• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.246-255
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• 2015

Purpose: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. Methods: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. Results: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. Conclusion: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.525-534
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• 2007

Elementary students are tend to depend heavily on visual informations in the cognitive process. Thus, elementary science textbooks provide science contents mostly by inscriptions, the visual materials, with little verbal information in the limited page area. Especially, since the textbooks include many accompanying inscriptions rather than a basic inscription, it is very important to understand the relationships among many inscriptions in teaching and leaning science. Therefore, this study analyzed the status and characteristics of accompanying inscriptions used. in elementary science textbooks, and classified them according to their functions. As results, we found six types of the accompanying inscriptions such as inner part, detail, result, process, emphasis, and explanation. Accompanying inscriptions were used more frequently in the lower grade (3rd and 4th grades) than the higher grade (5th and 6th grades). We discussed the examples of each type in detail, and thus revealed some possible difficulties in understanding inscriptions caused by the inconsistency of the directions of the basic inscription and accompanying inscription, and by the absence of the sign linking the basic and accompanying inscriptions.

• Journal of Korean Public Health Nursing
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• v.19 no.2
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• pp.359-370
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• 2005

The purpose of this study is to provide basic data for prevention of VDT syndrome by confirming VDT syndrome according to the type of computer use. The subjects recruited for the research were 518 students who were in the 4, 5, 6 grades from 5 schools in Seoul. The data were collected during the period from October 8 through October 18, 2004. The results were as follows; 1. The mean value of the VDT syndrome was 1.55 (SD=.52) for the 5th graders. 2. The degrees of VDT syndrome according to the characteristics of the subjects shows higher scores for the 5th and 6th graders, boys, students with more than 4 online friends, students with a low degree of school life satisfaction, and for students with parents who had a negative attitude for their children. 3. The degree of VDT syndrome according to the type of computer use showed higher scores when the students used computers for game more than for study, more than 11 hours in a week, more than 2 hours at one time, not having any rest, in dark places, with the monitor less than 40 an distance from the eyes, sitting with their legs crossed and when the keyboard was in a higher position than their elbows. The internet absorbed group showed higher scores than the unabsorbed group. 4. There was positive correlation between the hours of computer use and VDT syndrome. Also, internet addiction and VDT syndrome had positive correlation. Therefore, each home and society needs to pay consistent attention to correct computer use by their students. Especially, schools will have to educate about computer utilization and VDT syndrome.

• The Korean Journal of Food And Nutrition
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• v.31 no.5
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• pp.668-676
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• 2018

The purpose of this study was to investigate the quality attributes and importance that affects their satisfaction with respect to lunchboxes amongst children from low-income families in Korea. In case of $1-3^{rd}$-grade elementary school, 57.1% received lunch box through the community child center, while 45.2%, 68.5% and 80.7% of $4-6^{th}$-elementary school, middle school, and high school students received the lunch box from home, respectively. Typically, in 40.2% of all grades, the time to eat the meal was within 1~2 hours of delivery, and 34.0% consumed the lunch within 2~6 hours of delivery. With respect to intake of the contents of lunchboxes, 72.0% of the participants answered that they ate 80% of the lunchboxes delivered and 24.9% only ate 50% of the content of lunchboxes. The largest leftover were vegetables (26.9%), and the reason for leaving food was 'do not like to eat (36.1%)' followed by 'no taste (32.6%)'. Regarding improvements in delivery lunchboxes, elementary school students selected 'taste', while middle school and high school students selected 'variety of menu'. The 'nutrition (3.69 point)' of the lunchboxes was the highest satisfaction and the 'variety of menu (3.34 point)' was the lowest. In all grades, 'nutrition' and 'hygiene' were considered to be important as quality attributes of the delivery lunchboxes, and satisfaction was also high. On the other hand, in the $1-3^{rd}$-grade elementary school, 'variety of menu' and 'amount of side dish' were important but satisfaction was low. The $4-6^{th}$-grade elementary school, middle school and high school students stated that 'taste' and 'variety of menu' were important, but satisfaction was low.

• Educational Technology International
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• v.16 no.2
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• pp.231-247
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• 2015

The purpose of this study was to identify the factors of ICT literacy in the primary school students in South Korea and to examine the gender and city size difference on the factor of ICT literacy. To accomplish this goal, we have analyzed the data of Korea Youth Competency Measurement and International Comparative Study I: ICCS 2016 which is nationally collected from the primary school students, currently on the 5 ~ 6th grades in South Korea. 1,188 samples were used in the study excluding missing samples. The participants were 584 5^th grad and 604 6^th grad students, 620 males (52.2%) and 568 females (47.8%). The mean age was 13.49 years (SD=.52). The result of the study reveals the four factors of ICT literacy through cross-validating exploratory factor analysis and confirmative factor analysis; pleasure of using ICT, perceived usefulness of using ICT, learning ability with using ICT, and operating ability of ICT. This study found that the leaner differ in gender on learning ability with using ICT and pleasure of using ICT. The female students were significantly larger than male students on learning ability with using ICT. However, the male students were significantly larger than male students on pleasure of using ICT. This study found that the leaner differ in city size on the factors of ICT literacy excluding pleasure of using ICT. The students living in the big size city were significantly larger than the students living in the middle and small. That is, over all, female students were more learning with ICT, male students were more interesting about ICT, and the students living in the big size city were more ICT use for learning. Based on the results, some strategies were suggested on the proper use of the factors of ICT in education.

• Journal of the East Asian Society of Dietary Life
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• v.8 no.1
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• pp.28-35
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• 1998

This study was conducted to evaluate the nutritional status of elementary school lunch programs. The subjects of this study consisted of 170 elementary school students(male 51.8% : female 48.2%) in the 5th and 6th grades. The dietary intake of nutrients was assessed by the modified 24-hour recall method. The results are summarized as follows: the average body weight was 41.3$\pm$7.93kg for boys and 40.5$\pm$ 8.35kg for girls. The average height was 149.5$\pm$5.88cm for boys and 146.2$\pm$5.82cm for girls. The total daily energy and nutrient intake was below the RDA's except for the intake of niacin and ascorbic acid. School lunchs provided 31.5% of total energy intake ; 32.5% of carbohydrate intake, 31.9% of protein intake and 33.4% of fat intake. Therefore, school lunchs largely contributed to the nutritional balance of these children. The food habit score was poor for 40.6% of the subjects.

• Korean Journal of Health Education and Promotion
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• v.21 no.2
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• pp.133-146
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• 2004

Purpose： The purpose of this study was to investigate the actual conditions of obesity, and the factors related to children's obesity. Method： The subjects were 568 students (5th, 6th grades) of ten elementary schools in a small city of about 350,000. Subjects self-reported after being instructed by researchers to identify health habits and attitudes toward obesity. The Rohrer index was calculated by using annual physical examinations preformed by the schools. Result： 17.5％ of the subjects were under weight, 22.2％ were overweight, and 60.3％ were normal. In girls, the under weight group was much larger, in boys the overweight group was larger. 46.2％ of overweight children had a familial tendency to obesity. 60.6％ of boys and 60％ of girls were on a diet in order to improve their looks or to prevent ridicule from mends. On average, one-third of the subjects misunderstood their own weight level. Subjects spent 3-4hours on weekdays, and over 6hours on the weekend watching TV or using personal computers. The overweight group enjoyed eating meat, fish, beans and vegetables, while the normal group tended to prefer fruit. Conclusion： Health education programs which guide elementary school students to form better health habits, more accurate perceptions of their own body weight, and better attitudes toward obesity and which make students aware of the importance of exercise, a healthy diet, and reducing time spent in front of TVs and computers may help them to keep at their appropriate weight.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1395-1403
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• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.438-452
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• 2008

The purposes of National Assessment of Educational Achievement(NAEA) are to assess Korean students' achievement of the educational goals as well as to diagnose the trends of educational achievement in order to monitor the quality of education at the national level. We analysed average scores in science achievement and trend of achievement level at the National Assessment of Educational Achievement(NAEA) from the year 2003 to 2006 for 6th, 9th and 10th graders. The results are as follows: For grades 6, 9, and 10, the average scores of NAEA did not tend to increase or decrease. About the trend analysis of gender, females outperformed males for grade 6, but males outperformed females for grade 10. For grade 6, the ratio of females in Advanced level was more than that of the males in the same level. For grades 9 and 10, the ratio of male was higher than the females. For grades 6, 9 and 10, the ratio of males in Below-Basic level was more than that of females in the same level. The results of the educational achievement of urbanization shows that students in rural area scored the lowest. And the ratio of Below-basic level students was highest in rural area. It is needed that educational surroundings be improved to lessen the score difference both between genders and regions. An additional study is needed to used the results of NAEA for the improvement of curriculum and educational policy.