• Journal of the Korean Institute of Educational Facilities
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• v.25 no.6
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• pp.3-10
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• 2018

This study analyzes the average acquisition ratio between the 1st and 4th grade and the distribution and characteristics of the acquisition between the assessment items based on the case of Green Building Certification System(GBCS) for the educational facilities on the university campus. By evaluating the difference between the best scored grade (Green 1st Grade) and the general grade (Green 4th Grade), we classified the cases where the difference between grades with little or big difference. By doing this, we were able to analyze the trend that were difficult to distinguish between difficult to score and an easy task. G-SEED should be used not only as a formal system for certifying certification, but also to provide environmentally-friendly technology for buildings as well as meeting market needs. To do this, it is necessary to further refine the evaluation criteria. In addition, it is necessary to establish a qualitative evaluation system by providing detailed criteria for items that are not distinguishable among grades. It is expected that this study will be used to improve the detailed evaluation items by analyzing trends in the average acquisition rate presented in this study.

• Child Health Nursing Research
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• v.6 no.2
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• pp.167-185
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• 2000

The goal of this research was to provide the basic data of sexual education for late schooler by finding out what they want to know about sex, or to see, if any, its relevancy between female and male students and between each grade. The sample for this research was a total of 453 students in 4th, 5th and 6th grade from 12 different classes at two elementary schools which were located in C city and in B province. The children were requested to write down three points on what they want to know or to learn most about sex, and their answers were put through two analytical stages in order to classify and to examine. The followings are the conclusions from the data. 1. The female cluster took 44.2% out of the whole sample, and there were 151 students per each grade. The specific girl ratios for each grade were 42.4%, 50.3% and 39.7% respectively. 2. It was noted that a total of 1,195 questions were gathered from the students writings, 45% of the questions was raised by the female students. The 4th grade students raised 432questions (43.8% by the girl) while the 5th. and the 6th grade students raised 387 (53.2% by the girl) and 376 questions (42.3% by the girl) respectively. The average number of questions per students was 2.6 while the female students raised 2.8 questions which was more than the average 2.5 questions by male students. It was the 4th grade female student cluster, which raised the most question (3.0) while the 6th grade male students raised the least question (2.4) in average. 3. The questions raised by the children could be divided into seven categories of the knowledge need on sex. They were Reproduction (310 questions, 25.9%), Sexual Culture (230, 19.2%), Concept of sex (125, 18.0%), Changes of Puberty (172, 14.4%), Sexual Health (119, 10.0%), Anatomy and Physiology of Reproductive System (78, 6.5%) and Sexual Tendency and behavior (71, 5.9%). 4. 'Reproduction' was the most frequently raised questions not only by both sex groups but also by the 5th grade students. Both sexes in the 4th grade showed the highest interest in Sexual Culture while it was Changes in Puberty for the both sexes in the 6th grade. The knowledge need on sex of the children indicated what they understand sexuality. They apprehended sex as sex, gender and sexuality in an inclusive way. They showed a major interest in the biological sex and the sexual activities. It seems that the children managed to understand clearly the meaning of gender, furthermore, they even pointed out that the streotyped sex role, patrimonial system and the sexual discrimination were unreasonable. The students possessed not only the least but also the most negative understanding in regard of sexuality. Two suggestions were made from the above conclusions for the practical sex education as well as its research. 1. For the practice: The sex education for the elementary upper grade school student should be relevant with their cognitive characteristics, also it should be more specific on the reproductive organs of both sexes, the actual scenes of the pregnancy and child delivery procedures. The gender concept should be added to the biological sex education, which will lead them to understand the unreasonableness of today's male-superior phenomenon and correct them. It is also necessary to develop educational programs for this age group so as to help them to understand sex in the sense of sexuality as well. 2. For the research: It is not easy to draw out a through conclusion since this study was carried out as one-time data collection. Yet it is undeniably helpful for the sex education if we can understand what the children want to know about sex, how much they know about it by conducting deep-interview researches through a small number of sample.

• Child Health Nursing Research
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• v.1 no.1
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• pp.47-58
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• 1995

This study was performed to test the validity and reliability of the Health Self-Determinism Index for Children(HSDI-C), an instrument designed to measure dimensions and strength of motivation in health behavior, to improve the applicability of the tool through application to the various samples. The convenient sample of 148 (boys=75, girls=72 third grade=42, fourth grade=22, fifth grade=32, sixth grade=52 : Caucasian=72, Asian=30, African=19) comprised the children at a chatholic elementary school in Chicago. The children completed English version of HSDI-C from December 5th, 1994 to January l0th, 1995. The findings were as follows : 1. Four factors of HSDI-C were isolated through the principal component analysis and oblique rotation, and explained 48% of the variance in total score. Low correlations among four factors were anticipated because each factor contributed uniquely, All items of the tool loaded above .30 on one of 4 factors. But items loaded on each factor in this study were very different from those in the previous studies. 2. Cronbach's alpha coefficient for internal consistency was .81 for the total items and .57∼ .81 for 4 subscales. 3. The differences of HSDI-c mean scores between boys and girls and that of among races were not statistically signifcant, but the mean score of girls and the Caucasian were relatively high. The total mean score of the scale was highest at the 3rd grade, decreased at the 4th or 5th grade, and reincreased at the 6th grade. The trend of mean score of four subscales was similar to that of total mean score. According to the results, suggested below : 1. The items loaded on each factor in this study were very different from those in the previous studies. To clear away the problem of the conceptual confusion, HSDI-C needs to be performed to various and large samples. 2. Unexpectedly, the HSDI-C mean score decreased at middle school age. A longitudinal study will be helpful to search for the change trend of the intrinsic motivation. 3. To improve the applicabilty of the HSDI-C, various reliability and validity test methods besides factor analysis or internal consistency are recommended.

• Journal of the Korean Home Economics Association
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• v.41 no.1
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• pp.77-91
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• 2003

The purpose of this study was to explore the effects of children's perception of communications with mothers and self-control on game addiction. The subjects were 739 children of 4th, 5th and 6th grade. The subjects rated themselves on questionnaires regarding communications with mothers, self-control and game addiction scale. The major findings of this study were as follows: 1) 6th grade children addicted more than 4th and 5th grade children. And boys addicted more than girls. 2) Sex had a direct and indirect effect through children's perception of problematic communications with mothers and self-control on game addiction and was the first contribution factor Children's self-control had a first direct negative effect on game addiction. 3) Children's perception of problematic communications with mothers had a direct positive effect and an indirect positive effect through self-control on game addiction. Grade had a direct positive effect and an indirect positive effect through children's perception of open and problematic communications with mothers and self-control on game addiction. Children's perception of open communications with mothers had a direct positive effect and an indirect negative effect through self-control on game addiction.

• Journal of the Korean Society of School Health
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• v.13 no.1
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• pp.63-84
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• 2000

Primary school is regarded as an important period when many health-related behaviors and life-styles begin to be formed. Acquiring them through school heath education has a strong influence on the health promotion of not only the family but also the community. Primary school health education in Korea has a systematic flaw in that health-related subjects are divided and taught under various subjects in primary school. In order to develop a proper school health curriculum, it is essential to assess what is currently being taught. In this study the current health education of the 6th grade primary curriculum was investigated to improve school health education. The purpose of this study is to identify the health education contents and time in textbooks of the 6th grade primary school curriculum. In this study, the textbooks & teacher's teaching manuals of the 6th grade curriculum were analyzed with a health instruction framework for Korean schools developed by the Korean Nurse Association & Korean School Health Education Association in 1993 and health care framework for health education curriculum presented by Kim in 1991. The results are as follows ; 1) Health education hours of the curriculum are 206 hours, about 34.3 hours a year. 2) The contents of health education were divided into nine subjects at primary schools. Organizing principles of learning experience(eg, integrity, sequence and continuity) were not considered sufficiently. The physical education & natural science subjects include a lot of health education contents. 3) The major content areas are community & environmental health areas and daily healthy life areas. 4) The major areas at each grade level are daily healthy concerns and safety & first-aid 5) The remarkable contrast to the 5th primary school curriculum are that environmental health is offered to the first grade step by step, and that drug use & abuse and mental health education are included in the 6th primary school curriculum. 6) The main contents of health education in 1st, 2nd. and 3rd grade curricula consist of treatment & recovery health functions. Those of the 4th grade curriculum consist of treatment & recovery health functions, and daily healthy life functions. Those of the 5th grade consist of growth & development functions. Those of the 6th grade consist of treatment & recovery health, growth & development functions. Most health care functions belong to physical health care. The results above suggest that we put together the divided contents of health education and manage them on the basis of systematic integration.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.61-74
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• 1999

This study examined the salutary effects of marital conflict resolution on children's behavior problems. The subjects were 487 4th and 6th grade students and their parents. Data were analyzed by multiple regression analyses of the SAS program. Children's problem behaviors were positively correlated with their perception of marital conflict. After intervention, children's perception of the resolution of marital conflict moderated their aggressive or immature behavior. Sex and age differences showed salutary effects of marital conflict resolution on boys' but not girls' behavior problems and on 6th grade students but not 4th grade students.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.187-200
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• 2002

The purpose of this study is to examine how well students can acquire scientific knowledge from the process and activity presented in the textbook. This is achieved by analysing of comparison on the material area in the 6th and 7th national curriculums' 3rd and 4th grade science textbooks. The method of this study is to analyse the contents, teacher's instruction and illustrations of the textbooks in the material area in both 6th and 7th national curriculum's 3rd and 4th grade science textbooks. Following is the result of the study. First, compared to the 6th national curriculum's content. 7th national curriculum is composed by phenomenon and activity focused. This considers student's developmental stages and abilities of concentration so one topic in the textbook is divided into 16 small contents. Therefore the textbook content of the 7th curriculum seems to have desirable changes. Secondly, teacher's instruction in the textbook of the 7th curriculum has impartial distribution in part Ⅰ and part Ⅱ according to Homey's analysis. This shows that some problems of writing textbooks that were pointed in the 6th curriculum have been improved. Thirdly, the content of the textbook emphasizes inquiry process as the 6th curriculum did. The 7th curriculum, however, more deeply deals with expecting and inferring. Finally, the analysis of illustration shows that the proportion of motive induction is high. This is also desirable approach to give students more interests in studying science.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of the Korea Institute of Military Science and Technology
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• v.14 no.1
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• pp.139-146
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• 2011

This study investigated physical and physiological changes of normal young adults, who are cadets of the Air Force Academy, have kept long-term physical activities and healthy behavior. The physical and physiological indices were the blood and body composition. Data were collected at the first year period, and then 4th year period from same group of cadets. The amounts of blood components were not changed, but variation among cadets was significantly reduced in the 4th grade period. The red blood cells(RBCs) were significantly reduced and the concentration of hemoglobin(HGB) were significantly increased. The body weight was significantly decreased in the 1st grade period since the body fat was rapidly decreased after the basic military drill, and then it was recovered with building up of the skeletal muscle in the 4th grade period. Asymmetry of the arms was decreased with the increased physical activities and usage of various equipments. The muscular endurance were significantly enhanced in the 4th grade period. The long-term physical activities and healthy behaviors may keep the physical strength through enhanced blood stream and oxygen supply by reduction of the RBCs and increased HGB concentration, and fat and muscle control.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.15-28
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• 2000

This study is intended to develop a CAI program on the topic of flowing rivers and to investigate how 4th grade students' concepts of it change through this program. The CAI program is made using the GREAT II copyright tool based on a typical 4th grade science Korean textbook. This program consists of 5 sections, which are introduction, rain waters, running waters, river waters, and activity. All contents are animated. Students are 30 4th grade students. One instrument is used how to investigate the concept change of the flowing rivers. The instrument is called the Identification of Flowing River Concept Test(IFRCT, Appendix), which is of a two-tier type and has 8 items. Data are collected before and after the instruction using this program. Data are classified as a scientific model, a naive model, or a "no" model, based on criteria used by Vosniadou(1989). Data are compared. The results show that 4th grade students after the instruction using this program hold a more scientific model on the flowing rivers, than before the instruction using this program. Therefore, the author urges science teachers to use the CAI program to teach students about the flowing rivers.