• Journal of the Korean Home Economics Association
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• v.36 no.6
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• pp.57-70
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• 1998

For developing girls' brassiere, the survey on the actual wearing condition of brassiere for girls aged 9-15 if fulfilled. The findings of this study can be summarized as follows. 1) The starting age of the breast growth differs according to regions, schools, grades and body shape. Reason wearing brassiere is to sustain body shape. present brassiere type preferred most is tank-top. Motive wearing brassiere is based on the other's recommendation. Purchasing brassiere is performed largely by mother. 2) Few complaints appeared in the aspects of sewing, hook, loop, wire, wearing sense, touching sense, sweat absorption etc. Evaluation for the brassiere color and design is totally satisfied. When purchasing brassiere, beauty and color are important to all of girls. Yes or No of satisfaction for the wearing sense and comfort of brassiere is answered negatively. 3) Elementary school pupils preferred sport type, While middle school students showed an order as follows-wire

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.490-500
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• 2012

This study was to examine elementary male and female students' spatial abilities, science process skills, and graph construction and interpretation abilities in order to understand the effect that their spatial abilities and science process skills would have on their graph abilities. To conduct this study, total 12 classes of 435 pupils, 6 classes each from grades 5 and 6 in elementary schools were selected for subjects. The number of male student was 207 and that of female one was 228 of them. And previous test papers of spatial abilities, of science process abilities, and of graph abilities were retouched and updated for reuse in new tests. The results of this study are briefed as follows: Firstly, when spatial abilities for male and female group were compared, female group showed a little higher rate of correct answering than male, but not providing statistically significant gap. Secondly, the science process skill tests revealed basic process skills of both groups were more excellent than their integrated process skills, while female group was found to have more correct answers than male, all of which were proving statistical distinction. Thirdly, of graphing skills for two groups, the graph interpretation skills turned out to be better than the graph construction skills, with female group scoring higher than male and with meaningful difference. Fourthly, both between spatial abilities and graph abilities, and between science process skills and graph abilities, static correlations existed with statistical meaning. In other words, those with higher spatial abilities or science process skills were to do better in constructing and interpreting graphs.

• Journal of the Korean Society of School Health
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• v.15 no.1
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• pp.141-150
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• 2002

The purpose of this study was to investigate the visual acuity and the degree of vision-related knowledge and behaviors of the 1st and 2nd graders of primary school and their parents in a city. The research design was a descriptive study and the subjects were 579 pupils and their parents in Namwon City, Chonbuk province. Children's vision screening was conducted with Han's test by author, school nurse according to the guidelines. The data were analyzed by frequency, percentage, mean, S.D., t-test, ANOVA, Pearson's correlation coefficient, $x^2$-test with SAS program. Subnormal visual acuity group (SVAG) in children was 17.3%, and was higher in girls and in the 2nd graders, but there were no significant differences statistically. The mean score of the vision-related knowledge in children was 6.8 points out of 10 points and that of vision-related behaviors was 23.5 points out of 33 points. The mean scores of the vision-related knowledge were significantly higher in 2nd graders (p= .02), in girls (p= .02) and SVAG (p= .01) and the group of high scores in vision-related knowledge presented significantly high scores in vision-related behaviors (p= .001). The mean score of the vision-related knowledge in parents was 6.4 points out of 10 points and that of vision-related behaviors was 28.4 points out of 33 points. The group with high scores of vision-related knowledge in parents presented significantly high scores in vision-related behaviors (p= .003). As SVAG were higher in 2nd graders and the group of high scores of vision-related knowledge showed also high scores in vision-related behaviors in both children and their parents, From the above results, the author suggests a school-based visual health program for them.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.102-112
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• 2011

The purpose of this study is to investigate how $3^{rd}$ and $4^{th}$ grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred $4^{th}$ graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.243-256
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• 2005

Abacus numerals were developed using the concept of the binary system to form decimal numerals. This would allow addition, subtraction, multiplication, and division to be performed based solely on the knowledge of the 14 forms of the numerals and three simple rules. These numerals were taught to 260 elementary school pupils of 3rd and 4th grade. After 90 minutes of instruction, they, nearly all, were able to understand principles to add, and to subtract, and partly to multiply using Abacus Numerals. Protected Abacus Numerals are proposed against forgery. An International Numeration System is proposed based on the form of Abacus Numerals to facilitate international communication. A new type of abacus is proposed.

• Research in Mathematical Education
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• v.18 no.3
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• pp.187-208
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• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Child Health Nursing Research
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• v.8 no.2
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• pp.183-194
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• 2002

This study was conducted to obtain a basic information related to a more systematic safety education and measures against children's accidents by a descriptive survey with regard to accidents actually experienced by elementary schoolers, their perceived safety education activities and school facilities to their safety lives. The data was collected among 1,654 pupils, belonging to the 5th and 6th grades in Pusan from Nov. 20 to Dec. 1, 2000. The data was analyzed using SPSSWIN(7.5). The results were as follows ; 1. According to the perception by elementary schoolers, they received safety life instruction at school in most cases from teachers in charge of their own class (41.0％). Such safety education was provided often during formal classes(24.4％). Traffic guidance was given by parents, highest in frequency(67.3％). 2. Matters as most often treated during safety life instruction were safety knowledge or dangerous things(37.5％). A majority of notices of school safety instruction were presented sometimes(48.4％). Source of knowledge about safety lives included teacher (35.3％), parents(32.9％), TV and newspaper (29.9％). As a source of knowledge of emergency treatment, school nurses were accounted for 41.3％ that was highest. 3.Among the 1,654 students, 91.8％ experienced at least more than one case of safety accident. The most frequent type and cause of safety accident were wound(33.7％). and self-carelessness(38.4％) respectively. In most cases, the subject experienced such accident during a break time(32.2％) and at a playgrounds. Part of body as most often damaged by accidents were arms and legs, 25.4％ higher than any other sides problem solving measures against the accident were taken by school nurse in most cases, 44.8％ in percentage point. 4. Those students' perceived safety management of school facilities showed that they considered classroom facilities as most safe (61.6％), while playground facilities as least safe(42.8％). They also responded that the treatment of glass fragments or stones at playground is the most important item of safety management.

• Journal of Technologic Dentistry
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• v.10 no.1
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• pp.67-88
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• 1988

The survey, which was examined analysed of the knowledge level and the actual condition of care for dental hygiene and the situation of dental remedy, surveying over 1974 pupils of eight elementary schools, especially the 4th, the 5th and the 6th school year, came to a conclusion as follows ; 1. The knowledge level of the pupils' dental hygiene was generally low but considerably high in upper school tear. 2. The rate of the boys who brushed their teeth every day was 61.8% among the boys, 68.5% among the girls. And the rate that they brushed their teeth before breakfast was yet 18.4%. 3. 45.1% of the boys and 60.4% of the gils used vertical technic using their toothbrush. 4. The rate of the boys who have ever suffered from toothache was 65.3%, that of the gils was 64.0%. And the eate of the boys who admitted to the remedy was 69.9%, that of the girls was 77.8%. 5. The rate of the boys who experienced the dental remedy was 43.0%, theat of the girls was 45.9%. In the place of the renedy, 46.4% of the boys and 45.7% of the girls cured at the Private Dental Clinic, 26.9% of the boys and 28.6% of the girls cured a Public Health Center. 6. The rate of the bous who had their teeth treated soon after dentist's advice was 34.4% that of the girls was 35.0%. 11.7% of the boys and 12.1% of the girls who would not have their teeth treated thought it was not just a serious disese. 7. 72.6% of the boys and 73.2% of the girls understood the notion of dental caries, and 96.4% of the boys and 97.3% of the girls understood the notion of the food makes a tooth decayed. 8. 54.3% of the boys and 47.5% of the girls knew the periodontal disease, and 18.3% of the boys and 17.0% of the girls knew the reason of the periodontal disease. 9. 86.0% of the boys and 86.7% of the girls recognized that the prevention against dental carise and periodontal disease should be taken. 10. 31.7% of the boys and 28.5% of the girls have experienced the prevention against dental caries and periodontal disease.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.51-70
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• 2001

Characteristics of handwriting were investigated and compared between the patients with writing disabilities and normal elementary school pupils. Generally, the heights of the letters of the patients were significantly larger than those of normal children, and letters of the patients were more sparsely distributed than those of controls. The distance between the words were significantly reduced in the patients’ writings, which indicated that patients had much more problems of space-leaving than normal pupils. Letter heights differences were significant across all grades in the patients and normal controls. The heights of the letters decreased as they grew older, and the slope of the decrements were more steeper in normal girls(r=-0.45) than girls with writing disabilities(r=-0.16). Sex differences were found in the letter spacings in low grades(grades 1, 2), that is, the distances between the letters were significantly narrower in the male patients than normal boys in these grades, and the differences were almost indiscriminating in grades 3 through 5, and finally, in sixth grade, letter spacings were signifycantly broader in normal boys than male dysgraphics. In girls, letter spacings were significantly broader in the patients across all grades. These findings supports the hypothesis that male and female writings were qualitatively different and that distinct mechanisms served in boys and girls dysgraphics. Across all grades and sexes, spaces between the words of the patients were significantly broader than normal pupils, which suggested that space-leaving between the words was important in Korean writings. There was trend that letter spacings and word spacings decreased across grades, but in girls, no correlations between the letter spacings and grades were found. Correlation analyses revealed that letter heights and letter spacings had mild correlation(r=0.11-0.15), and that letter spacings and word spacings had robust correlation(r=0.99). Phonological errors were mostly found in last phoneme(Jong-seong), especially double-phoneme(ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄾ, ㄿ, ㅀ, ㅄ), and in the case the sound values changed due to assimilations of phonemes. Semantic errors were rare in both groups. Space-leaving errors were correlated with phonological errors, and more frequent in boys than girls. In conclusion, significant differences existed in the letter heights, letter spacings, word spacings, and frequencies of phonological errors and spaceleaving errors between the patients with writing disabilities and normal pupils. The characteristics of writings changed across grades and the developmental profiles were somewhat quantitatively different between the groups. The differences became obvious from the second-third grades.