• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.4 no.1
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• pp.10-17
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• 2001

Purpose: We measured anti-H. pylori IgG in Korean elementary school children living in Shinchon area of Seoul, Korea to evaluate the influence of environmental living standards on H. pylori infection. Methods: IgG antibodies to H. pylori were measured in plasma using a commercial ELISA kit (GAP IgG Helicobacter pylori, Bio-Rad Laboratories Inc., Hercules, CA, USA). Information on environmental status such as place of birth, parental income, type of housing, number of persons in the household, parents' occupation, family history of peptic ulcer disease and gastric cancer was obtained. Statistical analysis was done by Chi-square and logistic regression test using SPSS $7.0^{TM}$ for Windows. Results: Study subjects consisted of 571 children, and the age distribution ranged from 6.0 to 13.6 years with a mean of $9.6{\pm}1.8$ years. Male-to-female ratio was 1.1:1. The seropositive rates of H. pylori infection ranged from 10.4% in children aged 6 years to 30.9% in 12 year-old group, overall 16.8%. The prevalence of H. pylori infection progressively increased with age, but there was no significant difference in seropositive rates among children in different age groups (p=0.06). Seropositive rates of anti-H. pylori IgG on the basis of gender, place of birth, parental income, type of housing, parents' occupation, family history of peptic ulcer disease and gastric cancer showed no statistically significant difference. Interestingly, however, seropositive rate of anti-H. pylori IgG showed statistical significance in relation to number of persons in the household (p=0.003; Odds ratio 1.50 by logistic regression test). Conclusion: These results suggest that number of persons in the household is the most important factor among environmental living standards, and that risk of H. pylori infection increases by increment of 1.5 times as the number of persons in the household increases by one.

• Journal of the Korean Society of Food Science and Nutrition
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• v.35 no.8
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• pp.1016-1024
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• 2006

The purpose of this study was to investigate students' and parents' perceptions of nutrition education. In this survey, 7,577 elementary school students and 6,003 of their parents across the country were surveyed about the necessity of implementing nutrition education, its present status and problems and future methods for nutrition education implementation. The results showed that 96.6% of the parents and 62.8% of the students responded that nutrition education was urgently needed, at least once per week in the lower grades of elementary school, and that it should be related to and coordinated with special activities class. In addition, the survey showed that students and their parents wanted nutrition teachers to establish a nutrition counseling room, a practical cooking class, a special activity class, and/or dietary camp during school breaks. With regard to the status of nutrition education at home, there was statistical evidence that suggests significant differences between urban and rural schools. Approximately 63% of the parents indicated that they had difficulty teaching nutrition education in their own homes, because it was difficult to determine the dietary habits and nutritional status of their children. When asked about attending a dietary class for parents, 74% expressed their intent to attend. Parents were most interested in learning about cooking practices, diet therapy, and food information in that order. The results showed that the most effective method of dietary education was to teach appropriate nutritional practices in school and at home simultaneously. Hence, necessary information and education should be provided through special lectures, special cooking classes, and dietary classes for parents. The conclusions of this study suggest that a variety of education programs should be developed to achieve effective nutrition education for students and their parents.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.7
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• pp.1007-1015
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• 2015

This study investigated the correlation between smartphone addiction and eating behaviors of 288 elementary school students (fifth and sixth grades) in the Ansan area. Addiction and normal groups consisted of 29 (10.1%) and 259 students (89.9%). Average usage time of the smartphone addiction group was higher than that of the normal group (P<0.001). Percentages of using a smartphone when eating meals as well as skipping meals due to using a smartphone were also higher in the addiction group than the normal group (P<0.01). Degree of reduction of physical activity and sleep disorders due to using a smartphone were higher in the addiction group than the normal group (P<0.001). However, nutritional knowledge related to protein and dietary life scored lower in the addiction group than the normal group (P<0.05). Correlation between smartphone usage time and eating behaviors was as follows: smartphone usage time on weekdays increased with elevated usage time on weekends in the addiction group (+0.742) (P<0.001) and the normal group (+0.762) (P<0.001). Frequency of snack intake in the addiction group increased with elevated usage time on weekdays (+0.460) (P<0.05). Sleeping time of the normal group decreased with elevated usage time on weekdays (-0.150) (P<0.05), and good eating behaviors decreased with elevated usage time the on weekend (-0.143) (P<0.05). Consequently, smartphone addiction in elementary school students showed negative eating behaviors. Therefore, effective nutritional education programs and national support policy are required to solve problems of unhealthy eating behaviors from smartphone usage in elementary school students.

• Journal of dental hygiene science
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• v.2 no.2
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• pp.89-94
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• 2002

The present study attempts to find the ways to efficiently manage dental caries, one of the major causes of tooth loss, and to cope with oral diseases that deteriorate oral health. For this purpose, this study seeks to obtain fundamental data needed in planning the oral health projects. The study was conducted to the first-grade elementary school students in Hwa-Seong city, Gyeonggi-do, from April 1 - 30, 2002. The result was as follows: 1) Among a total of 2,710 subjects, 598 (274 boys and 324 girls) have more than 1 permanent tooth with a caries legion whether it was treated or not. 2) The number of permanent teeth examined is 6,029, in which girls' teeth are more (3,165) than boys' (2,864). 3) Out of a total of 6,029 teeth examined, 1,106 permanent teeth (508 boys' and 598 girls') have caries legions. 4) Out of 1,106 permanent teeth with caries legions, 170 (15.4%) were treated - 67 teeth for boys (13.2%) and 103 teeth for girls (17.2%). 5) 22.1% of the children have experienced dental caries in their permanent teeth. Among them, 20.1% are boys and 24.1% are girls. 6) The rate of the permanent teeth that once had, or now have caries legions are 21.2%, among which the rate for boy's teeth is 20.1% and that for girl's teeth is 22.1%. 7) The number of the permanent teeth that had caries legions is 0.5 for all the subjects. A boy has 0.4 and a girl has 0.5 teeth with caries legions regardless of whether it was treated or not. 8) The rate of the permanent teeth with caries legions is 86.7% for overall subjects - 88.3% for boys and 85.3% for girls. 9) The rate of treated permanent teeth is 13.3% for all the subjects - 11.7% for boys and 14.7% for girls. Based on the above result, the study draws a conclusion that in order to prevent dental caries in young students and to perform an early treatment for the dental caries that already occurred an oral health office should be installed at all the elementary schools so that elementary school students don't experience a loss of time and effort for learning and suffer nutritional imbalance or disorder. Besides, the oral health education concerning the importance of dental care should be conducted to the citizens, especially to the young people, in the community as an essential project of oral health centers in the community health offices, the public medical institutions.

• Korean Journal of Community Nutrition
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• v.26 no.3
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• pp.167-176
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• 2021

Objectives: This study was conducted to identify the awareness and practice of reducing sugar in school meals and the status of nutrition education regarding sugar reduction. Methods: An online survey was conducted on 101 nutrition teachers (dietitians) working at elementary, middle, and high schools in Daegu. Results: School nutrition teachers in Daegu recognized the need for efforts to reduce the sugar intake in the Korean diet, and it was found that elementary nutrition teachers were more aware of the implementation of the sugar reduction policy at the national level than middle and high school nutrition teachers (P = 0.002). Among the policies to reduce sugar intake at the national level, there was a high need for the promotion of self-control and limiting the sales of food with high sugar content in schools and their vicinity. The degree of practice for reducing sugar in school meals was found to be higher in the preparation, purchase, and cooking stage compared to the serving stage (P < 0.05). There was a high need for changing the preferences of the subjects for a sweet taste as a means of reducing the sugar in school meals. Thirty-six percent of nutrition teachers conducted sugar reduction education, and sending out school newsletters was the highest type of nutrition education at 80.6%. Conclusions: To effectively promote reduced sugar intake in school meals, it is necessary to change the preference of the subjects for sweetness and to conduct continuous education that can improve the awareness of people for reducing their sugar intake. For this, it is necessary to set aside time for nutrition education and to prepare an institutional framework for providing this education.

• (The) Research of the performance art and culture
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• no.43
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• pp.203-228
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• 2021

This thesis examines the play education method shown in the elementary school textbook 'Enjoy Play'. If the educational methods of the curriculum other than plays were presented in the order of 'Understanding play - Appreciation of Works - Creation of Works', the method of drama education is presented sequentially in the order of 'Understanding play - Creation of Works - Appreciation of Works' in the order of 'Understanding play - Artwork - Appreciation' have. Even if such a curriculum considers the study linked to the subject of 'Plays', students may not feel the 'burden' of 'creation', and by simplifying the understanding of 'spoken language', it is rather the characteristic of 'Korean language'. It may also make it difficult for students to feel the attraction. In addition, empathy through the conflict situation of the play or comparison with the actual conflict is mainly presented through the translation of foreign works or the expression of a fairy tale and fantastic world that is far from reality, so the burden of inferring the right life problems can be confirmed. Theatrical expressions and plays and plays learned through textbooks are partially different depending on the educational goals to be achieved. The result of this study is that the course of textbooks for elementary and upper grades may correspond to the problem of expressing 'Plays', but it is regrettable in leading students to think about ways to solve life problems in detail through 'Plays'. It is also necessary to emphasize the importance of expression that makes students realize how to express themselves autonomously in the way of expressing their feelings, but on the other hand, on the other hand, it is necessary to share empathy with feelings first, understand these feelings, Therefore, it was suggested that training to infer expressions and emotions by learning individual expressions through methods of expressing emotions and a process of educating students to voluntarily accept shared emotions are also necessary. Sharing and expressing emotional emotions through 'play', and participation through cooperation and division of labor through the process of performing.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.495-504
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• 2018

This study was conducted to develop items to measure scientific core competency based on statements of scientific core competencies presented in the 2015 revised national science curriculum and to identify the validity and reliability of the newly developed items. Based on the explanations of scientific reasoning, scientific inquiry ability, scientific problem-solving ability, scientific communication ability, participation/lifelong learning in science presented in the 2015 revised national science curriculum, 25 items were developed by five science education experts. To explore the validity and reliability of the developed items, data were collected from 11,348 students in elementary, middle, and high schools nationwide. The content validity, substantive validity, the internal structure validity, and generalization validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there were no nonconformity in the 25 items. The confirmatory factor analysis using the structural equation modeling revealed that the five-factor model was a suitable model. The differential item functioning analyses by gender and school level revealed that the nonconformity DIF value was found in only two out of 175 cases. The results of the multivariate analysis of variance by gender and school level showed significant differences of test scores between schools and genders, and the interaction effect was also significant. The assessment items of science core competency based on the 2015 revised national science curriculum are valid from a psychometric point of view and can be used in the science education field.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.177-190
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• 2016

The purpose of this study is to validate learning progressions for Earth's motion and solar system from two different perspectives of validity. One is construct validity, that is whether a hypothetical pathway derived from our study of LPs is supported by empirical evidence of children's substantive development. The other is consequential validity, which refers to the impact of LP-based adaptive instruction on children's improved learning outcomes. For this purpose, 373 fifth-grade students and 17 teachers from six elementary schools in Seoul, Kangwon province, and Gwangju participated. We designed LP-based adaptive instruction modules delving into the unit of 'Solar system and stars.' We also employed 13 ordered multiple-choice items and analyzed the transitions of children's achievement levels based on the results of pre-test and post-test. For testing construct validity, 64 % of children in the experimental group showed improvement according to the hypothetical pathways. Rasch analysis also supports this results. For testing consequential validity, the analysis of covariance between experimental and control groups revealed that the improvement of experimental group is significantly higher than the control group (F=30.819, p=0.000), and positive transitions of children's achievement level in the experimental group are more dominant than in the control group. In addition, the findings of applying Rasch model reveal that the improvement of students' ability in the experimental group is significantly higher than that of the control group (F=11.632, p=0.001).

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.1
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• pp.85-91
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• 2010

Sodium is a major component that maintains homeostasis and physiological state in body. It is an essential mineral that the body cannot produce for itself, so it must be supplied from food. On the other hand, overindulgence is one cause of hypertension, stroke, stomach cancer, osteoporosis and kidney disease. The purpose of this study was to monitor sodium content in meals of school foodservice. In this study, 801 samples (main/side dishes) were collected from 8 school foodservice in Busan and Gyeongsangbuk-do, Korea. Samples were classified into 21 food items, which were cooked rices, cooked rice with seasoning, noodles, cooked gruels, soups, stews, tang and chon-gol, stir-fried foods, fried foods, pan-fried foods, hard-boiled foods, roasted foods, steamed foods, seasoned vegetables, preserved foods, kimchis, sauces, fruits, breads and snacks, beverages, and dairy products. The samples were analyzed by AAS (atomic absorption spectrometry) after microwave digestion. The sodium content of sauces (1459 mg/100 g) and preserved foods (1165 mg/100 g) was higher than those of other dishes. Aside from them, sodium contents of roasted foods (894 mg/100 g), hard-boiled foods (786 mg/100 g) and kimchis (737 mg/100 g) were relatively higher than the others. Sodium intakes from meals of school foodservice were calculated by multiplying food intakes by sodium contents. The average sodium intakes from one serving of school foodservice were 605 mg for younger boys, 572 mg for younger girls, 774 mg for older boys, 730 mg for older girls in elementary school. Boys in middle school took in 1423 mg Na whereas girls consumed 1063 mg Na in middle school. Results from this study can be useful for establishing database of sodium contents and intake in meals of school foodservice. The database will be helpful for providing information on managing food for children.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.