• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.330-339
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• 2011

This study was to investigate effects of instruction using the history of science on elementary school students' science learning motivation. Subjects were 48 students of two groups in the 5th Grade in Bucheon City. A Experimental group of 24 was instructed 20 lessons in Unit 1~7 using the history of science for a 11-week period. In this study, the instructional contents were selected by stories about scientists, discoveries or anecdotes about natural phenomena and related learning topics in national science curriculum. And they are presented by writings with pictures, cartoons, PPT materials and a script. Students play various learning activities such as exchanging opinions after reading instructional content, making a book or a newspaper, playing in a drama and representing by picture. A control group of 24 was instructed by traditional teaching methods in same period. To compare difference of instruction effects of the two groups, the score of pre-test and post-test were both estimated by t-test. The results of the study were as follows. Students of experimental group showed statistically a more significant increase in the science learning motivation than control group students (p<.05). Each of attention (A), relevance (R), satisfaction (S) sub-elements of learning motivation were higher in the experimental group and it was showed the instruction using the history of science was effective in improving of science learning motivation.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of Periodontal and Implant Science
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• v.30 no.4
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• pp.803-814
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• 2000

Current acceptable methods of promoting periodontal regeneration are basis of removal of diseased soft tissue, root treatment, guided tissue regeneration, graft materials, biological mediators. Platelet Rich Plasma have been reported as a biological mediator which regulate activities of wound healing progress including cell proliferation, migration, and metabolism. The purpose of this study is to evaluate the possibility of using the Platelet Rich Plasma as a regeneration promoting agent for furcation involvement defect. Five adult beagle dogs were used in this experiment. With intrasulcular and crestal incision, mucoperiosteal flap was elevated. Following decortication with 1/2 high speed round bur, degree II furcation defect was made on mandibular third(P3), forth(P4) and fifth(P5) premolar. 2 month later experimental group were PRP plus bovine bone and bovine bone only. After 4, 8 weeks, the animals were sacrificed by perfusion technique. Tissue block was excised including the tooth and prepared for light microscope with Gomori's trichrome staining. At 4 weeks after surgery, there were rapid osteogenesis phenomenon on the defected area of the Platelet Rich Plasma plus bovine bone group and early trabeculation pattern was made with new osteoid tissue produced by activated osteoblast. Bone formation was almost completed to the fornix of furcation by 4 weeks after surgery. In conclusion, Platelet Rich Plasma can promote rapid osteogenesis during early stage of periodontal tissue regeneration.

• Women's Health Nursing
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• v.7 no.3
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• pp.317-330
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• 2001

This study was undertaken in order to examine the relationship of control, perceived health status, self efficacy, social support, and demographic characteristics to health promoting lifestyle of nursing students, and to determine factors affecting health promoting lifestyle of nursing students. The subjects were 270 students of a single university in Busan. The instruments used for this study was a survey of general characteristics, health promoting lifestyle (47 items), control(8 items), perceived health status(6 items), self-efficacy(17 items), and social support(18 items). Data analysis was done by use of mean, percentage, t-test, ANOVA, Pearson Correlation coefficients and stepwise regression with a SPSS PC+ program. The results of this study are as follows : 1) The average item score for the health promoting lifestyle was less than 2.43. In the sub-categories, the highest degree of performance was interpersonal relationships (2.94) and the lowest degree was health responsibility(1.93). 2) Students who were older and higher scores in health responsibility and interpersonal support subscale. Students who had higher grade had higher scores in health support subscale. Students who had experienced disease had higher scores in health responsibility subscale. Students who had experienced exercise had higher scores in health responsibility, exercise and nutrition subscale. 3) Significant correlation between control and self-efficacy, self-efficacy and social support was found. 4) Significant correlations was found between most of the subscales and total health promoting lifestyle. 5) Social support revealed significant correlations with total health promoting lifestyle and all subscales of health promoting lifestyle. Control revealed significant correlations with total health promoting lifestyle and self actualization and health responsibility. Perceived health status revealed significant correlations only with the exercise and nutrition subscale. Self-efficacy revealed significant correlation with the total health promoting lifestyle and all subscales of health promoting lifestyle except exercise and nutrition, stress management subscale. 6) Social support was the highest factor predicting health promoting lifestyles of nursing students(31%). Social support, excercise self-efficacy and control accounted for 35% in health promoting lifestyle of nursing students.

• Journal of Community Nutrition
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• v.2 no.2
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• pp.146-158
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• 2000

This study was designed to develop, implement and evaluate a nutrition education program for elementary school children. Subjects consisted of 47 children in the 6th grade in Seoul, Korea. They received five sessions of nutrition education from June to July, 1999. Topics for nutrition education included function of nutrients, food sources of nutrients, balanced diet, meal planning, and adequate energy intake. Each session lasted 40 minutes. To evaluate program effectiveness, one group pretest-posttest design was used. Subjects were given a pretest and a posttest on nutrition knowledge, eating attitudes, eating behavior, and dietary intake. All data were statistically analyzed mainly using the paired t-test and $\chi$$^2$-test. There was a significant difference between pretest and posttest score on nutrition knowledge(p<0.001), subscales of nutrition knowledge including food sources of nutrients, function of nutrients, and balanced diet(p<0.001). These changes in nutrition knowledge were also shown both in boys(p<0.001) and in girls(p<0.001). Eating attitudes, subscales of eating attitudes, and eating behavior were not significantly changed after nutrition education, although some changes were observed in these variables. Dietary intakes were not significantly were not significantly changed after nutrition education for all subjects ; however, different patterns in dietary intakes were observed when examined by sex. There was an increase in nutrient intakes among boys, while there was a significant decrease in nutrient intakes among girls after program implementation. Especially, it was noted that girls had diets deficient in iron, calcium, and vitamin A, even after nutrition education. It was concluded that a five-week nutrition education program can improve nutrition knowledge or some dietary intake, but this might not be enough to induce changes in food attitudes, eating behavior or dietary intakes. It might be necessary to incorporate diverse approaches, targeting sub-groups of children, and follow-up in nutrition education for elementary school children. (J Community Nutrition 2(2) : 146∼158, 2000)

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.44-55
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• 2010

The purpose of this study is to develop an environmental report for children and to examine the learning effects of the environmental report on elementary school students. This study is carried out by the survey. The results of this study are as follows. First, the Environmental Report for children, which consists of 8 subjects related to the environmental policy in Korea. 1) Green Growth and Sustainable Policy, 2) Climate Change, 3) Water Supply and Sewage Policy, 4) Sustainable Watershed Management, 5) Conservation of Biodiversity, 6) Resource Recirculation, 7) Environmental Health for Children, and 8) Environmental Dictionary, was systematically developed. Second, the Environmental report developed was examined the effects to third and fourth grade elementary school students in Incheon and Daegu. By dividing elementary school students into two groups: A Control group and an Experimental group, the lessons were respectively executed. In conclusion, the Environmental Report leads to good effects when it is applied to both Environmental Education and the public relation of the Environmental Policy in Korea. Finally, it would be expected to be efficient in learning Sustainable Development and the Environmental Policy.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• Journal of Society of Preventive Korean Medicine
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• v.14 no.3
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• pp.37-49
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• 2010

Objective : Qigong has been reported as an effective for post-mastectomy women. It consists of a series of postures combined with slow, smooth, graceful movements, and is considered a low intensity exercise. In this study, a specialist of Qigong developed a Qigong program for post-mastectomy women in a community. The object of this research is to evaluate the effect of Qigong on a subjective symptom scale, on the grade of discomfort and pain in everyday life, BMI, fat(%), muscular strength, shoulder joint movement, in post-mastectomy women. Methods : The study used a non-equivalent control group non-synchronized design. The experimental group received a Qigong 3 times a week for 12 weeks from September 7th to December 28th in 2009. The subjects were 40 patients are divided into 25 persons in experimental groups and 15 persons in contrastive group. The data were analyzed with descriptive statistics, chi-square test, t-test, Mann-Whitney U test. A P-value less than .05 was considered significant by 2-tailed test. All statistical analyses were performed with SPSS win(ver 12.0). Results : The results were as follows : The score in the subjective symptom(p=.040), and score of anxiety (p=.024), fat(%)(p=.007) were significantly decreased after Qigong program. The values for shoulder flexibility (left : p=.010, right : p=.008), and Muscular strength(grip power)(left : p=.021, right : p=.029) significantly increased after Qigong program. And Flexion(left ; p=.029), Extension(left : p=.001, right : p=.038), Adduction(left ; p=.001, right ; p<0.001) were also significantly increased after Qigong Conclusions : The Qigong is an effective health promotion program for post-mastectomy women.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6142-6149
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• 2014

This study examined the middle school students' psychological well-being, emotional expressiveness and peer relationships according to sex, and the relationships among them. The participants of this study were 391 second grade students at a middle schools located in Gyeonggi-do. The collected data were analyzed using a t-test, Pearson's correlation analysis and stepwise multiple regression analysis. The results were follows: First, there were significant differences in the psychological well-being, emotional expressiveness and peer relationships according to sex. Female students had higher levels in all variables than male students. Second, there were significant relationships among psychological well-being, emotional expressiveness and peer relationships. In addition, psychological well-being and positive emotional expressiveness, negative expressiveness in the sub-factor of emotional expressiveness were significant predictors of peer relationships. These findings provide suggestions regarding the plan to improve middle school students' peer relationships.