• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.456-464
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• 2012

Purpose: The purpose of this study was to identify the level of role expectation of school health teachers recognized by elementary students and nursing college students and to compare role expectations between the two groups. Methods: The participants in this study were 323 elementary school students from 2 schools and 112 nursing students from 2 universities. Data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by the SPSS 19.0 program. Results: The elementary students and nursing students recognized health service and health education as the most important role expectation for school health teachers. The role expectation of nursing students was higher than those of elementary students. The elementary students' points of view for role expectation were statistically different according to their health status. Conclusion: To improve the school health teacher's role, understanding the client's expectation is necessary. In addition to the role of health service and education, counseling for elementary students should be developed.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.55-65
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• 2021

The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

• Korean journal of food and cookery science
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• v.27 no.6
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• pp.643-651
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• 2011

The purpose of this study was to investigate the perceptions, intake levels and information needs of elementary school students on artificial food colorants in order to provide better understanding and proper dietary education to these students. From May to June 2010, a survey was conducted from 315 elementary school students at fifth and sixth grade level who were living in Seoul. The questionnaire was distributed by 14 elementary school teachers to their classroom students. The results showed that food safety was regarded as the most important factor in purchasing food items, and artificial food colorants were the most interested among various food additives. Although there was a lack of general knowledge and the students' estimated intake levels of artificial food colorants from processed foods were comparatively low, most (82.7%) believed that artificial food colorants were dangerous for health. The information they wanted to know most was the safety, necessity, and function of artificial food colorants, in order. Above results suggested the necessity of providing accurate information on artificial food colorants to elementary school students possibly by developing educational materials which can improve the perceptions on artificial food colorants and encourage a safe dietary life.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.315-326
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• 2013

In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.199-207
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• 2004

Elementary science curriculum is designed to be closely-related magnetism with electricity in a physics domain and this paper explored whether elementary school students have recognized of relationships between them and whether there are any trends in the degree of recognition by grades. The elementary students of 3rd to 6th grade (total 154 persons) in a school in a local city participated in the experiment. Two forms of questionnaire were administrated to each grades. In the first questionnaire about magnetism, students were asked to rank the physics terms as the degree of proximity into magnetism and to write briefly the reason. In the second questionnaire about electricity, students were asked to do the same routine. The closer to the central term in the diagram, the lower score were given and the terms were classified as closely related to magnetism, electricity and the rest. Calculated the response frequency and averaged by the ranked terms, it was examined that the scores of proximity in how students closely rated conception to magnetism and electricity. The result said that the upper grades students showed the degree of proximity with magnetism and electricity as closely. Therefore, the sequence of comprehension of magnetism and electricity concept, which was found in the elementary school curriculum, seems to be found in the elementary students＇ recognitions by grades.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.496-509
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• 2019

This study explores the types of epistemic emotions that elementary-school students experience in science classes and the cognitive appraisal factors that affect these emotions. Thirty-two fourth-grade students of an elementary school in Gyeonggi-do, South Korea, participated in 20 science periods and wrote emotional diaries at the end of each class. In addition, the researcher conducted follow-up interviews to investigate the types of cognitive appraisal factors that caused the students to experience specific epistemic emotions that were recorded in their emotional diaries. The emotional diaries and interview data were analyzed using the constant comparative method of qualitative analysis. As a result, it was found that students experienced various positive and negative epistemic emotions. In addition, the cognitive appraisal factors experienced by the students were categorized into curriculum knowledge, experimental materials, experimental content, students, teachers, themselves, and integrated factors. We discussed that students' epistemic emotions are constructed cognitively and socially and that students inevitably experience negative epistemic emotions during science classes.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.113-128
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• 2011

The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.145-156
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• 1999

The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.

• Journal of Korean Academy of Nursing
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• v.44 no.1
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• pp.31-40
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• 2014

Purpose: The purpose of this study was to investigate the effects of a sexuality education coaching program given to elementary school students in terms of sex-related knowledge and attitude. Methods: The participants were elementary school students in S city (Experimental group=21, Control group=23). Data were collected and the program was conducted from Feb. 15 to Apr. 15, 2013. The experimental group of 21 elementary school students in the fifth and sixth grades who received the sexuality education coaching program, 10 sessions in the three weeks. The control group of 23 elementary school students in the fifth and sixth grades from another school received, 2 sessions in the three weeks on sexuality education including physiology and sexual abuse prevention. Data were analyzed using ${\chi}^2$-test, independent t-test, repeated measures ANOVA, and utilized the SPSS program. Results: The experimental group showed significantly better sex-related knowledge and sex-related attitudes than the control group. Conclusion: Therefore, individualized approach with emphasis on the differences of their level of understanding and strengths should be considered in providing sexuality education coaching programs for elementary school students.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.