• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Human Ecology Research
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• v.59 no.4
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• pp.477-488
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• 2021

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

• Journal of agricultural medicine and community health
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• v.30 no.1
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• pp.29-38
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• 2005

Objectives: Hypertension is the most important risk factors for the cerebrovascular diseases, and also for coronary heart diseases, it is therefore very important that the people have a knowledge on nature of hypertension and it's high risk in order to prevent and detect the hypertension as early as possible. Methods: This study was done to find out the knowledge on hypertension of 434 parents of elementary school students from Kimjae city, Jonbuk province, they were parents in grade 4, 5 and 6 attending two elementary schools. The survey took 10 days from November 20 to November 30, 2003. Results: first, The highest correct answer(94.5%) was "obesity is risk factors for hypertension", followed by "hypertension is closely related with hereditary factors(91.0%) and "high sodium intake is associated with high blood pressure"(85.7%). The lowest correct answer(77.4%) was the classification of blood pressure level between normal and high. Second, Rate of blood pressure measurement for fathers was 53.7% and 54.8% in mothers. Awareness of own blood pressure by fathers was 84.1 %, while 91.1% by mothers. Third, According to blood pressure level reported by parents, fathers with normal blood pressure was 59.2%, high normal blood pressure was 12.2%, while hypertension was 28.6%. It revealed that prevalence of hypertension of fathers was higher than mother (normal: 74.5%, high normal: 7.7%, hypertension: 18.2%). Conclusions: From the results of this study, it is important to strengthen the health education about hypertension for community people and also school students.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.55-74
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• 2015

This study examined the various pathways from peer relationships to subjective well-being through self-esteem in late childhood. A total of 354 fifth and sixth grade students in elementary school (189 boys and 165 girls) participated in the study. Peer relationships were assessed using the peer rating scale, and self-esteem and subjective well-being were measured using the self-rating scales. The data were analyzed by means of Structural Equation Modeling (SEM). Children's peer relationships affected their subjective well-being directly, as well as indirectly through their self-esteem. Positive relations with peers enabled children to improve their subjective well-being. In addition, those children who possessed good relationships with peers were more likely to perceive themselves as worthy, which led to higher overall levels of happiness and satisfaction in their lives. The study emphasizes the crucial influence of self-esteem on school-aged children's subjective well-being.

• Journal of the Korean Dietetic Association
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• v.15 no.2
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• pp.83-96
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• 2009

With recent increases in demand for women's social participation, children have tended to favor western-style foods and dislike vegetables (Veg.). The objective of this study was to evaluate dietary behavior and Veg. intake in 612 elementary school children (339 boys; 273 girls) in Gyeonggi-do. 66.5% of the subjects reported that they liked Veg. The most frequent reason given for this preference in Veg. liking group was that vegetables were 'delicious' (35.6%), followed by 'nutritious' and 'frequent intake'. The most frequent reason given for disliking Veg. in the Veg. disliking group was that vegetables are 'not delicious' (94.6%). Approximately half of the subjects had correct knowledge about vegetables. The total score of general nutrition knowledge was 7.7 points (a perfect score is 10 points) and the majority of students generally had good dietary behaviors. The Veg. liking group scored higher on knowledge about Veg., general nutritional knowledge, dietary behavior, and Veg. preference than did the members of the Veg. disliking group (p<0.001). The 'active' group had the highest score for dietary behavior (p<0.001), and the scores for dietary behavior and Veg. preference increased with increasing self-rated health status (p<0.001). The score of normal BMI group for nutritional knowledge about Veg. was higher than that of the underweight group (p<0.05). The higher self-rated academic score group showed higher on knowledge about Veg., general nutrition knowledge, dietary behavior (p<0.001) and Veg. preference (p<0.05). Dietary behavior and preference of Veg. were positively correlated with nutritional knowledge. To improve health by increasing Veg. intake, education about the nutritional importance of Veg. should be needed, and continuous nutritional education is recommended to foster good food habits and Veg. preferences in children.

• Nutrition Research and Practice
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• v.4 no.6
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• pp.535-540
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• 2010

In this study, 342 grade 4-6 elementary school students in Gyeonggi-do were recruited to determine their readiness to change food safety behavior and to compare their food safety knowledge and practices by the stages of change. The subjects were divided into three stages of change; the percentage of stage 1 (precontemplation) was 10.1%, the percentage of stage 2 (contemplation and preparation) was 62.4%, and that of stage 3 (action and maintenance) was 27.5%. Food safety knowledge scores in stage 3 (4.55) or stage 2 (4.50) children were significantly higher than those in stage 1 children (4.17) (P < 0.05). The two food safety behavior items "hand washing practice" and "avoidance of harmful food" were significantly different among the three groups (P < 0.05). Stages of change were significantly and positively correlated with food safety knowledge and practice. Age was significantly and negatively correlated with the total food safety behavior score (r = -0.142, P < 0.05). The most influential factor on the stage of change was a mother's instruction about food safety (P < 0.01).

• Journal of dental hygiene science
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• v.5 no.2
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• pp.71-76
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• 2005

This study tried to understand influence of water fluoridation program on oral health status and get the basic data of water fluoridation program in the future. Sangdang-gu in Cheongju City, fluoridated community and Manan-gu in Anyang City, non-fluoridated community were the surveyed area of the study. And from July 3, 2003 to July 22, 2003, using questionnaire, we surveyed opinions of parents of the fifth and sixth grade students of C elementary school in Sangdang-gu, Cheongju City and A elementary school in Manan-gu, Anyang City about water fluoridation program, and made an oral examination on the fifth and sixth grade students. The results are as follows : 1. DMFT index was lower for Cheongju, fluoridated community with Cheongju 1.69, Anyang 2.11(P = .010). 2. DMFT rate was lower for Cheongju, fluoridated community with Cheongju 6.72%, Anyang 7.94%. 3. Health level of the first molar was higher for Cheongju, fluoridated community with Cheongju 95.54%, Anyang 94.10%(P = .002). This study intends to understand the effects of fluoridation program on oral status by analyzing the effects of water fluoridation program and present basic materials for improving oral health. Improving national oral health is thought to be associated with expense retrenchment of oral health insurance financial. So it may need to extend using tap water to all the area of the country and additionally establish confidence through an active public relations and education of water fluoridation program.

• Research in Community and Public Health Nursing
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• v.11 no.2
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• pp.577-590
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• 2000

This study is basic research for developing health promotion programs in elementary school and is looking at the effect factor of School nurses perception and school health promotion. This study was conducted with the ACCESS model for school health promotion from WHO. The subjects of this study were 28 elementary school nurses located in the west side of Kung-Nam from the 7th of June to the 30th of June by direct interview. The results of this study are summarized as follows: 1. the score from obesity, dental caries, health counselling, scoliosis, hepatitis B, immunization BCG items are higher in the low grade but showed significant difference in visual disturbance items. 2. the average score of school health promotion perception is 5.04. The list of school health promotion is composed of school health policies(5.39), physical environments (5.38), school health services(5.34), social environments (5.22), personal health skills (4.92), and community relationships(4.64). 3. after an analysis of the perception of school health promotion from school nurses, the relationship between the school health budget and the school health policy and school health service was shown to be significant. 4. after analysis of the effect factor of perception of school health promotion from school nurses, school health policy, school social environment, personal health skills, and school health service were shown to be significant. 5. The factors in school health promotion are the number of classes and students, school budgets, school nurses' final education and age, health education classes per week, and teaching experience. Particularly the school health budget and school nurses of the classes per week are statistically significant. The suggestions of this study are as follows: 1, as a related factor of school health promotion. the generally characteristics of schools and school nurses should be considered for improving the perception of school health promotion. 2, the period of health education for effective school health management and health education should be an on-going program. 3. the scope of school health promotion and perception should be considered for developing health promotion programs. 4. elementary school health promotion programs should be developed and applied to research. 5. computer system programs should be developed for effective school health projects.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.451-462
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• 2012

In this study, our primary areas of mathematical shapes as a way to solve the problem of sixth grade math and geometry around the area in addition to the real world, the virtual objects to explore on their own learning, heuristic principles and learning concepts are developed. To this end, second-class sixth grade in Seoul class M is selected and the area of Augmented Reality class shapes students' academic achievement sure to affect how much agreed. experimental study was developed and then applied to the actual class content across pre and post implementation evaluation, and subsequent academic achievement levels were compared and analyzed. As a result, learners in the experimental group and control group than the class of interested students and class satisfaction, a statistically higher achievement. Learning on augmented reality, which shapes have the gumption to participate in classes, and concepts related to shape the formation and indicates that academic achievement is related.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.415-444
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• 2010

The purpose of this study is to provide information that will help understand unique characteristics of mathematically gifted students and that can be utilized for special programs for mathematically gifted students, by investigating difference and relationship between attribution styles and attitude toward mathematics of mathematically gifted students and those of regular students. For that purpose, 202 mathematically gifted students and 415 regular students in 5th and 6th grades at elementary schools were surveyed in terms of attribution styles and attitude toward mathematics, and the result of the study is as follows. First, as for attribution styles, there was no difference between gifted students and regular students in terms of grade and gender, but there was significant difference in sub factors because of giftedness. Second, there was not significant difference between grades. but there was significant difference in sub factors between genders. Mathematically gifted students were more positive than regular students in every sub factor excepting gender role conformity, and especially they showed higher confidence and motivation. Third, according to the result of correlation analysis, there was significant static correlation between inner tendencies and attitude toward mathematics with both groups. The gifted group showed higher correlation between attribution of effort and attitude toward mathematics and inner tendencies and confidence than the regular group. The gifted group showed higher correlation in sub factors, and especially there was high static correlation between attribution of talent and confidence, and attribution of effort and motivation. Fourth, according to the result of multiple regression analysis, inner tendencies showed significant relation to attitude toward mathematics with both groups, and especially the influence of attribution of effort was high. Both attribution of effort and attribution of talent were higher in the gifted group than the regular group, and attribution of effort had a major influence on practicality and attribution of talent had a major influence on confidence.