• Journal of Nutrition and Health
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• v.42 no.1
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• pp.38-47
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• 2009

The purpose of the study was to develop an eating habit checklist for screening elementary school children at risk of inadequate micronutrient intake. Eating habits, food intake, and anthropometric data were collected from 142 children (80 boys and 62 girls) in the $4^{th}$ to $6^{th}$ grades of elementary schools. Percentage of Recommended Intakes (RI) and Mean Adequacy Ratio (MAR) of six micronutrients; vitamin A, riboflavin, vitamin C, calcium, iron, zinc, and the number of nutrients the children consumed below EAR among the six nutrients were used as indices to detect the risk of inadequate micronutrient intake. Pearson correlation coefficients were calculated between eating habit scores and inadequate micronutrient intake indices in order to select questions included in the checklist. Meal frequency, enough time for breakfast, regularity of dinner, appetite, eating frequencies of Kimchi, milk, fruits and beans showed significant correlations with indices of inadequate micronutrient intake. Stepwise regression analysis was performed to give each item a different weight by prediction strength. To determine the cut-off point of the test score, sensitivity, specificity, and positive predictive values were calculated. The 8-item checklist with test results from 0 to 12 points was developed, and those with equal or higher than 6 points were diagnosed as high-risk group of inadequate micronutrient intake, and those with 4 or 5 points were diagnosed as moderate-risk group. Among our subjects 14.1% was diagnosed as high-risk group, and 30.3% as moderate-risk group. The proportions of the subjects who consumed below EAR of all micronutrients but vitamin C were highest in the high-risk group, and there were significant differences in the proportions of the subjects with intake below EAR of all micronutrients except vitamin B6 among the three groups. This checklist will provide a useful screening tool to identify children at risk of inadequate micronutrient intake.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of Nutrition and Health
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• v.50 no.5
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• pp.460-471
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• 2017

Purpose: The purpose of this cross-sectional study was to investigate intake-related factors of energy drinks and educational needs regarding energy drinks in female high school students. Methods: Subjects were 340 female high school students in Incheon, and data were collected using self-administered questionnaires. Statistical analysis was performed using the SPSS 20.0 program. Results: Subjects who had drunk energy drinks were 74.3% (249 subjects) of all subjects. The first time they drank an energy drink was significantly associated with grade (p < 0.05). In 75.1% of 249 subjects who had drunk energy drinks, the places for buying energy drinks were supermarkets and convenience stores near their homes. For the effects of energy drink intake, sleeplessness (44.6%) and no effect (41.7%) were cited, and 24.5% experienced side effects such as palpitation, tremors, etc. The scores for self-diagnosis of caffeine addiction were significantly higher in the low weight group compared to the overweight group (p < 0.05). The degree of caffeine addiction was significantly associated with effects of energy drink intake (p < 0.001) and type of side effects (p < 0.001). Willingness to stop consuming energy drinks (p < 0.001) and necessity of nutrition education about energy drinks (p < 0.05) were significantly lower in the caffeine addiction group compared to the general group. About 75.0% of subjects wanted to be educated about the side effects of energy drinks and caffeine. Conclusion: This study shows that female high school students need proper education about the effects of intake of energy drinks. Therefore, guidelines and a nutrition education program right intake of energy drinks should be provided as well as campaigns concerning the side effects of energy drinks and caffeine in female high school students.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.385-413
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• 2010

The purpose of this study is to set appropriate targets for school-year levels and types of mathematical communication. First, I classify mathematical communication into four types as Discourse, Representation, Operation and Complex and refer to them collectively as the 'D.R.O.C pattern'. I have listed achievement factors based on the D.R.O.C pattern hearing opinions from specialists to set a target, then set a final target after a 2nd survey with specialists and teachers. I have set targets for mathematical communication in elementary schools suitable to its status and students' levels in our country. In NCTM(2000), standards of communication were presented only from kindergarten to 12th grade students, and, for four separate grade bands(prekindergarten through grade 2, grades 3-5, grades 6-8, grades 9-12), they presented characteristics of the same age group through analysis of classes where communication was active and the stated roles of teachers were suitable to the characteristics of each school year. In this study, in order to make the findings accessible to teachers in the field, I have classified types into Discourse, Representation, Operation and Complex (D.R.O.C Pattern) according to method of delivery, and presented achievement factors in detail for low, middle and high grades within each type. Though it may be premature to set firm targets and achievement factors for each school year group, we hope to raise the possibility of applying them in the field by presenting targets and achievement factors in detail for mathematical communication.

• Journal of Korean Ophthalmic Optics Society
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• v.5 no.2
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• pp.79-85
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• 2000

This study was investigated the refractive state and the analysis of ametropic frequency among schoolchildren who were the three grade in W elementary school in Suwon. Total 488eye (244 persons) were examined by the trial-lens set and the questionary. Through Trial-Lens set verification, several factors related to ametropic frequency were obtained as the following. Among the 244 persons, the students who wear spectacles or need to wear spectacles were 27.3%, among the 27.3% students, the students who have low visual acuity below 0.3 were 6.3%. The ametropia eyes among the total eyes were 27.3%. Among ametropic eyes, myopia and hyperopia were 25.4% and 1.9%. Among the total ametropic errors were low refractive error were 71.4%, and middle refractive error were 28.6%. In ratio myopic frequency, it was statistically related to the refractive errors with the environments factors such as reading distance & habits, T.V watching distance. Among the students belonged to below 0.7 visual acuity, the wear spectacles students were 63.3%. The ratio of anisometropia was 3.4%.

• Journal of Nutrition and Health
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• v.48 no.1
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• pp.81-93
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• 2015

Purpose: The aim of this study was to estimate total sugar intake and sugar intake-related dietary habit and nutrient intake of elementary school students. Methods: Subjects included 701 elementary school students (351 boys and 350 girls) residing in Jeju. The research analyzed a sample and was carried out using the 24 hour recall method and one day consumption of total sugar. Results: The average daily total sugar intake was 55.3 g (male 53.1 g, female 57.6 g). Total sugar intake per meal was 6.3 g (11.4%) from breakfast, 6.9 g (12.5%) from lunch, and 7.2 g (13.0%) from dinner, 34.9 g (63.1%). Major food groups of total sugar were milks (17.04 g), grains and their products (12.79 g), fruits and their products (9.40 g), and sugars and sweets (7.30 g). In analysis of the amount of total sugar consumption from several recipes, much was taken in from dessert and snacks such as dairy products (15.08 g), bread and snacks (6.4 g), beverages (5.5 g), fruits (5.1 g), and ice cakes (4.8 g). Total sugar consumption was high for rices and side dishes such as noodles (5.1 g), stir-fried foods (2.3 g), fried foods (1.4 g), cooked rice with seasoning (1.4 g), and hard-boiled foods (1.1 g). In comparison of total sugar consumption for sugar sources, daily intake of natural sugar, added sugar, and natural and added sugar were 25.8 g, 23.3 g, and 6.2 g, respectively. High sugar intake group, which was over 20% of the energy from total sugar intakes, consumed significantly less Fe, Zn, and niacin than the low sugar intake group, which was below 20%. Conclusion: Total sugar intake of fifth graders of elementary schools on Jeju Island was 55.4 g/day, and it was usually intake from snacks. Therefore, elementary school students need nutritional education for proper selection of better snacks and for reduction of dietary sugar intake.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.17 no.1
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• pp.19-26
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• 2006

Objectives : The object of this study was to examine computer game playing patterns and psychopathologies related to computer game addiction in school-age children. Methods : The subjects were 533 elementary school students (4th to 6th grade) in Kangdonggu, Seoul. We evaluated computer playing patterns of all subjects using computer game playing pattern questionnaire, and determined the risk group of computer game addiction by internet game addiction scale score. We evaluated subscale score of K-CBCL from parents of all subjects, and conducted correlation analysis and logistic regression analysis between computer game addiction and subscale score of K-CBCL. Results : In 488 responders, 10.2% of started playing computer game in preschool age, and 67.2% started at low grade of elementary school. The mean frequency of computer game play per week was 3.66 days. Mean time spent playing computer games per day was 1.89 hours. 'Simply for fun' was the most common reason far playing computer games (40.8%). Male subjects showed statistically significant differences in age of starting computer game, frequency of computer game play per week, reasons for playing computer game and computer game addiction scale scores. There were significant correlations between computer game addiction scale scores and academic performance, somatic complaints, attention problems, and internalizing problems in K-CBCL. But In logistic regression analysis, only attention problems among K-CBCL subscales showed significant predictability to computer game addiction. Conclusion : Upper grade elementary school students experienced computer game playing at the very early age, and spend much time in playing computer games. There were significant correlation and predictability between computer game addiction and attention problems.

• Journal of the Korean Society of Food Science and Nutrition
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• v.35 no.10
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• pp.1385-1393
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• 2006

The purpose of this study was to investigate nutrient intake status and dietary behaviors in elementary school children. The subjects were 98 boys and girls in the 4~6 grade and divided into three groups by body shape. The protein intakes of the subjects were higher than the Korean EER (estimated energy requirements). Especially male over weight group had more than twice intakes (216.0% ) comparing the Korean EER. The mean daily intakes of calcium, iron, vitamin A and vitamin C in all subjects did not meet the Korean RI (recommended intake). The vitamin C intake of male underweight group was only 43.2% comparing the Korean RI. Rice & cereals were main food sources of energy, protein and iron, and milk & milk products were main food sources of calcium. As their weights were high, the meal volume and the rate of skipped meal were shown to be high (p<0.05). Thus, this study implicates that desirable nutrition education may be needed for overweight and underweigh children.

• East Asian mathematical journal
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• v.31 no.4
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.597-606
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• 2016

By utilizing the TPCK model, this research analyzed the present state of pre-service elementary teachers' competencies related to the use of technology. It also conducted the Importance-Performance Analysis to prioritize remedial issues to improve curriculum related to the use of technology. A survey was conducted to 165 pre-service teachers who are senior students at a University. A questionnaire was used to investigate pre-service teachers' perception on the importance and performance related to Technology Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. As the result of the t-test, significant differences between importance scores and performance scores were found in all the competencies and 17 sub-competencies. In addition, as the results of the importance-performance analysis, 5 sub-competencies were found to be concentrated for the improvement, and 4 sub-competencies were found to be kept up because of their good work. Also 5 sub-competencies were turned out to have low priority, and 3 sub-competencies were turned out to be possible overkill.