• 한국의류학회지
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• 제26권5호
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• pp.691-702
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• 2002

The purpose of this study was to provide basic information on the propriety of the ready to wear garment sizes of Tween Generation(ages from 5th grade to 8th grade) who has different clothing preferences in color, styles, and design and also different body sizes and shapes from younger and older students. The objectives of the study were to ascertain (a) the body figure changes occurring during Tween Generation; (b) the coverage of manufactures'garment sizes. The body measurements of elementary school students(5th & 6th grades) and junior high school students(7th & 8th grades) provide the basic statistics for this study. The mean differences of each size within each figure type are compared by using t-teats. The differences in various manufacturers'apparel sizing and figure size are investigated. Also the body measurements and the apparel sizes of the manufacturers are compared in order to evaluate the suitability of the garment size. Results indicate that the body type factors are different in each age group. And manufactures'sizes come out to be much smaller than the actual body measurements. Young casual wear can cover junior high school students satisfactorily but for elementary school students, because of low drop-value, the overall satisfaction with filling is low.

• 한국콘텐츠학회논문지
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• 제20권6호
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• pp.531-544
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• 2020

본 연구에서는 2015 개정 수학과 교육과정을 적용한 중학교 2학년 <수학> 교과서가 교육과정에서 강조하고 있는 교과 역량을 어떻게 반영하고 있는가를 알아보기 위하여 현재 학교 현장에서 활용하고 있는 중학교 2학년 <수학> 교과서 9종에서 제시하고 있는 과제를 중심으로 분석하였다. 2015 개정 수학과 교육과정에서의 분류한 5개의 수학 교과 내용 영역에 따라 단원을 구분하여 교과서별 과제와 교과서별 교과 역량과 관련된 과제를 분석한 결과 다음과 같은 결론을 얻었다. 첫째, 각 교과서에서 교과 영역별 과제와 교과역량별 과제의 분포는 대체적으로 기하, 문자와 식, 함수 영역의 순으로 많이 나타났다. 둘째, 각 교과서의 교과 역량 과제는 일부 역량에 중점적으로 편중되어 나타났고 어떤 교과 역량의 경우는 빈약하게 다루고 있었다. 셋째, 대부분의 교과서에서는 각 교과 역량의 하위요소 중 특정 요소에 초점을 맞추어 교과서를 구성하고 있었다.

• 한국학교ㆍ지역보건교육학회지
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• 제8권1호
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• pp.55-68
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• 2007

Objectives: This study was conducted to describe child perceived health knowledge, health education needs, and health behaviors by grade in a representative general characteristic and examined their associations for students' better health behaviors. Methods: The survey participants were 410 fourth to sixth grade students in two elementary schools in Seoul, Korea. A total of 12 classes in two elementary schools were randomly selected and all students of the selected classes participated in the self-administered survey. The questionnaire contained the items of perceived health knowledge, health education needs(health topics which they want to know more), health behavior, and general characteristics. Results: Perceived health knowledge, health education needs, and health behaviors were, generally, better in the $4^{th}$ grade students than $5^{th}$ or $6^{th}$ grade students. That is, higher grade students had lower perceived health knowledge, lower health education needs, and lower health behavior status. Specifically, there was significant grade differences in 'significance of publichealth,' 'nutritionandhealthyeating,' 'desirablehealthhabits,' 'humansex,' 'physical development in childhood,' 'stress management & drugcontrol,' and 'injury prevention.' Correlations between perceived health knowledge and health behavior were low or medium in all grades. However, correlations between perceived health education needs and health were significant in the $4^{th}$ grade students but not significant in the $5^{th}$ and $6^{th}$ grade students. Conclusions: There was significant grade difference of the relationship between health knowledge, health education needs, and health behaviors among children. In general, the lower the grade the better the health knowledge, educational needs, and health behavior. Health education needs were more significant by grade than perceived health knowledge and health behaviors.

• Journal of Nutrition and Health
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• 제20권5호
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• pp.309-317
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• 1987

우리나라 아동의 비만실태를 파악하기 위한 연구의 일환으로 전국의 국민학교 5학년 10.751명의 체격분포를 조사하였다. 건강기록부를 이용하요 1학년때 부터 학년까의 키, 몸무게를 분석하고 설문지를 이용하여 체격과 관련된 일반 현황 및 식품섭취 빈도를 조사하였다 1)조사대상아의 어머니 중 29%가 직업을 갖고 있었으며 출, 퇴근시간이 어린이의 영양관리를 제대로 할 수 없는 경우가 많았다. 조사대상아의 5.8%가 거의 매일 결식하였으며 건강을 위해 약제를 복용하는 경우가 26%였다. 2)키는 4학년까지는 남학생이 우세 하다가 5학년때는 남학생이 137.1cm, 여학생이 137.6cm 였다. 몸무게는 남녀 각각 31.5kg, 31.2kg였으며 키, 몸무게의 10, 25, 50, 70 ,90percentile 분포에 해당하는 값이 제시되었다. 고학년이 될수록 남학생의 키의 성장속도는 둔화된 반면 여학생은 오히려 증가였다. 몸무게는 학년이 높아지면서 남녀 모두 증가폭이 커졌으며 여학생의 증가폭이 더 컸다. 키와 몸무게를 이용하여 5년간 BMI, RI, RW 갑이 계산되었다. 3) 49% 아동이 우유를 매일 섭취 하였으며 과자, 계란, 아이스크림, 초코렛의 섭취빈도가 높은 반면 치즈, 햄, 두유의 섭취빈도는 매우 낮았다.

• 한국학교보건학회지
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• 제14권2호
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• 과학교육연구지
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• 제40권1호
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• 한국식생활문화학회지
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• 제16권2호
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• pp.158-169
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• 2001

This study was undertaken to assess grade and gender differences in dietary behavior, food preference and perception about body image of students in 4, 5 and 6th grades in elementary school in Kwangju. Anthropometric data showed that mean height and weight were $137.98{\pm}6.79cm\;32.69{\pm}6.09kg$, in the 4th grade, $144.11{\pm}6.91cm,\;36.88{\pm}7.60kg$ in the 5th grade and $151.52{\pm}7.47cm,\;42.68{\pm}8.06kg$ in the 6th grade. Height and weight of male and female students of each grade were very similar to those of the Korean standard Growth data. Females in the 5th and 6th grades were taller than those in male students, which suggested the height growth spurt in females. Furthermore, both genders showed marked variability even in the same group. All the three different obesity indices(BMI, Rohrer and % of ideal body weight) showed higher value in males than in females consistently. Male respondents desired taller and heavier body shape while females perceived they were heavy and desired only taller and thinner body image. There were significant differences in satisfaction with height, weight and body image by grade(p<0.05). 36.7% of subjects responded that they did not eat despite hunger. In higher grade they felt guilty after eating sweet things. Strikingly, it was noted a small number of students tried to take a diet pills or vomited on purpose. Data on food preference showed that female did not like sweet food and pork. While male students preferred red meat and chicken. Thus result indicated that there was a great difference in food preference by gender.

• Journal of Community Nutrition
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• 제7권1호
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• pp.3-7
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• 2005

This study was conducted to evaluate nutritional status of school children by biochemical assessment method. Subjects were 308 school children from 4th to 6th grade living in Bucheon city. Their blood glucose, total protein, albumin, total cholesterol, and triglyceride (TG) concentrations were determined. Mean blood glucose concentration was 77.56 mg/dl and $81.2\%$ of children had normal blood glucose concentration. The average proportion of hypoglycemia was $18.8\%$ among the three grades and prevalence of hypoglycemia in 4th grade school children was highest ($21.8\%$). Mean serum total protein and albumin levels were 7.14g/dl and 4.35g/dl, respectively, and all the subjects except only one were in normal range of total protein and albumin. Mean serum TG and total cholesterol concentrations were 145.82mg/dl and 94.50mg/dl. Serum TG and total cholesterol levels showed same pattern that the concentrations decreased in proportion to grade. Especially, there was significant difference between grades in serum total cholesterol. Furthermore, $11.7\%$ of 4th, $6.8\%$ of 5th, and $2.8\%$ of 6th grade school children have borderline hypertriglycemia or hypertriglycemia, risk factors of obesity or cardiovascular disease later in life. Taken together, there was conflict phenomenon that undernutrition of hypertriglycemia and overnutrition of hypertriglycemia existed together. Therefore, it is needed to develop discriminating and personalized nutritional feeding, counseling, and education program to cover the children of under- or over- nutritional status.

• 아동학회지
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• 제38권2호
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• pp.133-148
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• 2017

Objective: This study focused on the stability and reciprocal effects between abuse and neglect by parents and adolescent depression and delinquency. We examined both parent and child effects by adopting the transactional model proposed by Sameroff (2009). Methods: Using autoregressive cross-lagged modeling, data from the $2^{nd}$ to the $4^{th}$ wave of the Korean Children and Youth Panel Study (KCYPS) were analyzed. The sample consisted of 1,982 adolescents who were $8^{th}$ graders in 2011. Data were collected at three different phases: when participants were in $8^{th}$ grade (T1), $9^{th}$ grade (T2) and $10^{th}$ grade (T3). Results: First, the effects of abuse and neglect by parents and adolescent depression and delinquency showed stability from the $8^{th}$ to the $10^{th}$ grade. Second, abuse at T1 and T2 had effects on adolescent delinquency at T2 and T3, respectively, but not on adolescent depression. In terms of child effects, abuse was influenced by adolescent depression only. Adolescent depression and delinquency had no reciprocal effects. Finally, there were reciprocal effects between neglect on one hand and adolescent depression and delinquency on the other. That is, there were child effects as well as parent effects. No significant effects were found in the reciprocal relations between adolescent depression and delinquency. Conclusion: The present study found the stability of abuse and neglect by parents and adolescent depression and delinquency. Furthermore, this study identified the child effects as well as parent effects, thus supporting the transactional model of neglect by parents and adolescent depression and delinquency.

• 한국과학교육학회지
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• 제33권4호
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• pp.735-750
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• 2013

본 연구는 학생들이 과학을 학습함에 있어 용어로 인해 겪는 어려움을 해소하고 과학 교육의 효율을 높이기 위한 목적으로 실시되었다. 학생들이 과학 용어에 대해 어려움을 겪고 있는 것에 대한 원인이 과학 교육에서 제공하는 용어들이 특정한 기준에 의한 걸러짐 없이 사용되고 있는 것과 학생들이 과학 용어에 대해서 제대로 교육받을 기회가 없다는 데 있다고 보았다. 이를 해결하기 위한 방안으로 과학 교육에서 사용하는 용어들에 대한 기준을 마련하고, 그 기준에 의해 학생들에게 체계적으로 용어를 교육할 것을 제시하였다. 본 연구에서는 과학 교육에서 용어 사용에 대한 기준을 마련하기 위하여 실제 과학 교육에서 사용되고 있는 용어를 조사하는 경험적 언어학의 연구 방법을 사용하였다. 이에 따라 과학 교육에서 사용할 교육용 과학 용어를 선정하고 각 용어들을 대상으로 교육하기에 적절한 학년으로 배치하고자 하였다. 이를 위한 기초 연구로 7차 교육과정에 따른 과학 교과서 전체의 물리 단원에 수록된 어휘를 조사하고 이 가운데 교육용 과학 용어를 선정하여 학년별로 배치하는 작업을 통해 학년별 교육용 과학 용어 예비 목록을 작성하였다. 그 결과 물리 영역의 교육용 과학 용어 930개를 선정하였으며, 학년별로 3학년 66개, 4학년 38개, 5학년 35개, 6학년 28개, 7학년 203개, 8학년 135개, 9학년 123개, 10학년 302개의 용어를 평정하였다.