• Journal of Digital Convergence
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• v.18 no.10
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• pp.527-535
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• 2020

The purpose of research is to examine mothers with elementary school children in Chungcheong and the convergence effect of recognition of food labeling standards on purchasing behavior. A two-step cluster analysis was performed for group classification according to the purchase behavior of processed foods and the collection was determined by Schwarz's BIC criteria. Three types were determined: "convenience pursuit," "large mart preference," and "high cost reverse purchase". The proportion of college graduates in 'large mart preference' was higher, the proportion of employment mothers in 'high cost reverse purchase' was higher, and the need for food labeling standards was higher in 'large mart preference'. 'Shelf life' was recognized as the most important item. 'Large market preference' scored higher in 'used materials' and 'food additives', 'nutrition labelling'. In order to improve the purchasing behavior of processed foods, above all else, it is necessary to develop customized educational media that can be easily applied to real life.

• Journal of Science Education
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• v.40 no.1
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• pp.31-51
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• 2016

The purpose of this study was to develop "Movie Production Project" Science-Arts convergence STEAM program for elementary students and investigate the effects of the program on career orientation of science, career awareness and creative personality. Participants were 82 elementary school students. The results of this study were as follows: First, experimental group's total score of career orientation of science was significantly higher than that of comparative group. Among sub-areas, science learning preference, science career preference and perception on science career worth were significantly different between two groups. Experimental group's scores were significantly higher than those of comparative group. Second, experimental group's career awareness total score was significantly higher than that of comparative group including all sub-areas. Third, experimental group's creative personality total score was significantly higher than that of comparative group including 2 sub-areas, independence, openness. Finally, experimental group student's perception on the program showed that it was interesting, a little easy and they hoped to study again.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.67-86
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• 2013

The purpose of this study is to analyze selection of factors of Schoenfeld's problem solving behavior shown in problem solving process of mathematically gifted students based on brain preference of the students and to present suggestions related to hemispheric lateralization that should be considered in teaching such students. The conclusions based on the research questions are as follows. First, as for problem solving methods of the students in the Gifted Education Center based on brain preference, the students of left brain preference showed more characteristics of the left brain such as preferring general, logical decision, while the students of right brain preference showed more characteristics of the right brain such as preferring subjective, intuitive decision, indicating that there were differences based on brain preference. Second, in the factors of Schoenfeld's problem solving behavior, the students of left brain preference mainly showed factors including standardized procedures such as algorithm, logical and systematical process, and deliberation, while the students of right brain preference mainly showed factors including informal and intuitive knowledge, drawing for understanding problem situation, and overall examination of problem-solving process. Thus, the two types of students were different in selecting the factors of Schoenfeld's problem solving behavior based on the characteristics of their brain preference. Finally, based on the results showing that the factors of Schoenfeld's problem solving behavior were differently selected by brain preference, it may be suggested that teaching problem solving and feedback can be improved when presenting the factors of Schoenfeld's problem solving behavior selected more by students of left brain preference to students of right brain preference and vice versa.

• Journal of Preventive Medicine and Public Health
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• v.31 no.2 s.61
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• pp.240-248
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• 1998

We conducted this study to obtain basic data of lead concentrations in children of Ulsan industrial area and to evaluate the difference in blood lead levels between industrial area and suburban area. The study subjects were composed of 348 school children residing in industrial area and 100 school children of suburban area. There is no difference in age and sex distribution of study participants between industrial and suburban area. The obtained results were as follows; 1. The geometric means of blood lead levels of study participants were $4.90{\mu}g/d\ell$, which is lower than current acceptable value $10{\mu}g/d\ell$. 2. The children residing in industrial area had the higher blood lead levels$(5.26{\mu}g/d\ell)$ than suburban children$(3.81{\mu}g/d\ell)$ with statistical significance(P<0.001).

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.

• Journal of Nutrition and Health
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• v.41 no.8
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• pp.851-859
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• 2008

To promote the adoption of healthier eating patterns, this study was aimed to develop and evaluate alternative front of pack nutrition signposting concepts. Based on previous research, we developed two signposting concepts, Multiple Traffic Light (MTL) and Multiple Traffic Light with % Daily Value (MTL-%DV). The signposts featured three key nutrients, total sugar, saturated fat, and sodium. Actual food packaging with no front of pack signposting (NoSP) was included in the evaluation to act as a benchmark against which to compare the performance of the different signposting options. Using an interviewer administered method, we assessed the degree of understanding and time to interpret on a total of 534 subjects (194 elementary, 108 middle, and 103 high schoolers, 128 adults). In the individual product evaluations, MTL (87.0%) obtained the highest level of correct responses, followed by MTL-%DV (83.1%) and NoSP (52.2%). Except for signposting concepts, age, gender and living area were not associated with the degree of correct responses in multivariate analyses. When used to compare products with different colors of nutrient contents, correct responses were more than 90% for MTL-%DV (91.5%) and MTL (90.3%). The middle and high schoolers revealed the lower likelihood of correct response compared to the other two groups. In case of comparing products with same colors of nutrient contents, the proportion of correct responses was the highest in NoSP (90%), followed by MTL%DV (77.4%) and MTL (48.5%). In terms of time to interpret, MTL-%DV and MTL performed better than NoSP in the individual product evaluation and the comparison of two products with different colors of nutrient contents. NoSP performed the best in the comparison of two products with same colors of nutrient contents. A majority of the participants preferred MTL-%DV (78%) most and thought it the most useful in helping them make healthier food choices. Based on these findings, MTL-%DV was considered to most closely meet the objectives of the initiatives.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.33-39
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• 2022

This study aims to investigate the online class preference depending on students' gender and school level. To achieve this aim, the study conducted a survey on 4,803 elementary, middle, and high school students in 17 regions nationwide. The valid data of 4,524 were then analyzed using the Apriori algorithm to discern the associated patterns of the online class preference corresponding to their gender and school level. As a result, a total of 16 rules, including 7 from elementary school students, 4 from middle school students, and 5 from high school students were derived. To be specific, elementary school male students preferred software-based classes whereas elementary female students preferred maker-based classes. In the case of middle school, both male and female students preferred virtual experience-based classes. On the other hand, high school students had a higher preference for subject-specific lecture-based classes. The study findings can serve as empirical evidence for explaining the needs of online classes perceived by K-12 students. In addition, this study can be used as basic research to present and suggest areas of improvement for diversifying online classes. Future studies can further conduct in-depth analysis on the development of various online class activities and models, the design of online class platforms, and the female students' career motivation in the field of science and technology.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.11a
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• pp.963-966
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• 2004

국내 인터넷 활용인구의 증가와 함께 연령층의 확대로 초등학생 인터넷 이용률은 날로 높아지고 있다. 어린이들에게 인터넷은 이미 친숙한 매체이며, 효과적인 학습도구로 활용되고 있다. 아이콘은 사용자가 클릭을 통해 다른 곳으로 이동할 수 있도록 방향성을 제시하는 navigator 역할로 사용자들의 행동을 유도하는 기능을 가지고 있다. 어린이를 주 이용 대상으로 하고 있는 어린이 포털 사이트의 경우 아이콘의 기능은 무엇보다 중요하다. 그러므로 아이콘을 지각하는 어린이의 감성을 파악하는 것은 필수적인 과정이다. 따라서 이러한 어린이 포털 사이트의 아이콘을 제작함에 있어, 사이트 방문자인 어린이의 감성을 조사하여 효과적인 아이콘 설계 방안을 제시하고자 한다. 이를 위하여, 이용자 접속률이 높은 세 개의 국내 어린이 포털 사이트의 아이콘 샘플을 추출하고 이를 서울지역 초등학생을 대상으로 선호 이미지 형용사를 조사하였다. 이는 향후 어린이를 대상으로 한 다양한 서비스에 기초 자료로 활용될 수 있을 것이다.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.243-255
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• 1999

We sampled 167 2nd, 4th, and 6th grade students to assess who, why, and in what situations they asked for help when they had problems in math class. Results indicated that students generally perferred(??) classmates to the teacher as helpers but they saw the teacher as more likely to facilitate learning. Second graders perceived a closer personal relationship with their teacher than sixth graders. At the upper grades, student were more likely to report asking for assistance if they thought that other students also needed assistance.

• Journal of Science Education
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• v.43 no.3
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• pp.318-328
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• 2019

The purpose of this study is to investigate the teacher-students interactions shown in the images of elementary science class by preservice teachers. We applied nine analysis criteria in three domains such as emotional support (climate, regard for student perspectives, teacher sensitivity), classroom organization (instructional learning formats, behavior management, productivity), and instructional support (quality of feedback, language modeling, concept development) in the aspects of positive or negative interactions The results show that majority of student-teachers tended to prefer positive interactions especially regarding instructional learning formats or concept development. For the image of avoided class, they tended to show negative interactions related to instructional learning formats or regard for student perspectives. However, they showed extremely lower frequencies for some categories of negative interactions. Female preservice teachers tended to have slightly higher frequencies for some positive interactions than their counterpart. The findings indicate possible approaches to teachers' professional development and further research.