• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.287-295
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• 2008

Elementary students' behaviors classifying leaves have been analyzed according to the material types provided for the classification class. 199 sixth grade students were participated in the task classifying the leaves of various plants for the research. The three types of materials provided to them for the class were real leaves, photos of the leaves and explanation cards including the photos of leaves. One of the research findings was that the only material made students handle in the observed behaviors was the real leave of the material types given as classifying. Three were differences between groups in the time required and the number of using criteria for the class. The numbers of criteria had been applied to analyzing their behaviors as classifying the real leaves which were less than those with photo materials. The amount of taken time to classify the real leaves and photo materials were less than those of another material. Finally, the contents of criteria did not differ between groups except appearing properties presented to the task with photo and explanation materials. It is expected that the research can be contributed for elementary school teachers and for curriculum developers to choose appropriate instructional materials as constructing curriculum contents for elementary science to make elementary school students acquire classifying skill in science classes.

• The Korean Journal of Community Living Science
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• v.25 no.1
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• pp.75-87
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• 2014

This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.224-239
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• 2017

Purpose: Maintaining a lifelong health is very important. The purpose of this study is to know the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promoting behavior, and the relationship among the variables. Methods: This study used surveys of health teacher's servant leadership, student's self-efficacy, and health promotion behaviors. The subjects were 1,286 elementary, middle and high school students. PASW Statistics 18.0 was used in the data analysis. Percentage, mean and standard deviation, t-test, and ANOVA test were used to compare the difference of the health teacher's servant leadership, student's self-efficacy, and health promotion behavior according to the background variables of the subject. Results: There was a statistically significant difference in the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promotion behaviors according to school level, establishment type, and grade. There was also a statistically significant difference in the perception of youth about student's self-efficacy and health promotion behaviors between male and female student. In addition, student's self-efficacy serves as a positive mediator to the effects of health teacher's servant leadership on student's health promoting behavior. Conclusion: Based on these results, it needs to implement the human resources and policy support for the systematic health education of elementary, middle, and high schools, the development of the program for the teacher's servant leadership, and the health promotion of students in curriculum.

• Journal of the Korean Society of School Health
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• v.28 no.1
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• pp.22-30
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• 2015

Purpose: The purpose of this study is to survey on the influence of the laughing program on elementary school students' self-esteem and stress coping behaviors. Methods: In total, 43 children (grade 4~6 students) were recruited for self administered questionnaire. Questionnaire was composed of general characteristics, self-esteem, and stress coping behaviors. Ten week course of laughing program was scheduled to the Experimental group, meanwhile no program was given to the control group. Results: The median self-esteem scores in the experimental group was increased from 30.05 to 34 (Z=-2.375, p<.05). Meanwhile control group did not show significant change. The median inactive/avoidant coping scores in the experimental group was decreased from 10 to 9 (Z=-2.028, p<.05). Meanwhile control group did not show significant change in any items of stress coping behaviors. Conclusion: Laughing program may be helpful to improve stress coping behaviors through reducing inactive/avoidance coping as well as to strengthen self-esteem, especially among participants who had low self-esteem before the intervention.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.359-368
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• 2016

This study was to examine the factors that affect the oral health knowledge of elementary school students. This study surveyed a comparative study of the students and guardians' oral health knowledge among the elementary schools operating or not operating school dental clinic program in Jeollanamdo. The subjects were 178 elementary school students and guardian, structured questionnaires were performed during the period from May 2 to May 26, 2014. As a result, non-operated school dental clinic program had a negative effect on Oral health knowledge of students, but it was not significant. The factors associated with student's oral health knowledge turned out to be oral heath education experience of guardian, oral health education participation of student, self-reported oral health of student. In conclusion, student's oral health knowledge was influenced by student's and guardian's oral health-related behaviors, oral health status of student.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.353-368
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• 2020

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

• Journal of the Korean Society of School Health
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• v.24 no.2
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• pp.173-180
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• 2011

Purpose: This study was to examine the impacts of systematic health education on elementary school students and their health knowledge and health promotional behavior. Methods: This data collected compared 163 students who implemented the seventeen systematic health education behaviors with147 students who did not implement the behaviors during the same period. Results: The health knowledge scores for the implemented group was $18.45{\pm}3.04$ but $15.29{\pm}4.55$for the nonimplemented group. The scores for the implemented group were significantly higher (t=7.26, p<.001). The scores in health promotion behavior for the implemented group was $4.26{\pm}0.41$ and was higher also compared with the scores for the non-implemented group $3.85{\pm}0.50$. The scores for the implemented group were significantly higher (t=3.43, p<.001). The implemented group showed higher health knowledge, health promotion behavior than the non-implemented group. Conclusion: Because systematic health education has significant positive effects on elementary student's health knowledge and health promotion behavior, school health teachers need to maintain and progress continuous systematic health education in their schools.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.595-601
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• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• Journal of Korean society of Dental Hygiene
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• v.11 no.5
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• pp.801-809
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• 2011

Objectives : The Purpose of this study is to apply an oral health education program to the high school students, to analyze their oral health knowledge and changes of behaviors, and to examine oral health education for effective, thus using all of those results as the basic data for developing materials on their oral health education. Methods : The study was conducted on the freshmen and women of M high student in Seoul City. They were in total 85 student, consisting of 77 of male student(90.6%) and 8 of female student(9.4%). Knowledge survey contained 38 questions including such as dental common knowledge, dental caries, and periodontal disease, while behaviors survey did 24 questions including such as tooth-brushing, brush selection and management, and prevention of oral disease. Results : First, oral health education had brought to improve oral health knowledge for high school students. Second, even with the improvement of oral health behaviors through the education, there was not statistically significant on behaviors such as the regular checkups and the usage of dental floss. And third, the students in general were satisfied with the oral health education. Conclusions : First, the oral health education being conducted in kindergarten and elementary school should be continued or expanded into the adolescence. Second, the oral health education should be focused efficiently on the learning objective demanding for a change of behavior through the repeated education, for which the education that is right for the high school students should be done. And third, for the effective oral health education in high school, the media that could cause interests should be developed.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.1
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• pp.35-44
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• 2011

Objectives: The purpose of this study were to measure the effect of factors analyse the associated by the oral health behaviors and dental health services utilization factors of dental caries in the middle-school student's and then to provide basic material of preventive oral health and oral health education program. Methods: This subject of study consists of 342 middle schools each 1,2,3 grade Daegu city. The data were collected from July 2 to 30, 2009. by way of the self-reported questionnaire. The data materials are analyzed by demographic characteristics, oral health behaviors and dental health services utilization of frequency analysis, demographic characteristics of dental caries and oral health behaviors and dental health services utilization of one-way ANOVA analysis. Results: Brushing twice a day, which was the higher 69.3%, Students were trained received oral health education. Girls than boys dental caries teeth(DT) index (p<0.05), dental filling teeth(FT) index(p<0.00), dental experience caries teeth(DMFT) index(p<0.00) was higher than all three variables was a statistically significant. Oral health behavior of brushing twice a day 'once' dental caries teeth(DT) index was the highest, there was statistically significant difference (p<0.01), oral health education students experience a higher dental caries teeth(DT) index(p=0.36). dental health services utilization of preventive dental visits last one year when they did not have dental caries teeth(DT) index was higher (p=0.076) Conclusions: Oral health promotion is considered to adolescent as part of the oral health clinics school for elementary school students in the focus to middle school students and enhance.