• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.440-450
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• 2019

This study analyzes the effects of perceived parental attitude on self-esteem in elementary and junior high school students. For this purpose, a questionnaire was given to 220 students, including 5th and 6th graders in elementary schools and 7th graders in middle schools in the Gyeonggi area. A total of 188 responses to the questionnaire were analyzed after excluding 22 responses that insincere responses or missing items. Descriptive statistics were used to investigate the general characteristics of the subjects, and a t-test, ANOVA, correlation analysis, and multiple regression analysis were performed to examine the differences in parental attitude and self-esteem according to the general characteristics of the subjects. The results showed that there is a stronger relationship for mothers between parental attitude and self-esteem perceived by children than for fathers. There were no significant differences between parental attitude and self-esteem according to the grade of the children. Among the subfactors of parental attitude, affectionate attitude and overprotective attitude were found to have a positive effect on self-esteem. In particular, an affectionate attitude among fathers had a positive effect on the self-esteem of children.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.214-220
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• 2019

The purpose of this study was to identify the relationship between self-identity, Career choice factors and employment preparation activities of college students. The research subjects were the group of 2091 college students who participated in Korean Children Youth Panel Survey(KCYPS) as 7th graders. Their 7th year data in 2016 were analyzed by using SPSS 21.0, descriptive statistics, correlation analysis and regression analysis. Self identity was found significant and positive correlations between career choice factors and not employment preparation activities. and It was found that their self-identity of college students exerts a statistically significant effect on their career choice factors but not on their employment preparation activities. The research result is expected to help arrange detailed educational programs and/or self-identifying programs to help college students choose a career choice and prepare for employment-seeking activities.

• School Mathematics
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• v.10 no.2
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• pp.155-179
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• 2008

Multiplication problems for the 7th curriculum focus on functional realms featuring the memorization and application of the multiplication table, exposing learners only to additive thinking characterized by simple counting and drawing. A diversity of research has yet to be conducted for the transition to multiplicative thinking that highlights the capability to solve problems by using multiplication and division in the expanded number scope like 'prime numbers', 'fractional numbers', and 'ratio/rates' and to describe accurately how they solved. This research was designed to develop and utilize teaching-learning materials for the transition of fifth graders' additive thinking to advanced multiplicative one and to analyze the application results in order to identify validity in material development. The following conclusions were made. First, the development and application of teaching-learning materials for multiplicative thinking cultivation facilitated the transition from additive thinking featuring simple counting and drawing to multiplicative thinking characterized by multiplication and accurate description in a more complicated and expanded number scope. Second, the development of materials featuring 'basic'-'intermediate'-'in-depth' courses by activity enabled learners to benefit from learning by level and expansion in number scope. Third, the use of topics and materials closely connected to daily lives stimulated learners' curiosity, helping them concentrate more on given problems. Fourth, communication between teachers and students or among learners themselves was promoted by continuously encouraging them to explain and by reviewing their documents identifying rules or patterns.

• Culinary science and hospitality research
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• v.17 no.3
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• pp.204-220
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• 2011

of the recipes and 'stir frying' in 76.8% of the recipes. Other cooking methods were used as follows; 'blanching'(24.2%), 'roasting'(22.6%), 'pan frying'(21.0%), 'deep fat frying'(18.7%), etc. The use of 'Boiling' increased significantly(p=0.044) from 4.5% in 2008 to 10.0% in 2010 while the use of 'deep fat frying' decreased significantly(p=0.027) from 21.8% to 10.9%. The frequency of using cooking tools was as follows; knives and cutting boards(100.0%), dishes(92.9%), frypans(91.3%), chopsticks(40.3%), spoons(38.7%), etc. The foods used in cooking were as follows; rice(100.0%), carrots(67.1%), onions(61.9%), eggs(41.6%), paprika(27.7%), kimchi(25.2%), pizza-cheese(22.9%), etc. Natural and processed foods were used in cooking as the ratio of 80:20 approximately. Of the 5 food groups, 'meat fish egg bean' decreased from $24.44{\pm}13.27%$ in 2008 to $20.84{\pm}10.59%$ in 2010, but 'vegetables' increased from $44.38{\pm}15.65%$ to $50.64{\pm}14.07%$ significantly(p<0.05). In conclusion, 5th and 6th graders had an ability to select various foods for their health when cooking even if they have some foods they don't like while they lacked cooking skills such as using various cutting methods and proper cooking tools.

• Journal of the Korean Home Economics Association
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• v.45 no.7
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• pp.35-48
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• 2007

The purpose of this study was to examine the difference between the depression and anxiety related with maternal attachment security and those with self-esteem. The study subjects were 240 children's mothers from seven Community Social Welfare Service Centers in Seoul, Incheon, and Pyeongtaek, including those from 1st graders to 6th graders of 2 elementary schools in Seoul. Consequently, a total of 200 mothers were selected for this study. The data in this study were analyzed with SPSS 12.0 program by frequency analysis, technical statistics analysis, Cronbach's $\alpha$, Pearson's correlations, partial correlation analysis, and two-way ANOVA. The results of this study are as follows: (1) Paternal attachment security and maternal attachment security indicated a moderate level of negative correlation with depression and anxiety. Self-esteem showed a high level of negative correlation with depression and anxiety. For self-esteem, we divided the subjects into two groups of high and low self-esteem. In the former, anxiety was significantly negatively correlated with paternal attachment security and depression was not significantly correlated with maternal attachment security and paternal attachment security. In the low group, neither depression nor anxiety showed meaningful correlation with paternal attachment security and maternal attachment security. (2) Married women's depression and anxiety had a main effect both in paternal attachment security and self-esteem level, and in maternal attachment security and self-esteem level. However they had no interactive effect in paternal attachment security and self-esteem level, and in maternal attachment security and self-esteem level.

• Education of Primary School Mathematics
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• v.23 no.3
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• pp.117-134
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• 2020

Based on the current curriculum, students learn the concept of fraction in the 3rd grade for the first time. At that time, fraction is introduced as whole-part relationship. But as the idea of fraction expands to improper fraction and so on, fraction as measurement would be naturally appeared. In that situation where fraction as whole-part relationship and fraction as measurement are dealt together, it is necessary for students to get experiences of understanding and exploring unit and whole adequately in order to fully understand the concept of fractions. Therefore, the purpose of this study is to analyze how to deal with unit fractions, how to implement activities to find the standard of reference from the part, and what visual representations were used to help students to understand the concept of fractions in elementary mathematics textbooks from the 7th to the 2015 revised curriculum. And we analyzed 60 3rd graders' understanding of finding and drawing the whole by looking at the part. Several didactical implications for teaching the concept of fractions were derived from the discussion according to the analysis results.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.768-778
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• 2002

Science teachers often suppose that students are able to know the symbolical meaning of graphs when they see the graphs. But such a assumption is not based on the firm theories but a mere image. And we need to search them for holding the abilities to construct and to interpret. In addition, unfortunately, many researchers show that they scarcely have the graphing skills. And then, The Test of Graphing in Science(TOGS) was administered to 535 7th to 12th graders, for we search them for holding the graphing abilities to some degree. Though the higher grade, the better score, they lack the first three among 9 objectives of TOGS which are scaling axes, assigning variables to the axes, using a best fit line, plotting points, translating a graph that displays the data, selecting the corresponding value for y(or x), interrelating/extrapolating graphs, describing the relationship between variables, interrelating the results of the two graphs. It was concluded from this that subjects' graph construction is lower than their graph interpretation in graph skills. It suggests that school science have a bias toward graph interpretation. This tendency represents more strikingly in the case of upper students in TOGS than the others'.

• Culinary science and hospitality research
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• v.18 no.3
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• pp.266-285
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• 2012

This study was conducted to investigate the dietary habits and nutritional knowledge of 5th and 6th graders and the teachers' perception of dietary life education at the elementary schools in Chuncheon area. The children who had breakfast and supper everyday accounted for 54.1% and 80.3% each. Children consumed 'breads or confectioneries'(42.6%) and 'fruits or juices'(39.3) as snacks. Only 57.4% of the children had balanced diet. Only 59% of the children answered correctly at the nutritional knowledge test, and only 75% had good dietary behaviors. About 78% of the teachers had the experiences of dietary life education, and they taught it in class(38.9%) or at school lunchtime(35.2%). The teachers answered that the major nutrition problems of elementary students were bad eating habits(37.7%) and too much ingestion of fast or instant foods(36.2%). They also answered that dietary life education was necessary(79.7%) and should be started more earlier(87.0%). Ironically, about 49% of the teachers answered that dietary life education should be taught by dietitians even if the teacher who spent most of the time with their students is the best person for dietary life education at school. It should be done in children's daily life, especially for elementary school students. Therefore, teachers should recognize the importance and the specialty of dietary life education at the elementary schools.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.650-659
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• 2003

The purpose of this study was to investigate the change of students' views on the relationship between science/technology and society during the high school 'Science' course implemented under the 7th science curriculum. Participants were 241 tenth graders in Seoul. An instrument consisted of ten items selected from the VOSTS (Views On Science-Technology-Society). The surveys were administered at the beginning and the end of the course. The results indicated that the high school 'Science' course, on the whole, could not make students have adequate understanding about the relationship between science/technology and society.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.253-265
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• 2014

This study was aimed to find the impact of science lessons using e-NIE on science process skills and scientific attitudes of elementary students in comparison with that of traditional lessons. Subjects of this study were 5th graders from two separate classes at a elementary school located in U city. And the experiment has been conducted throughout 10 lessons for the duration of total 12 weeks, where one class, experimental group, attended e-NIE based lessons, while the other, comparative group, with traditional lessons for the same period, in an effort to collect both pre and post test results to compare. Findings from this study were briefly listed below: Firstly, e-NIE applied lessons were more effective in improving science process skills than traditional lessons, especially in the domain of integrated science process skills, with meaningful difference. Secondly, lessons combined with e-NIE enhanced scientific attitudes of elementary students more than traditional lessons with meaningful difference.