 to $20.84{\pm}10.59%$ in 2010, but 'vegetables' increased from $44.38{\pm}15.65%$ to $50.64{\pm}14.07%$ significantly(p<0.05). In conclusion, 5th and 6th graders had an ability to select various foods for their health when cooking even if they have some foods they don't like while they lacked cooking skills such as using various cutting methods and proper cooking tools.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.8 no.1
• /
• pp.3-21
• /
• 1997

We examined the developmental characteristics of dream, daydream, and hope of elementary school students in their 1st, 3rd, and 5th grades, and studied the correlation between three variables. We summarized the results of this study as follows. 1) The contents of dream developed with the cognitive development and socialization process. In detail, appearance of animals, family members, and known persons gradually decreased, and appearance of self, same-sex peers, and strangers gradually increased. These results are comparable with the previous studies of dream. 2) Daydream, hope, and current state also developed with age. In detail, frequency of daydream increased, and the contents of daydream and hope changed toward more self-centered and more realistic. The changes of current state are thought to reflect the specific situation of Korea. 3) There are some correlation among dream, daydream, and hope. Especially happy mood and fearful mood had positive correlation with the relevant contents of dream, daydream, and hope. Also the contents of dream showed positive correlation with the same contents of daydream. This study is the first trial which investigate the developmental characteristics of dream, daydream, and hope of normal children in Korea. We verified that dream and daydream are on the continuous line of ‘reality-imitation-play-daydream-dream’ Finally, considering the facts that dream developed with age；responded to meaningful emotional experiences；and had the correlation with daydream, hope, and current state, the results of this study support the psychological meaning of dream.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.8 no.2
• /
• pp.163-174
• /
• 1997

This study was to know the influence of familial environment and moral development on conduct disorder. Subjects were composed of 47 male and female patients with conduct disorder(patients group), 113 general male and female students(normal group), and 173 juvenile prisoners(JP group). The Korean Form of the Family Environment Scale(FES) was used to assess the family environment of the subjects and the Korean Defining Issues Test(DIT) was used to assess the moral development. Conduct disorder was diagnosed with the DSM-III-R criteria for conduct disorder. The influence of familial environment and moral development on conduct disorder was analyzed with ANOVA and the differences among groups were verified with Scheffe test. There was no difference in the socioeconomic status and the physical abuse by the parents among the three groups. But the rates of divorce or separation of the parents were significantly highest in the JP group and higher in the patients group than in the normal group. Especially the subjects of the JP group experienced the divorce or separation of their parents during the preschool or the elementary school periods. In regard to the family environment, there was no difference among the three groups in the Subscales of Expressiveness, Independence, Intellectual-cultural orientation, Moral-religious emphasis, Organization, and Control. ‘Cohesion Subscale’ was significantly higher in the normal group than in the JP group. ‘Conflict Subscale’ was significantly higher in the JP and patients groups than in the normal group. ‘Achievement orientation Subscale’ was significantly lower in the JP group than in the patients and normal groups. ‘Activerecreational orientation’ was significantly lower in the normal group than in the JP and patients groups. In gegard to the moral developmental stage, the lower moral developmental step was higher in the JP and patients groups than in the normal group. The higher steps were significantly higher in the normal group than in the JP group. There was no significant correlation between the degree of ‘Moral-religious emphasis Subscale’ and the moral development. The clinical implication and limitation of present study were listed and discussed.