• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.619-636
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• 2012

The main purpose of this study was to explore the process of generalization generated by mathematically gifted students. Specifically, this study probed how fourth, fifth, and sixth graders might generalize geometric patterns and represent such generalization. The subjects of this study were a total of 30 students from gifted classes of one elementary school in Korea. The results of this study showed that on the question of the launch stage, students used a lot of recursive strategies that built mainly on a few specific numbers in the given pattern in order to decide the number of successive differences. On the question of the towards a working generalization stage, however, upper graders tend to use a contextual strategy of looking for a pattern or making an equation based on the given information. The more difficult task, more students used recursive strategies or concrete strategies such as drawing or skip-counting. On the question of the towards an explicit generalization stage, students tended to describe patterns linguistically. However, upper graders used more frequently algebraic representations (symbols or formulas) than lower graders did. This tendency was consistent with regard to the question of the towards a justification stage. This result implies that mathematically gifted students use similar strategies in the process of generalizing a geometric pattern but upper graders prefer to use algebraic representations to demonstrate their thinking process more concisely. As this study examines the strategies students use to generalize a geometric pattern, it can provoke discussion on what kinds of prompts may be useful to promote a generalization ability of gifted students and what sorts of teaching strategies are possible to move from linguistic representations to algebraic representations.

• Culinary science and hospitality research
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• v.17 no.1
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• pp.142-154
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• 2011

The purpose of this research is to examine the awareness and preference for a variety of Kimchi and Kimchi intake patterns among the students living in Chungbuk province. Four hundred samples, consisting of elementary, middle, and high school students, were surveyed; and a total of 366 usable, completed copies of the questionnaire were used for the research. The collected data were statistically analyzed using SPSS 10.0. The results of the analysis were as follows: First, Kimchi was considered traditional (24.3%), nutritious (20.5%), fermented (l9.2%), and healthy (16.1%). Second, the main reason Kimchi was preferred was its "hot taste" (25.4%), "chewy texture" (17.4%), and "sour taste" (14.0%). The students preferred their Kimchi a little hot, moderately salty, and properly fermented with a moderate amount of seasoning and did not care much about any particular parts of Kimchi. Third, 75.4% of the students ate Kimchi more than twice a day, and 78.0% of the students consumed more than 3 pieces($2.5{\times}3.0cm$) of Kimchi per meal. Fourth, elementary students wanted the school foodservice to develop bite-sized Kimchi while middle school students wanted to eat their favorite parts of Kimchi without the fishy smell. High school students wanted to eat cool and fresh Kimchi. Finally, the students wanted Kimchi to contain the following fruit and vegetables: pears (48.9%), apples (34.2%), and pineapples (30.0%), young radishes (44.9%), turnips (37.5%), and sesame leaves (34.9%). This study concludes that it is necessary to educate young students about traditional Korean food culture, serve them various types of Kimchi, change the service style, and develop new Kimchi recipes to increase Kimchi intake in school foodservices.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.40-52
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• 2017

Objectives: This study was conducted to examine the length of exposure to smartphone and its association with dietary behavior toward snacks, lifestyle, and nutrition knowledge in elementary school students. Methods: Subjects were 372 5th and 6th grade schoolchildren in Cheongju, Korea, and data was collected by a self-administered questionnaire. They were divided into two groups by the time spent using smartphone: moderate (< 2 hours/day) and overexposure (${\geq}2$ hours/day). Data was analyzed using frequency analysis, ${\chi}^2$-test, and independent t-test as well as analysis of covariance when necessary. Results: Approximately half of subjects (41.4%) reported spending ${\geq}2$ hours/day using smartphone. That habit was more frequent among students in the 6th grade, those who received more monthly allowance, and who has a working mother. 63.4% of the subjects reported that they consumed snacks while watching television, using a computer and/or a smartphone and 48.1% said that they consumed snacks while they use a smartphone. Both situations were most prevalent among those with overexposure to smartphone (${\geq}2$ hours/day). We also observed that a higher percentage of subjects from the overexposure group spent more money on snack foods with the preference for ice cream, fast food, and carbonated drinks. Further, those in the overexposure group consumed more ice cream, cookies, and carbonated drinks. In addition, they had less desirable dietary behavior and health-related lifestyle (sleep duration and frequency of regular exercise) compared to those with moderate smartphone usage (< 2 hours/day). However, there was no statistical difference in nutrition knowledge among children with different degrees of smartphone usage. Conclusions: Our results showed that longer smartphone use was associated with less desirable snack preference/consumption and other dietary behavior in elementary school students. Thus interest and positive attitudes towards healthy snacks and diet should be reinforced in nutrition education programs, especially for those who are prone to use smartphones.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.9-16
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• 2007

The purpose of this research is to suggest effective teaching and learning method suitable for IT-gifted primary school students based on their learning style. This study investigated the means of identifying IT-gifted students by comparing IT-gifted's learning style with average student's. Grasha-Reichmann Student Learning Style Inventory was used, which was proved to identify gifted IT students with 66.45% accuracy. As a result, The learning style of IT-gifted was determined as independent, competitive, participant Therefore, self-directed learning methods seem to be suitable for IT-gifted. IT-gifted also need to have more opportunities to participate in learning activities and discussion with their peers.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.1147-1159
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• 2015

The purpose of this study was to verify the analysis of level of importance and satisfaction in recognitions of elementary school students on useful classes among school sport clubs using Importance-Performance analysis. In order to achieve this objective, samples were taken by using convenience sampling method among non-probability sampling methods, and 384 data were used as the final valid samples for this study except 16 data with missing items or insincere responses. The results of frequency analysis, exploratory factor analysis, independent samples t-test, IPA analysis by using SPSS 20.0 were as follows. First, Iquadrant included education contents of enhance ability to ingenuity, teaching method of provides option, teaching method of encourage participation activity, education contents of the aspect of fun, evaluation of motor function and emotion, education contents of explains key contents easily, and education contents of understanding overall context. II quadrant included education environment of good sport facility, class environment of fair opportunity for activity, class atmosphere of arouses interest, and class atmosphere of autonomous and voluntary. III quadrant included diverse teaching method and instructor's demonstration, class atmosphere of systematic learning, evaluation of fairness, objectivity, and credibility, and an atmosphere that can exercise. IV quadrant included education contents of enable acquisition of knowledge and degree of improvement into consideration, and class atmosphere of trust and respect between instructor and student.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.17-30
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• 2008

The purpose of this study was to investigate consciousness on Korean traditional food and holiday foods of the elementary school dietitians, to provide the basic data for positive utilization of the traditional food and holiday foods in school food service. The survey was conducted from 239 elementary school dietitians in Jeonnam area. The used questionnaire consists of 7 questions on dietitians' general information, 3 questions on the importance of Korean traditional food, 6 questions on the succession and development of education on the traditional food. Data were analyzed by a SAS program and frequency, percentage, mean and standard deviation were calculated from it. According to the survey, the preference of the tradition food was remarkable to the dietitians who were elderly and had worked for a long term. The degree of utilization about Korean traditional food was investigated once a month. Education of Korean traditional food intake was generally executed every 6 months. Then the way for that was utilized school home page or school bulletin board. Dietitians reply positively about providing Korean traditional food for the school food service. The reasons were the followings. to be able to flavor a taste of the Korean traditional food, to hand down Korean dietary customs and to help keep good health.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.439-445
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• 2012

The aim of the work that is presented in this paper is to develop the new prior educational materials which use the field trip and to present educational possibilities. The QR codes were used to develop the prior materials. The developed materials applied to elementary students who attended to filed trips in 2012. This was practically achieved by the use of smartphone which enhance the learning experience of a physical visit by providing personalized information with QR codes. The results demonstrate the technology supported physical field trips provides significantly improved learning outcomes, increases students curiosity. Furthermore the findings of the study demonstrate that the application of the specific emerging technologies could facilitate the development of advanced learning experiences in field trips, increasing at a significant level the learning outcomes and the motivation of the participating students.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.351-373
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• 2017

The meanings of division don't change and rather are connected from whole numbers to rational numbers. In this respect, connecting division of natural numbers, division of fractions, and division of decimal numbers could help for students to study division in meaningful ways. Against this background, the units of division of fractions and division of decimal numbers in fifth grade were redesigned in a way for students to connect meanings of division and procedures of division. The results showed that most students were able to understand the division meanings and build correct expressions. In addition, the students were able to make appropriate division situations when given only division expressions. On the other hand, some students had difficulties in understanding division situations with fractions or decimal numbers and tended to use specific procedures without applying diverse principles. This study is expected to suggest implications for how to connect division throughout mathematics in elementary school.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.486-489
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• 2021

The purpose of this study was to investigate whether block-based programming language, which is currently being used in elementary and secondary schools, attracts students' interest and motivates them to learn. In addition, this study was to investigate how block-based programming language can help students improve their computing thinking ability and have a good effect on learning text-based programming to learn in high school. In addition, this study tried to study the direction of education linked with artificial intelligence and programming, which are popular in the era of the Fourth Industrial Revolution. The interest in software education has increased so much that software and information education from elementary school to high school has achieved quantitative and qualitative growth that can not be compared with before. However, in the field of artificial intelligence, discussions have begun, but we can not say that we have yet established ourselves in our education. We will discuss how block-based programming and text-based programming will be combined with artificial intelligence and educated.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.289-316
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• 2010

The purpose of this study was to investigate the relationship between thinking style and learning style of gifted children in elementary school. The subjects were 178 fourth, fifth and sixth grade elementary school students who enrolled in gifted education program. They were given the Thinking Style Questionnaire and the Grasha Reichmann Student Learning Style Questionnaire. Descriptive statistics, correlation analysis and canonical correlation analysis were performed. Results indicated that gifted students prefer legislative, judical, liberal, local, hierarchic, external thinking styles known to be related to creative and critical thinking rather than executive and conventional styles. Meanwhile, in the aspect of learning style, independent learning style than the dependent learning style, competitive style than the collaborative style, and participatory style than the avoiding style were significantly scored higher. The canonical analysis showed that thinking styles and learning styles share 59%(Rc=.77) each other, indicating the two variables had significant close relationship. External, liberal, hierarchic, judical, executive, and liberal thinking styles in the order named showed higher cross loading in the independent variable set, likewise independent, participatory, collaborative, and competitive learning styles in the dependant variable set. The results indicate that the external, liberal, hierarchic, judical, executive, and liberal thinking styles can be the significant predictors of independent, participatory, collaborative, and competitive learning styles. The implications of the study related to the gifted education were discussed in depth.