• 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 earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.201-220
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• 2011

This study investigates levels of thinking of elementary and middle school students doing their tasks of explaining and dealing with variability. According to results, on the task of explaining variability in the measurement settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, consideration of unexplained causes as the source of variability, and consideration of unexplained causes as quasi-chance variability. Also, in the chance settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, recognition of chance variability, and consideration of causes of distribution. On the task of dealing with variability in both the measurement and chance settings five levels of thinking were identified: a lack of understanding of dealing with variability, no physical control and improper statistical control, no physical control and proper statistical control, physical control and improper statistical control, and physical control and proper statistical control.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• Journal of Nutrition and Health
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• v.52 no.3
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• pp.285-296
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• 2019

Purpose: This study was conducted to identify the factors affecting vegetable preferences of children based on the social cognitive theory to reduce imbalances in vegetable consumption. Methods: The survey investigated 177 elementary school students in Yangsan, Gyeongsangnam-do, in June of 2018. The subjects consisted of 44 fifth graders (27.7%) and 128 (72.3%) sixth graders. Results: Among personal factors of the Social Cognitive Theory, positive outcome expectation and self-efficacy of the vegetable preference group were significantly higher than those of the non-preference group. Negative barrier scores of the non-preference group were significantly higher than those of the preference group, and the biggest barrier was that vegetables were tasteless. Among behavioral factors, the nutritional knowledge of vegetables was high, but the degree of practice was low. Practice score of the vegetable preference group was significantly higher than that of the non-preference group. Among environmental factors, the vegetable preference group was more likely to accept advice from people around them than the non-preference group and the most influential people were doctors and parents. In the vegetable intake environment, children in the vegetable preference group had high accessibility to vegetables. Correlation analysis and regression analysis of the social cognitive factors and vegetable preferences revealed all factors except nutritional knowledge showed significant correlation with vegetable preference. And surrounding people (p < 0.01), practice (p < 0.01), and self-efficacy (p < 0.05) had positive effects on vegetable preference. Conclusion: These results suggest that providing the health benefits from eating vegetables and educating children for improving their self-confidence are necessary for increasing the preference for vegetables and their intake by children.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.457-465
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• 2004

한국정보문화진흥원에 따르면 국내 전체 가구 컴퓨터 보급률은 매년 증가하고 있는 추세이며 전체 국민의 인터넷 이용률 및 계층별 인터넷 이용률 모두 매년 증가하고 있어 사회 전반의 정보화가 크게 진전되고 있다. 이로 인한 어린이들의 컴퓨터 사용도 급격하게 늘어나고 있어 이제는 컴퓨터 사용에 따른 시력장애는 단지 어른들에만 해당되는 것은 아니다. 버컬리 대학의 P.Hoenig이 수행한 한 연구는 컴퓨터로 많은 시간을 보내는 어린이와 근시에는 밀접한 상관관계가 있다는 것을 보여주고 있다. 컴퓨터를 사용하는 성인 70% 이상이 컴퓨터 시력 증상(CVS)을 겪고 있으며 이 증상은 걷기 전부터 컴퓨터를 접해온 많은 어린이들에게도 나타날 수 있다는 사실이 밝혀졌다. [1] 한편 컴퓨터가 직접적으로 아이 시력을 떨어뜨리지 는 않으며 어린이들이 컴퓨터를 어떻게 사용하는가에 따라서 시력에 영향을 미친다는 연구결과도 있다. 본 연구는 컴퓨터의 사용시의 여러 요인이 초등학교 고학년 어린이들의 시력에 어떠한 영향을 미치는가를 다각적인 설문조사를 통해 상관관계를 분석한 결과 어린이들의 컴퓨터 사용시간의 증가는 VDT 증후군의 증가와 시력저하로 이어지고 있고, 학부모들의 어린이들의 컴퓨터 사용 대한 무관심도 시력저하의 요인이 되는 것으로 밝혀졌다. 이에 따라 어린이들의 컴퓨터 사용시의 시력보호 방안도 제시하였다.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.27-39
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• 2011

The purpose of this study was to obtain the basic information needed for an effective program of nutrition education and the establishment of desirable dietary attitudes in elementary school children. The study was conducted using a self-administered questionnaire, and the participants were 281 elementary school children. The data were analyzed in terms of the participants' gender and level of nutritional knowledge, and group differences were assessed using chi-square and Duncan's multiple range tests. The results were as following: Male and female students did not differ in nutritional knowledge. In terms of health-related life style, there were significant differences according to gender and nutrition knowledge. In terms of dietary habits, there were significant differences in the regularity of meal times according to gender and nutrition knowledge. With regard to food preferences, there was a significant gender difference in taste preferences with the male students preferring a salty taste more than the female students.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.69-88
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• 2011

The purpose of this study is to investigate the relationship between personality type and reading tendency of the youth who are main users in a public library and are in a very important period of character formation, and thereby to find out the possibility of bibliotherapy based on the personality type. For this study, data was collected through surveys with 538 students(324 senior years in elementary school students and 259 middle school students). This study reveals that the reading tendencies are closely related with individual, social and cultural adaptation of the youth. Based on the results of this study, a reading education method according to the personality type is expected to be developed.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.603-612
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• 2011

This study suggested an educational curriculum(12 class periods) in order for higher level elementary school students to learn programming in discretionary activity hours using a line tracer and evaluated achievement level based on the outcome of learning by class period to assess the possibility of success. As a result, it could confirm that the programming learning using the line tracer was more excellent in creativity than the computer programming learning. In addition, it has been found that the programming learning method using the line tracer had a potential to be successful as a new creative tool that could replace the computer.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.906-921
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• 2002

The purpose of this study was to survey the students' career choice related to science. Important factors of career choice were identified through factor analysis. 'Perception of career related to science', 'preference for science learning' and 'participation in science-related activity' were three main factors of science-related career choice. Students' responses to the three main factors were compared according to their career choice, grade and gender using ANOVA. Regression analysis was adopted to find out the relative importance among the three main factors. The subjects were 947 grade 6, 9 and 11 students in Seoul. Numbers of boys and girls in each grade was almost same. The questionnaire was developed to know the factors of students' science-related career choice after preliminary research and literature survey. The ratio of science-related career choice was not high (26%). Students' responses to and the relative importance of the three main factors differed with the grade and gender. From the results, making students have preference for science and giving them more opportunities of science-related activity is more important than making them have positive perception of science-related career. It is required to make a material for science career education considering the differences of age and gender using this study results.