• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.849-854
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• 2007

Body fat proportion is a major issue in health. The prevalence of obesity in childhood has been increasing on thesedays. A series of indirect estimates of body fat have been developed. There are hydrodensitometry, BIA and anthropometry equation for body fat. Hydrodensitometry has been regarded as a common criterion method. BIA made it possible to analyze body fat mass more related to hydrodensitometry than anthropometry. The purpose of this unvestigation were to compare body fat and other body composition between boys & girls and to know which anthropometry equation for body fat was most closely associated with BIA in boys & girls respectively. The subjects were 148 4th grade elementary school students(male:70, female:78). They underwent BIA(InBody 3.0, Biospace Korea)to determine body fat and other body composition. Anthropometric measurements were taken of height, weight, skinfolds and circumferences. The results obtained are summarized as follow: 1) Weight, BMI and Rohrer index were $39.9{\pm}7.2kg$, $20.5{\pm}8.0$, $138.2{\pm}17.0$ for boys and $35.9{\pm}6.7kg$, $18.2{\pm}2.6$, $96.6{\pm}13.6$ for girls. 2) Total body fat and percent body fat determined by BIA were $10.3{\pm}4.3kg$, $25.4{\pm}6.6%$ for the boys group and $9.3{\pm}3.8kg$, $25.1{\pm}6.0%$ for girls. 3) Mean triceps skinfold thickness was $20.5{\pm}6.1mm$ in boys, $17.0{\pm}5.1mm$ in girls and mean WHR was $0.88{\pm}0.4$ in bodys, $0.82{\pm}0.4$ in female and the values were significantly different by sex. 4) Correlational nanlyses showed that estimation of body fat by BIA measurement seemed to be closely associated with Rohere index(boys r=0.854, girls r=0.909). Kim's equation was highly correlated with the body fat in girls(r=0.910) but less correlated in boys(r=0.710). We need to develop specific anthropometric equations based on age and sex to determine body fat for children.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.343-354
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• 2012

The purpose of this research was to compare the concentration variation between the sport talented children who have been applied with a sport program and the ordinary children who did not. The experiment group was composed of 59(male:32, female:27) sport talented children who were selected from the center of Busan University sport talent in April 2010. The control group was made up of 148 students who participated in 3 elementary schools located in Busan. Among these ordinary students 80 participants were finally used, as some of the students were excluded who were playing as athlete or studying in Science gifted program, FAIR concentration test sheet was used for this study, which was reformed for Korean version by Oh(2002). Covariance analysis was applied for using SAS 9.1 package, and the following conclusions were drawn. First, both the sport talented group and ordinary group of FAIR concentration's 3 subfactors were improved significantly after 8 months. Second, no difference between the sport talent group and ordinary group were found in the variations of post test of concentration's 3 subfactors. Especially there was no difference among groups in oneway-ANOVA using data of post test.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.83-89
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• 2020

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.

• Journal of the Korean Society of Food Science and Nutrition
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• v.33 no.2
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• pp.365-372
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• 2004

The purpose of this study was to implement HACCP system to foodservice of W and D elementary schools with joint-lunch management system in Kyungsan area. Steamed rice with squid was selected and Control Action, Monitoring Procedure and Control measure were identified based on HACCP flowchart to produce safe and healthy food. It was suggested that frozen squid must be thawed under the cold running city water and kept temperature below 1$0^{\circ}C$ and receiving/thawing procedure has to be done within 30 min. Raw vegetables must be washed under three-tube wash stand and whole prepreparation procedures should be done in 20 minutes. Clean and sanitize all the equipment and utensils before and after handling squid. Knives and cutting boards for vegetable and squid should be classified. Sauce for steamed rice with squid should be heated about 21 minutes to reach the temperature of 94$^{\circ}C$ before serving and internal temperature of food must be kept above 84.4$^{\circ}C$ during serving. The ideal temperature of kitchen should be remained 15∼18$^{\circ}C$. The underground water has to be excluded to minimize the risk of contamination in the foodservice facility and the prepreparation place must be separated with cooking place. Also, Personal hygiene Practice should be check in each stage. Further, additional research needs to be conducted to determine models for HACCP implementation for different menu.

• Journal of the Korean Society of Food Science and Nutrition
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• v.29 no.6
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• pp.1162-1168
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• 2000

This study was designed to determine the seafood prcference of the 480 elcmentaty school children in Pusan. The survey was conducted from February 8 to February 22 in 2000. The correlation between nutrition knowledge and dietary attitude is highly significant. However there were no differences in nutrition knowledge and dietary attitude berween male and frmale students. Children's prefercnce is high in laver, crab, common squid, mackerel, hair tail, shrimp, but is low in oyster, warty sea squirt and salt-fermented seafood. The factors affected on the intake frequcncy of seafood and preference were dietary attitude of the children, cducation level of the mother and recommendation of the mother. Children's opinion on the intake of seafood was influenced by their nutrition knowledge and dietary attitude and the recommendation of the mother. Eating frequcncies of the seafood were not influenced by sex, family type, monthly food expenditure and dietary attitude of the mother.

• Clinical and Experimental Pediatrics
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• v.51 no.10
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• pp.1052-1057
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• 2008

Purpose : This study was to examine the relations of perception of physique with self-esteem, sociality and problematic behaviors in children. Methods: Four hundred sixty five (231 boys and 234 girls) children were divided into three groups according to their height or body mass index according to the physical growth standard table had been presented in 2007 by the Korean Pediatric Society. The group 1, 2, and 3 was short, borderline and normal or obese, overweight and normal, respectively. Their perception and satisfaction of height and weight were investigated, and their self esteem and behavior styles were examined with Self-Esteem Inventory (SEI) and Korean Child Behavior Checklist (K-CBCL). We compared the numbers of appropriate perception, satisfaction, self-esteem and problematic behaviors in each group, and analyzed the relationship among perception of physique, self-esteem, sociality, and behavioral characteristics. The collected data were analyzed with chi-square test, ANOVA and Pearson correlation coefficient used with SPSS (ver. 12.0). Results : There were significant mismatches among their real physique perception and satisfaction (P<0.05). There were no significant differences of their self-esteem, sociality, and problematic behaviors according to their actual height and weight. There were significant differences of their self-esteem according to their perception or satisfaction of their height and weight (P<0.01). Conclusion : The children who considered themselves have short stature or obesity had problematic behaviors or low self-esteem. Therefore, children should be educated to have the appropriate perception of their own body image.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.291-306
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• 2020

In this study, we developed a learning progression for the structure of the solar system using multi-tier supply form items and validated its appropriateness. To this end, by applying Wilson's (2005) construct modeling approach, we set up 'solar system components,' 'size and distance pattern of solar system planets,' and 'solar system modeling' as the progress variables of the learning progression and constructed multi-tier supply form items for each of these variables. The items were applied to 150 fifth graders before and after the classes that dealt with the 'solar system and star' unit. To describe the results of the assessment, the students' responses to each item were categorized into five levels. By analyzing the Wright map that was created by applying the partial credit Rasch model, we validated the appropriateness of the learning progression based on the students' responses. In addition, the validity of the hypothetical pathway that was established in the learning progression was verified by tracking changes in the developmental level of students before and after the classes. The results of the research are as follows. The bottom-up research method that used multi-tier supply form items was able to elaborately set the empirical learning progression for the conceptualization of the structure of the solar system that is taught in elementary school. In addition, the validity of the learning progression was high, and the development of students was found to change with the learning progression.

• Journal of the Korean Society of Food Science and Nutrition
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• v.25 no.6
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• pp.893-898
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• 1996

This study is a continuous work for the standardization of children's kimchi preparation. In order to find out the proper red pepper powder for children's kimchi, four kinds of red pepper powder(A, B, C, D) sold in Kyungsang province were used as samples. The proximate composition, color value, capsaicinoids concentration and sugar content in four kinds of the red pepper powder were determined, and sensory evaluation of kimchi Prepared with those was carried out for different fermentation times. Moisture contents of red pepper powder A, B, C and D were in the range of 11.59~13.48%. Lipid and ash contents of samples were in the range of 7.59~8.39% and 4.34~7.45%, respectively. In comparision of color values measured by a Hunter colorimeter, red pepper powder A showed the highest value for a and b values. Also A showed the brightest color as measured in ASTA color and L value. Capsaicin concentration of D and dihydrocapsaicin concentration of C were found to be the highest among the sanlples. The capsaicin equivalent was in tile order of D>C>A>B. The content of total sugar was in the order of B>A>D>C. In the sensory evaluation of children's kimchi prepared with four kinds of red pepper powder, the color and total acceptability of kimchi prepared with A were found to be the best. The results of sensory evaluation between kimchi prepared with A and school supplied kimchi showed that the former was better. And the composition of A red pepper powder was as follows: capsaicin equivalent 24.l5mg%, total sugar content 15.79% and ASTA color value 178.2.