• Journal of the Korean Society of School Health
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• v.24 no.1
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• pp.50-60
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• 2011

Purpose: This paper compares practical first aid training and theoretical first aid training in elementary schools. Methods: Research subjects were randomly selected and sorted into experimental and control groups. The former is one class (28 students) of the fifth grade students, and the latter is another class (30 students). In order to verify the effect of first aid training, we conducted theoretical as well as practical first-aid instruction about foreign body airway obstruction to the experimental group, but conducted only theoretical instruction with the control group. Data were analyzed by the ${\chi}^2$-test and t-test, one-way using the SPSS / win 12.0 program. The results were as follows (p=.05). Results: The first hypothesis was that the knowledge of an experimental group would be better than that of a control group. The analysis showed a significant difference (p=.000) between the two groups, supporting this hypothesis. The second hypothesis was that the experimental group would be more accurate than the control group. There was no because of (p=.000) between the two groups on this measure. The third hypothesis, that the two groups would vary over time on the measure of accuracy, was supported by the following observations: the experimental results were accumulated before, two days after and two weeks after the training (experimental group, p=.000, and control group, p=.000). This supports the third hypothesis that the technical performance accuracy levels of complete respiratory obstruction first aid vary over time. Conclusion: First aid training has to include practical education as well as theoretical education in the future, as part of a school's health education for elementary students. Health education classrooms should be prepared to teach first-aid theory and be supplied with equipment for practical exercises. Schools, communities, and private organizations need to carry out the practical education component periodically.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.31-41
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• 2008

The purpose of this research is to investigate the preconceptions of the Earth for 3rd grade students in elementary school. For this study, We interviewed with 30 students and children responded the questions with drawing the pictures. Through the study, We could find as followings. First, they thought that the shape of Earth is sphere only except one who had double conceptions of sphere and flat. Second, the color of the earth seems to be blue because of sea, but mostly answered, it seems to be green more than brown because of continent. Third, the conceptions of the gravity showed us 43% which is the kinds of scientific conceptions for the Earth.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.182-191
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• 2004

In this research a questionary survey was implemented to investigate how elementary school students in $3^{rd}-6^{th}$ grade understood articles or terminology using electromagnetic wave technology in contemporary culture. Also, part of students who had participated in questionnaire survey was interviewed 2 times for each 20 minute personally to investigate students＇ perceptions about some household articles in their every day life using electromagnetic wave technology. As a result, first, elementary school students had pretty higher perceptions of the artificial satellite provided in their curriculum and the technology of electromagnetic wave released from cartoons, computer games or advertisements. Second, because they were concerned about appearances of household articles, they perceived some household articles in their every day life with conceptions of electricity or visual mechanism.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of Science Education
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• v.39 no.2
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• pp.221-238
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• 2015

The purpose of this study was to analyze the introduced contents and the nature of science on the history of science in elementary school science textbooks according to the 2009 revised curriculum. For this purpose, first of all, the frequency of contents of history of science in 8 kinds of science textbooks in elementary school is analyzed by grade cluster and content part. Analysis framework for analyzing the introduced contents on the history of science was characterized with three-dimensional combination of the context, the role and the types(Park, Lee, & Lee, 2011). Analysis framework for the nature of science on the history of science was developed by Leite(2002) and revised by Choi (2005) and Kim(2010) and complemented under one expert in science education. The results of this study are as follows: First, the frequency of contents of history of science in textbook is 26 and it were not equally distributed into science textbooks in elementary school as a result of the analysis by grade cluster and content part. Second, with three-dimensional combination framework only 13 kinds were used in all 48 different types through analyzing the textbooks. It implies that ways of introducing contents of history of science into textbooks were limited to certain types. Third, the nature elements of science were not equally distributed on the history of science in elementary school science textbooks. In conclusion, in order to understand the nature of science through the history of science and to foster scientific literacy ultimately, it implicates that it is need to present various kinds of the history of science for one theme in consideration about the grade cluster and content part. Also more multilateral approach is need to introduce equally distributed into textbooks to reflect the elements of the nature of science.

• Journal of the East Asian Society of Dietary Life
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• v.16 no.1
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• pp.13-22
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• 2006

To analyze the dietary behavior and food preference of Korean youth, we surveyed 140 elementary school 6th grade students and 154 high school first grade students in Youngnam Provinces. The average height and weight for the elementary school students were 153cm and 45.3kg for boys and 153.4cm and 44.6kg for girls. The body types depending on the body mass index(BMI) were 45.7% for under-weight, 47.1% for standard, 3.6% for overweight and 3.6% for obesity. The average height and weight for the high school students were 172.5cm and 64.5kg for boys and 160.1cm and 51.7kg for girls. The body types depending on the BMI were 11.0% for under-weight, 70.8% for standard, 13.0% for overweight and 5.2% for obesity. In their food preference, they preferred one-dish food to main dishes and rice with cereals was more popular among high school students. There were higher standard scores in fruit, snack, fried, and Kimchi dishes and high school students showed a high preference especially for snack and fried foods. The Kimchi dishes were more popular among elementary school students and they showed high scores in those dishes regardless of how they were cooked. There was the lowest preference for Korean vegetable salad and the highest for food cooked with meat In conclusion, a difference was found in the food preference of elementary school and high school students and the nutrient intake of elementary school students was lower than that of high school students. Therefore, elementary schools should provide proper nutritional education for students.

• Journal of Korean society of Dental Hygiene
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• v.5 no.1
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• pp.29-38
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• 2005

In 2001, as a subject of this study, the first grade 165 kids in Yomju elementary school had been guided in pit and fissure sealant, fluoride rinse, group tooth brushing, and Dental health education as a part of oral disease preventive program. From the data, this author has estimated incremental dental health care program in school dental clinic in order to make it more effective and enlarge it. For that purpose, the program has been continued at six month intervals for two years. The retention condition of pit and fissure sealant in first molar and DMF rate had been investigated. The conclusions are as follows: 1. Full and partial retention of pit and fissure sealant was measured as 80.69% in maxillary right first molar, 83.20% in maxillary left first molar, and 86.72% in mandibular right first molar, and 86.28% in mandibular left first molar. 2. Retention of pit and fissure sealant in first molar was measured as 76.55% in maxillary right first molar, 81.03% in maxillary left first molar, 80.65% in mandibular left first molar, and 82.03% in mandibular right first molar. 3. Among Yomju elementary school students, DMF rate was measured as 8.7%, and DMFT index as 1.03. However, in Yangdong elementary school students the former was measured as 13.8% and the latter as 1.76. When the DMF rate difference between Yomju and Yangdong elementary school kids was considered, the oral health condition of the former was much better than that of the latter because the former had received incremental dental health care program for two years and on the other hand, the latter had not. So it is necessary that we should enlarge school dental clinic, improve and keep students' oral health.