• Korean Journal of Community Nutrition
• /
• v.7 no.2
• /
• pp.211-218
• /
• 2002

This study was undertaken to assess the school flood service management and its perception by dietitians. Questionnaries were developed and answered by 162 dietitians in elementary schools in Chollanam-do. The duration of the flood service system was the longest in remote areas followed by rural and urban areas. The average number of persons served a day was 680 per dietitians. More than three schools were supervised by 52.4% of dietitians. Lack of facilities, including restrooms for the flood service personnel and storage compartments for convenience products were indicated. Regardless of the type of school flood service system, the dietitians pointed out that they urgency needed gas fryers, gas griddles and vegetable cutters, which would be helpful in preparing fried flood for the students. Despite the dietitians' eagerness to teach nutritional education, 80.9% of the respondents did not provide nutritional education to the students, because of the lack of class roomtime. It was suggested that the teaching nutritional education by dietitians was desperately needed for the improvement of health and the nutritional status of school children.

• Culinary science and hospitality research
• /
• v.17 no.4
• /
• pp.121-139
• /
• 2011

This study was performed to investigate the consumption pattern of school milk programs for elementary school students. The subjects were 518 students residing in Seoul area. The survey was conducted by using a self-administered questionnaire, and the collected data were analyzed by SAS package. Of the subjects, 88.2% of the students were provided with a school milk program, and the number of the students was higher in male students than in female ones(p<0.05). 81.8% of them drink milk every day from the school milk program. For the degree of satisfaction for milk served in the school milk program, 47.9% of the students were satisfied. An upset stomach after drinking milk and poor taste of milk were the main reasons why milk consumption decreased. Only 30.7% of the subjects perceived that they should drink milk in the school milk program. And the subjects anticipated that flavored milk and yogurt should be served to promote milk consumption in a school milk program. Therefore, a proper food guide and a dairy education program should be developed for elementary school students.

• Journal of the Korean Institute of Educational Facilities
• /
• v.16 no.6
• /
• pp.3-12
• /
• 2009

Reports on population movement(2000-2030) by the National Statistical Office show that the number of elementary school age population will be decreased by 1.4million from 2005 to 2020. It will effect both school size and the policies for school facilities, which have focused on downsizing class as the high standard of OECD nations. As the unfolding evidence is emerging that a number of schools and classes will be emptied out by 2030. This study aims at developing a objective and scientific device for estimate the number of students at future and evaluating the validity of school establishment. In doing so, it explores the relationship between the changing factors and the number of students. It proposes four factors such as the changes of population, the fertility rate, the number of apartment occupant and movement of population. As the result of the statistic analysis on the correlation coefficient, it finds out that the change of apartment occupant has a close correlation with the change in the number of student and has a deep effect on the establishment of school. Finally, it shows the construction of school according to urban developments during 1999-2008 in Incheon Metro-City. This study would help the authorities to expect the future number of student and to restrict overbuilding of surplus classes, finally the reasonable expenditure for school facilities.

• Journal of Korean Elementary Science Education
• /
• v.35 no.2
• /
• pp.137-149
• /
• 2016

The purpose of this study is to develop a descriptive paper test item which can evaluate elementary school students' HGA (scientific Hypothesis Generating Ability) and to propose a counting formula that can easily assess student's HGA objectively and quantitatively. To make the test item can possibly evaluate all the students from 6th graders to 3rd graders, the 'rabbit's ear' item is developed. Developed test item was distributed to four different elementary schools in Seoul. Total 280 students who were in the 6th grade solved the item. All the students' reponses to the item were analyzed. Based on the analyzed data evaluation factors and evaluation criteria are extracted to design a Hypothesis Generating ability Quotient (HGQ). As the result 'Explican's Degree of Likeness' and 'Hypothesis' Degree of Explanation' are chosen as evaluation factors. Also precedent evaluation criteria were renewed. At first, Explican's Degree of Likeness evaluation criterion was turned four levels into three levels and each content of evaluation criterion is also modified. Secondly, new evaluation factor 'Hypothesis' Degree of Explanation' was developed as combined three different evaluation criteria, 'level of explican', 'number of explican' and 'structure of explican'. This evaluation factor was designed to assess how the suggested hypothesis can elaborately explain the cause of one phenomenon. Newly designed evaluation factors and evaluation criteria can assess HGA more in detail and reduce the scoring discordant through the markers. Lastly, Developed counting formula is much more simple than precedent Kwon's equation for evaluating the Hypothesis Explanation Quotient. So it could help easily distinguish one student's scientific hypothesis generating ability.

• Journal of Gifted/Talented Education
• /
• v.27 no.1
• /
• pp.37-57
• /
• 2017

In terms of making more various geometrical figures than existing Tangram, Sphinx Puzzle has been used as a material for the gifted education. The main research subject of this paper is to verify how many convex polygons can be made by all pieces of a Sphinx Puzzle. There are several previous researches which dealt with this research subject, but they did not account for the clear reasons on the elementary level. In this thesis, I suggest using unit area and minimum area which can be proved on the elementary levels to account for this research subject. Also, I composed the program for the mathematically gifted elementary students, regarding the subject. I figured out whether they can make the mathematical justifications. I applied this program for three 6th grade students who are in the gifted class of the G district office of education. As a consequence, I found that it is possible for some mathematically gifted elementary students to justify that the number of convex polygons that can be made by a Sphinx Puzzle is at best 27 on elementary level.

• Journal of the Korean Society of School Health
• /
• v.25 no.2
• /
• pp.222-230
• /
• 2012

Purpose: This study was done to identify levels of health teacher's perception and performance on abdominal pain management in elementary schools. Methods: The participants were 207 health teachers in elementary school in B metropolitan city. In a descriptive cross-sectional study, the structured self-report questionnaire was developed based on the literatures and school health care guidelines by the researchers. The data were analyzed using the PASW 18.0 program. Results: The mean scores (${\pm}SD$) on perception and performance of abdominal pain management were $4.02{\pm}0.43$ (range 1~5) and $3.47{\pm}0.41$ (range 1~5), respectively. Their perception and performance of abdominal pain management had a statistically significant correlation (r=.27, p<.001). In a regression analysis, the performance of abdominal pain management was significantly influenced by perception of abdominal pain management, career of health teachers, self-confidence in abdominal pain management, and total number of classes in a school. The regression model explained 19% of the variance of performance of abdominal pain management. Conclusion: These findings showed that the performance levels were lower than its perception levels of elementary school health teachers on abdominal pain management for students. It suggests that the standardized abdominal pain management guideline is developed to improve the performance of school health teachers.

• Journal of Korean Elementary Science Education
• /
• v.31 no.2
• /
• pp.253-268
• /
• 2012

The purpose of this study is to investigate the elementary pre-service teachers' conceptions of 'color of gases' focusing on the survey from freshmen at a National University of Education. For the study, the views about 'color of gases' were surveyed from the pre-service teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, the conceptions about 'color of gases' were divided into 2 top-level, 5 mid-level and 7 sub-level categories. Second, the number of students who answered 'certain gas has color' was significantly greater than those who answered 'every gas has no color'. However, only a small number of students who answered former understand the scientific meaning of color and the color of gases correctly. Third, out of 5 misconception categories, greater number of students answered with 'inaccurate scientific knowledge (Ma1)', so the category was classified again into five detailed sub-categories. Fourth, most of the students, who answered 'every gas has no color', stated "they have not seen any color gases through their lives" based on their own experience. Fifth, the distribution percentage for scientific conceptions vs misconceptions was not related with the students' gender but highly related with students' academic area and their science courses taken at high school. Sixth, the pre-service teachers have various types of misconceptions regarding the 'color of gases' and when they have to explain visibility of gases to other people they tend to pass on their misconceptions. Based on the results from the study, some educational guidelines were suggested.

• Journal of Elementary Mathematics Education in Korea
• /
• v.10 no.2
• /
• pp.221-242
• /
• 2006

For teaching division more effectively, it is necessary to know students' informal knowledge before they learned formal knowledge about division. The purpose of this study is to research students' informal knowledge of division and to analyze meaningful suggestions to link formal knowledge of division in elementary school mathematics. According to this purpose, two research questions were set up as follows: (1) What is the students' informal knowledge before they learned formal knowledge about division in elementary school mathematics? (2) What is the difference of thinking strategies between students who have learned formal knowledge and students who have not learned formal knowledge? The conclusions are as follows: First, informal knowledge of division of natural numbers used by grade 1 and 2 varies from using concrete materials to formal operations. Second, students learning formal knowledge do not use so various strategies because of limited problem solving methods by formal knowledge. Third, acquisition of algorithm is not a prior condition for solving problems. Fourth, it is necessary that formal knowledge is connected to informal knowledge when teaching mathematics. Fifth, it is necessary to teach not only algorithms but also various strategies in the area of number and operation.

• Education of Primary School Mathematics
• /
• v.6 no.2
• /
• pp.75-84
• /
• 2002

After entering an elementary school, in fact, a number of children regard mathematics as one of very difficult subjects because of its abstractiveness. This is caused by the fact that their basic thinking power is not yet formed or they can not understand the special quality of mathematics. So this article emphasizes the need to build up the higher logical thought and a basic mathematical concept at the lower grade elementary school stage in which the loaming activity on mathematics begins in earnest, that is, at the stage before having an experience on the calculating activity using numbers. But at present the lower grade elementary school students in our country do not understand the special quality of mathematics composed of a various symbolic system and lay stress upon mathematics learning attached to the calculative activity. In order to make the right mathematical concept of the lower grade elementary school, the basic knowledge and ability as follows is sure to be formed. 1) the foundational logical manipulation activity and knowledge 2) the using ability of the sign and symbolic system At the stage on which mathematics learning activity begins, it is a very important task to make the right concept of the abstractive math and nurse the capability for finding mathematical relations covered under the sign system through the continuos loaming activity on . Through the basic logical manipulation activity and the game activity of sign for lower grade elementary school students mentioned in this article, they can not only foster the higher level logical thinking power and the foundational calculative ability but also bring up the interest on the activity of establishing a new problem solving strategy.

• Education of Primary School Mathematics
• /
• v.21 no.4
• /
• pp.415-430
• /
• 2018

The purpose of this study was to get reflections on teaching numbers and operations for special education from analyzing lessons for counting, addition and subtraction of natural number with counting board for students with autism. In order to attain these purposes, this study analyzed the lessons for counting, addition and subtraction of natural number to students with autism in 4th and 6th graders in special class at regular elementary school using counting board for one hour per week for 30 weeks. According to the analysis, counting board that reveals the structure of numbers becomes an effective mathematical materials, and using the counting strategy and computation strategy can be an effective method of teaching, and it is possible to teach mathematical communication to students with autism. From this result, this study presented suggestions for teaching counting, addition and subtraction for students with disabilities.