• Education of Primary School Mathematics
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• v.24 no.4
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• pp.189-202
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• 2021

The teacher's questions presented in the problem-solving situation stimulate students' mathematical thinking and lead them to find a solution to the given problem situation. In this research, the types and functions of questions presented in chapters of Pattern area of the 2015 revised elementary school mathematics textbooks were compared and analyzed by grade cluster. Through this, it was attempted to obtain implications for teaching and learning in identifying the characteristics of questions and effectively using the questions when teaching Pattern area. As a result of this research, as grade clsuter increased, the number of questions per lesson presented in Pattern area increased. Frequency of the types of questions in textbooks was found to be high in the order of reasoning questions, factual questions, and open questions in common by grade cluster. In chapters of Pattern area, relatively many questions were presented that serve as functions to help guess, invent, and solve problems or to help mathematical reasoning in the process of finding rules. It can be inferred that these types of questions and their functions are related to the learning content by grade cluster and characteristics of grade cluster. Therefore, the results of this research can contribute to providing a reference material for devising questions when teaching Pattern area and further to the development of teaching and learning in Pattern area.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.303-326
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• 2018

Fraction has difficulties in learning because of the diversity of meanings, the ways of presenting contents and teaching methods in elementary school mathematics. Therefore, the various strategies of teaching of fraction concept is proposed as an alternative. The problem of equal sharing problem is that children can experience the concept of fractions naturally in the context of everyday distribution. Even before learning formal fractions, children can solve them in various ways based on their own experiences. The purpose of this study is to investigate the degree of problem solving and problem solving strategies for children in 2nd, 4th, and 6th grades in elementary school. As a result of the research, the percentage of correct answers increased as the grade increased, but the grade levels showed a difference depending on the numbers given to the problems. Also, there were differences in the problem solving strategies according to the grade levels. Also, according to the numbers presented in the problem, the percentage of correct answers was high in items that were easy to divide, and the percentage of correct answers was low in items that were difficult to divide. When children solved the problems, they were affected by the strategies they could use immediately according to the number presented in the problem, and their learning experiences were also affected.

• Journal of the Korean Society of School Health
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• v.1 no.2
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• pp.34-49
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• 1988

The purpose of this study is to identify the status of school health and analyze affecting factors of school nurses' self confidence and nursing activities of the secondary school in Seoul. The data was collected from 13th of August to 30th of October. The self reported questionairs were distributed during one of the school nurses seminars held in Seoul and 93 secondary school nurses answered. Analysis of the data was done utilizing SPSS for percentage, mean, T-test ANOVA and Pearson Correlation Coefficients. The results of study are summerized as follows; 1. General Characteristics The mean age of the subjects was 33.4 and mean length of experience as a school nurse was 7.3 years. 79.5 percent of them had clinical experiences and the mean clinic experience was 2.1 years. The majority of them were graduate of the baccalaureate nursing programs and 82.8 percent of them were married. 72.0 percent of the sample had religion, and 60.2 percent of them were in the national or public schools. 90.3 percent of them had independent duty. 2. The status of school health resources In average, there were 2,445 students, 37 classes and 63 teachers per school nurse. 48.4 percent of them were aware of the school budget. The budget for school health was 585,000 won per school in average. 30.0 percent of the schools had school health organization. The schools whose health clinics were on the first floor consisted of 79.3 percent, among them 42.9 percent were on the center of the building office. 3. Activities of school health nursing The average number of students using health clinic were 430 per month. The majority of the problem was digestive problem. There were 7.5 times of mean correspondences with parents per year. The activities of the school nurses were clinic management (29.0%), health care services (23.5%) and health education (14.1%). 4. The degrees of self confidence of the school nurse and nursing activities Self confidence measured by 6 items of self-reported questionaires scored by 4 point Likert Scale revealed. The nurses' self-confidence was 2.922 in clinic management, 2.909 in health education, 2.759 in program planning and evaluation, 2.757 in health care services, 2.692 in management of school environment, and 2.250 in operation of school health organization. The nursing activities scored by 2 point. The nursing activities was 1,870 in program planning and evaluation, 1.853 in health education, 1.843 in clinic management, 1.739 in health care services, 1.696 in management of school environment and 1.265 in operating of school health organization. 5. Factors affecting self confidence and nursing activities of school nurses The general characteristics of the school nurses and the school health resources were related to self confidence and nursing activities. The most significant variable to nurses' self confidence was type of the school ownership and the presence of school health organization was the most significant factor to nursing activities.

• Journal of Science Education
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• v.37 no.3
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• pp.417-433
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• 2013

The purpose of this study was to analyze 'how STEAM activities affect students' science process skills and science-related attitudes'. For more accurate, we have set 31 sixth-grade students from Gyeong-gi Province as an experiment group, and another 31 as a comparative group. We developed a STEAM program based on the educational concepts: Creative Design and Emotional Touch. Through pre-post experiment design, we have introduced TSPS, and Test of Affective Aspects. For TSPS, the comparative group scored higher average grade before the process. After the process, however, the experiment group exceeded the other. The result was considerable enough to verify that the science process skills were bolstered through the STEAM program(p<.05), Similar result was derived regarding the science related attitude. Students in the comparative group originally showed higher degree of interest to science. When the STEAM program was carried out, the standing reversed. The increase in the number of science related attitude indicates the program valid(p<.001). Furthermore, when we asked the students who participated in the experiment how they recognized the STEAM activity, we received positive answers: they consider the program efficient and well suited to the class environment. Conclusively, the STEAM program was proven to be effective for improving science process skills and attitude, and was perceived affirmative.

• Journal of the Korean Society of School Health
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• v.15 no.2
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• pp.249-261
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• 2002

This study was a research study to find out the real picture and practice of student obesity control by primary, middle and high school school nurses. The study sampled 196 school nurses working in the Busan City and Northern Gyungsang Province, who agreed on the purpose of the study. When it comes to the study process, at the meeting of the whole school nurses, the researcher explained the purpose of the study and asked them to complete questionnaires and return on the spot. The study is designed to provide basic data for school nurses in field to systematically and efficiently control student obesity by examining perception of school obesity control and the real picture or practice of obesity control as well as its problems. The study used SPSS 10.0 to analyze data. The results are as follows: Annual plans about obesity control appeared significant at the primary school, 89.3%, higher than 77.3% of the middle and high school(p<0.05). Annual project evaluation showed a significant difference by regions, 56.0% of metro cities vs. small cities(p<0.01). The number of measuring weight of obese students was higher at the primary school than at the middle and high school(p<0.05). Also small cities conducted the weight measurement more often than metro cities(p<0.001). Among the health education methods for obesity, counseling appeared statistically significant(p<.01). The health education showed a significant difference in more experienced school nurses. Among the educational media, environment postings were used at the primary school, 24.0%, higher than 5.3% of the middle and high school. It showed a significant difference(p<.001). OHP or epidiascopes were used at the primary school, 36.4%, significantly higher than the middle and high school(p<.001). In addition, computer was used at the primary school, 21.5%, higher than the middle and high school(p<.05). Problems of obesity education data included a lack of textbooks and programs and a short of educational media. However it didnt show a significant difference in schools or in regions. Counseling activities for obesity showed a significant difference in schools(p<.01) and in regions(p<.001). When parents with obese students were in counseling, those in their 20s used home correspondence and those in their 30s and 40s used phone call(p<.01). The rate of equipment to measure obesity was higher at the middle and high school than the primary school, showing a significant difference(p<.001). Therefore, regular health education curriculums for school nurses should be systematically created to promote student health. Furthermore, it needs to make standard textbooks for health education by grades as well as by levels and to develop various educational programs and educational media.

• Journal of the Korean Society of Food Science and Nutrition
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• v.24 no.5
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• pp.758-764
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• 1995

A survey on the kimchi preference among elementray school students in Pusan was conducted in April of 1995 to get basic information needed for the development of special kimchi for the children. Total of 1100 children in 2nd, 4th and 6th grade from public and private elementary school participated in this survey. Sixty eight percent of students answered that they like kimchi. However, kimchi preference(17.6%) among other side dishes-pork cuttlet.ham.sausage(54.1%), egg roll(9.4%), soysauced beef(8.2%), toasted laver(6.3%), bean sprout namul(3.0%), danmooji(1.0%), and squash namul(0.4%)-was relatively low. It can be interpreted that elementary school student prefers processed food specially animal food to kimchi. The hot taste of the kimchi was the number one reason of their dislike of kimchi, and it was the most important reason for those also like kimchi. Thus it can be thought as the representative taste of kimchi. Chinese cabbage kimchi was found to be the most favorite kimchi and kakdugi(seasoned pickles of cubed radish), nabak-kimchi(mildly seasoned water based kimchi that is mixture of chinese cabbage and cubed radish) and jchonggag kimcchi(seasoned pickles of pony tail radish) and cucumber kimchi were followed in order. Among the various ingredients in kimchim children like cabbage best but they didn't like galic, ginger, green onion and fermented fish sauce which give strong flavor in kimchi.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.317-329
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• 2020

The purpose of this study is to investigate how elementary science specialized teachers operate and how they have a perception of the science class in the COVID-19 situation. The number of participants in the study is 21 who are dedicated to science subjects in 2020. 21 teachers were given an open survey of science classes and future directions in the COVID-19 situation, and 8 out of 21 teachers were interviewed in-depth on how and why they did so. As a result of the study, first, the science classes before and after COVID-19 of primary science teachers were different. Under the COVID-19 situation, teachers identified the characteristics of online and offline classes and operated them in a way that was specific to their characteristics. Second, there was a common perception of teachers' classes on the basis of this science class operation style, which is that science classes should be operated as activities, that I would like to have classes that suit my taste as long as the policy allows, and that online classes cause students to lose motivation and widen their educational gap.

• The Mathematical Education
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• v.58 no.3
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• pp.423-442
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• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

• Journal of Nutrition and Health
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• v.34 no.5
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• pp.568-579
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• 2001

This study was conducted to identify the characteristics of Korean diet in the view of food and food group intakes. The study subjects consisted of preschool children(PC), elementary school children(EC), high school students(HS), college students(CS), and adults over 30 years old living Seoul and the surrounding areas. The subjects over 30 years old were classified to 30-49 years, 50-69 years, and over 70 years. A dietary survey was conducted using 24-hour recall method and data were collected from 2392 subjects. Rice was a major contributor to many nutrients intake because of the amount of consumption. Vegetable oil made great contribution to fat intakes and eggs, squid, and anchovy supplied much cholesterol compared to other foods in all the age groups. Milk was major contributor of fat and cholesterol as well as calcium in younger age group, and seasoning gave much contribution to iron intakes. Mean dietary variety score(DVS) was 32 for EC group and 17 for subjects over 70 years, and tended to decrease along the increasing age. EC group consumed most variable number of foods of all groups but they consumed many junk foods, therefore the MAR value was low despite their high DVS value. Mean dietary diversity score(DDS) of each age group from PC group to subjects over 70 years was 4.34, 4.28, 3.79, 3.89, 3.76, 3.56, and 3.25, respectively. Food group, which was consumed below the minimum amount, was mainly fruits in all the age groups, and many subjects in HS group and over 30 years consumed dairy products below the minimum amount. From these results, age specific nutritional problems were found. PC group and subjects over 50 years seemed to need more diverse food intake than now, EC group did nutrient dense food, and HS group and subjects over 30 years did dairy products. Also, subjects took various nutrients from rice and seasoning contributed to some nutrients intakes. (Korean J Nutrition 34(5) : 568∼579, 2001)

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.1
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• pp.17-25
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• 2008

As a study on the advancement planning for the telecommunications infrastructure of the educational facilities for the purpose of the proliferation of e-learning, this study was conducted with the intents of preparing for the design guidelines to be considered in the initial stage of an architectural design for applying WLANs(wireless LANs), which play a role as the international standard for next generation of telecommunications, to the educational facilities and of making a proposal for changes of the existing computer rooms according to the appearance of new teaching and learning tools, for example, digital textbooks, and the proliferation of personal information devices. In this study, the design guidelines were made by analyzing the elements to be applied to architecture designs as well as understanding the trend of the cabling, pathways and spaces requirements in the area of telecommunications after examining the relevant international standards, such as ANSI and TIA, etc., in order for applying WLANs to the educational facilities. In addition, a field survey was conducted targeting on the elementary schools in 'C' city in order to suggest a proposal for the improvements of operations and maintenance of the existing computer labs and computers. As the results of analyzing the data from the field study, it was surveyed that the following matters should be urgently improved in order for the schools to be developed as Ubiquitous schools in the future: First, the biggest hold-up is how to maintain the desktop computers well. Second, there are some limitations far the students to use the computers enough due to the lack of the number of computers. Third, the computer education for the students is limited to instructing the students in training themselves only for the functions of each kind of application software.