• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.15-28
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• 1990

The Sequence of the Curriculum and the Contents of Textbooks on Family Life Field of Home Economics Subject in Primary, Middle and High School. The purpose of this study is to investigate the sequence of curriculum and the contents of textbooks in primary, middle and high school. The problems of this study are as follows. 1. Are the educational contents of Family Life field in primary, middle an high school specified in the contents of textbooks\ulcorner 2. What are the sequence of curriculum and the Contents of textbooks on Family Life Field of Home Economics subject in primary, middle and high school\ulcorner The study results given by the research on the educational contents of Family Life field and the sequence of the contents of textbooks of Home Economics subject in primary, middle and high school can be summarized as follows. 1. Are the educational contents on Family Life field in the primary, middle and high school specified in the contents of the textbooks\ulcorner The results are as follows 1〉Considering the sequence of educational contents on Family Life field in primary school, we can find out that the subject aims have relevance to those of the forth and fifth grade in primary school, and those of the forth grade in primary school are specified in the contents of curriculum of the forth grade and the contents of curriculum of the forth grade are specified in the textbooks for the forth grade in primary school. The subject aims of the fifth grade are specified in the contents of curriculum of the fifth grade and the contents of curriculum of the fifth grade are specified in the textbooks for the fifth grade. 2〉Considering the sequence of educational contents on Family Life field in middle school, we can find out that the subject aims have relevance to those of the first and second grade in middle school, and those of the first grade in middle school are specified in the contents of curriculum of the first grade and the contents of curriculum of the first grade are specified in the textbooks for the first grade in middle school. The subject aims of the second grade are specified in the contents of curriculum of the second grade and the contents of curriculum of the second grade are specified in the textbooks for the second grade.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.35-48
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• 2023

The study aimed to provide a proposed conception of technical solutions to address the educational loss in mathematics in the fifth grade of primary school, and the study adopted the descriptive approach. male and female teachers, and to achieve the study objective, the researcher built a tool for the study, a "questionnaire", in which he used the comprehensive inventory method, and the results of the study showed: identifying the learning outcomes that represent an educational loss, and identifying the learning outcomes that are considered essential in teaching and learning mathematics for the fifth grade of primary school. In the event that it is not achieved by students, it is considered an educational loss that may affect the future of students' education and learning. Because it is a basis for later experiences in mathematics in other classes, and the study also found the effectiveness of the proposed visualization of technical solutions provided to address the educational loss in mathematics for the fifth grade: (short electronic tests, YouTube channel, homework, educational platform, electronic worksheets, and communication channels).

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.61-68
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• 2004

The purpose of this study is to develope and analyze the assessment items which can be used in evaluation of the fraction computation ability for fifth grade students. The item development team consists of three elementary school teachers and three mathematics education expert. The developed items was analyzed item analysis after applying to 135 fifth grade students. As a results of item analysis, it shows meaningful over the level of a standard basis: reliability: 0.80; validity: item 1(1.05), item 2(1.10), item 3(.85), item 4(.90), item 5(1.08); item difficulty: item 1(-.22), item 2(-.41), item 3(.23), item 4(.40), item 5(-.01); item discrimination: item 1(.73), item 2(.73), item 3(.67), item 4(.51), item 5(.56). This means that the test tool could be useful in the evaluation of the fraction computation ability.

• Child Health Nursing Research
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• v.7 no.1
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• pp.5-20
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• 2001

The purpose of this study was to analyze and identify the higher-grade primary school children's needs for sexual education. We got the data with open question from 481 children from March to July 1999. We analyzed them according to the framework suggested by the Sex Information and Education Council of USA. The framework involves the six domains such as human development, relationship, personal skills, sexual behavior, sexual health, and society & culture. In the analysis of need for sexual education according to domain, need for human development was highest (79.2 ％), after that followed society & culture (8.3 ％), sexual health (5.8％), sexual behavior (3.6％), and relationships (3.1％). There was no need for personal skills. By topics, there were needs for puberty (38.0％), reproduction (32.5％), gender roles (6.0％), body image (4.9％), sexual abuse (2.4％) and reproductive health (2.4％). Girls and boys all mostly wanted to know human development 41.0 ％ and 38.2 ％ each. Society & culture (3.4 ％), sexual behaviour (2.7％), sexual health (2.6％), relationship (2.4％) were domains selected by boys. Girls wanted to know society & culture (4.9％) and 'sexual health (3.2％). Comparing by grade, fourth, fifth and sixth grade children are commonly interested in development, society & culture. Fourth grade children scarcely show attention on the relationship, sexual behaviour and sexual health; meanwhile sixth grade children would like to know sexual behaviour and sexual health. When their grade became higher, they would like to know more precise, concrete and deep information. We suggest that the textbook/guidebook for sexual health for the higher-grade primary school children should be developed considering the sex and grade.

• Journal of the Korean Dietetic Association
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• v.2 no.1
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• pp.69-80
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• 1996

This study was performed to investigate the food preference trends of the children according to age increase and change of the times. The subjects were 1,450 children who are fifth grade of primary school and 2,000 juveniles who are senior high school in 1993. This survey data were compared with the Food preference study of the primary school aged children in 1987.' The results of this study can be summarized as follows 1. State of the general taste The subject had a high preferences to bulgogi(roast beef), panbroiled cuttlefish, steamed egg, fried sausage and donuts among the all sorts of 165 principal and subsidiary foods. But, fried beef liver, pancake, sweet potato with syrup, spinach soup and boiled rice with red bean didn't suit for their taste. Compared with survey data done in 1987, in present study significantly increased preferences to steamed food, pan frying and parboiled vegetables were shown. Particularly, food preference was changed with the cooking methods rather than materials. 2. Differences of the preference according to change of the times In present study, except the rice cakes preferences to all sorts of foods were improved and markedly increased preferences to steamed food, parboiled vegetables and mixed with seasonings were observed. Compared with 87's study deviation of the preference to cooking materials was decreased considerably. Preferences to salty tasted foods as like as stew and salted food were low no better than before. 3. Changes of preference according to age increase Among the principal foods, increased preferences to boiled rice and cereals were shown but to one-dish meal, bread and rice cake were decreased. Among the subsidiary foods, significantly decreased preference to frying was observed. Irrespectively of the cooking methods, preferences to fish and vegetables were improved. And in the frying and panbroiled foods, deviation of preferences to cooking materials were considerable, which means the fixation of food behavior.

• Nutrition Research and Practice
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• v.14 no.5
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• pp.532-539
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• 2020

BACKGROUND/OBJECTIVES: The aim of this study was to assess the effect of nutrition education received by fourth- and fifth-grade teachers in state schools in Famagusta, Northern Cyprus, on their students. SUBJECTS/METHODS: The aim of this study is to assess the effect of nutrition education received by fourth- and fifth-grade teachers (n = 27) in state schools in Famagusta on their students. Participants (n = 718) were selected through a regional pilot scheme. The teachers were instructed on nutrition by the researcher and provided with a researcher-prepared nutrition education book "I Am Learning about Healthy Nutrition". Before receiving their nutrition education, the teachers were pretested to assess their baseline nutrition knowledge. Following receipt of their nutrition education, a posttest, which included the same questions as those in the pretest, was administered to the teachers to assess the effectiveness of the training session. Similarly, students were asked pretest researcher-prepared questions to evaluate their baseline nutrition knowledge level. The teachers were then given a period of three to four weeks to instruct the students in nutrition education. Following this instructional period, a posttest that included the same questions as those in the pretest was administered to the students. RESULTS: The results showed that there were significant differences between the pre- and posttest scores of both teachers and students; in both groups, the nutrition knowledge level increased (P < 0.05). CONCLUSIONS: These results show that the provision of nutrition education training to teachers positively affected the nutrition knowledge level of both teachers and students.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.5131-5139
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• 2014

The subjects of this study were 415 children in the first to third grade selected from 4 primary schools. Among them, 212 children belong to the experimental group, and 203 children were in the control group. The program was provided respectively to first, third and fifth grade children for 2, 4 and 6 teaching-hours from 2013.1.1 to 2013.12.19. To measure the effects of the program, the knowledge and attitudes on/toward smoking, self-concept were used as the research tools. Before and after program-implementation, there were significant differences in knowledge of smoking, but no differences in attitudes and self-concept. A smoking prevention program for primary school children should be applied step-by-step in conjunction with the regular education curriculum. In addition, the program should aim for long-term effects rather than short-term effects.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.257-275
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• 2023

In this study, we designed and implemented a instruction emphasizing mathematical argument for fifth-grade students and analyzed the teaching practices. Through a literature review related to instruction emphasizing mathematical argument, we organized a teaching model of five phases that explain why the general claim that the sum of consecutive odd numbers equals a square number is true: 1) noticing patterns, 2) articulating conjectures, 3) representing through visual model, 4) arguing based on representation, 5) comparing and contrasting. Then, we analyzed the argumentation stream by phases to observe how the instruction emphasizing mathematical argument is implemented in the elementary classroom. Based on the results of this study, we discuss the implications of teaching a mathematical argument in elementary school.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.214-225
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• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.