• 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.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.65-73
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• 2009

The present longitudinal study examined reciprocal influence between self-esteem and academic achievement using cross-lagged autoregressive model. This study employed data(four wave) from Korea Youth Panel Survey. Participants were 300 students(143 boys, 157 girls) who were 4th graders in 2004 and 7th graders in 2007. The results of this study indicated that 4th graders' self-esteem influenced 5th graders' academic achievement, in turn, 5th graders' academic achievement influenced 6th graders' self-esteem. However, students' self-esteem in 6th grade did not influence their academic achievement during 7th grade. Conversely, 6th graders' academic achievement influenced 7th graders' self-esteem.

• Human Ecology Research
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• v.59 no.3
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• pp.341-351
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• 2021

The purpose of this study was to examine the longitudinal relationships between Korean adolescents'mobile phone dependency, trajectories of depression, and self-regulated learning abilities. To achieve these goals, structural equation modeling analysis was conducted, using the 3rd, 5th and 7th wave of the data on 4th graders taken from the Korean Children and Youth Panel Survey. The results can be summarized as follows. First, growth-curve longitudinal analysis indicates that depression in 6th through 10th grade has increased. Second, mobile phone dependency among adolescents at 6th grade has a significant effect on both the initial value and the rate of change in depression. Also, the initial value and the rate of change in depression have significant relationships with mobile phone dependency at 10th grade. Moreover, both increased levels of mobile phone dependency and the rate of change in depression significantly influence adolescents'self-regulated learning abilities at 10th grade. Based on a longitudinal data set, these findings demonstrate the causal relationships between Korean adolescents'trajectories of depression and their mobile phone dependency. The findings also provide a comprehensive framework with implications for adolescents'development through an understanding of the relationships between adolescents'depression and mobile phone dependency, which impact their self-regulated learning abilities.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.105-159
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• 1989

The purpose of this study is (a) to identify physical and content elements of children's books that seem to interest second and fifth graders to read, and (b) to observe how the influence of those elements on children's reading interest shifts as children develop. For the purpose of this study, children's books are classified into two groups: 'books of low preference' and 'books of high preference' as determined by second graders, and fifth graders' library circulation record in the library chosen as the sample for the present study. The physical and content elements of the books belonging to these two groups are analyzed and compared. Main findings and conclusions made in this study are summarised as follows: (1) The physical elements of children's books which have significant relationship with second graders' reading preference are illustration quantity, size of types, space between lines, and size of the book. (2) The content elements of children's books which have significant relationship with second graders' reading preference are the readability level of sentences, and the sex of heroes. (3) The physical elements of children's books which have significant relationship with fifth graders' reading preference are illustration quantity, illustration styles, and size of the book. (4) The content elements of children's books which have significant relationship with fifth graders' reading preference are the readability level, the sex of heroes, subject matters, themes and the environmental settings as the background of stories. (5) Reading preference of the pupils at the second and fifth grades are influenced by the quantity of illustration. Second grade pupils prefer reading books which contain a larger quantity of illustrations, whereas 5th grade pupils prefer books which contain less quantity of illustrations. (6) The relationship between second graders' reading preference and the illustration style are rejected at the $10\%$ significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the illustration style. The 5th grade pupils prefer more realistic illustrations, while cartoons and semi-abstract drawings do not appeal to them. (7) The type size, and space between lines which have had great influence on the book preference of 2nd grade pupils influence little on the 5th grade pupils book preference. (8) Second grade pupils prefer the book of a small Size, whereas 5th grade pupils whose reading taste has developed at a primary stage prefer the book of a large size beyond a certain standard. (9) Second grade pupils prefer reading books which can be easily read, whreeas 5th grade pupils prefer reading books containing difficult sentences. (10) Second grade pupils and the 5th grade pupils both prefer books in accordance with the sex of there heroes. (11) Relationship between second graders' reading preference and the subject matters are rejected at the 10% significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the subject matter. Fifth grade pupils prefer reading books of which the themes are mystery, exploration and adventure. (12) The theme of books is not proved to relate with the book preference of the 2nd grade pupils, but it is closely related with the book preference of 5th grade pupils. Fifth grade pupils prefer reading books which contain exploratory stories. (13) Second grade pupils are not influenced by the environmental setting of the story, but 5th grade pupils prefer reading stories with the environmental setting in the air. (14) The quantity of illustrations is the element influencing most on .the book preference of the 2nd grade pupils, followed by the space between the lines, which influences least on the book preference of the 5th grade pupils. (15) The physical element influencing most on the book preference of the 2nd grade pupils is the quantity of the illustrations. The physical element which has the most strong influence on the book preference of the 5th graders is illustration styles. (16) The content elements which has much influence on the book preference of the 5th grade pupils are certain kinds of characteristics of heroes. In case of the 2nd grade pupils book preference, striking evidence of such characteristics of heroes is not traced.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.95-103
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• 2008

The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.305-317
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• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• Journal of Life Science
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• v.7 no.4
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• pp.336-341
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• 1997

This study was conducted to investigate the effects of carcass grade on the hardness, myofibrillar fragmentations index, protein extractability and Mg-ATPase activity of myofibril and actomyosin obtained from 1, 2, 3 and D carcass grade)subgrade) in Korean native cow. Proximate component, hardness, chewiness, myofibril fragmentation index, protein extractability and Mg-ATPase activity if myofibril or actomyosin were not significantly different between 1st and 2nd carcass grade loin. The hardness and chewiness of 2nd carcass grade loin's were significantly lower than 3th grade loin's, but the myofibril fragmentation index, sarcoplasmic protein extractability and Mg-ATPase activity of myofibril were higher. The myofibrillar protein extractability and Mg-ATPase activity of actomyosin obtained from 3th carcase grade loin's were significantly higher than D grade loin's, but the hardness, chewiness and stroma protein extractability were lower. In conclusion, the degree of toughness in Korean native cow's loin was not significantly different between 1st and 2nd grade, but 3rd and D carcass grade were significantly higher, regardless of before and after aging.

• Journal of the Korean Institute of Landscape Architecture
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• v.27 no.5
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• pp.138-149
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• 2000

The purpose of this study is to evaluate Suwon stream naturalness Index(S.N.I). and tofind out stats, problems and opportunities of the Suwon stream by assessment standard. Assessment standard is mainly based on physical structure of stream environment. the purpose evaluating sectors and elements are physical form and structure restoration of stream. To find out assessment standard of stream naturalness index, conceptual frame of assessment standard has been established, for which four sections, for example, longitudinal section, lateral section, stream bottom structure and water environment, have been selected. Overall stream naturalness index of the Suwon stream has been distributed at 3rd to 4th grade, and 3.3 of assessment index and mode were 3rd grade respectively. stream naturalness index of each section was as follows: Longitudinal section accounted for 3.7in average to be 4th grade, lateral section did 3.8 to be 4th grade, and water environment did 2.4 to be 2nd grade. Analysis of assessment outcome of stream naturalness index has checked status, problems and opportunities of corresponding stream. Assessment of stream naturalness index of the study provides useful information for restoration of close-to-nature stream, and furthermore has its meaning in checking problems and opportunities of Suwon stream.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.47-60
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• 1998

The purpose of this study was to analyze the problem solving strategies of elementary school students and to find out correlations between the functional mental capacity, the perseveration error and the Creature Card Task solving ability. To study this purpose, four categories were selected through pilot test. The sample consisted of 231, the 4th grade students and the 5th grade students in Inchon, Korea and selected 32 students among them. Three instruments were used in this study, Creature Card Task, FIT(Figural Intersection Test) and WCST(Wisconsin Card Sorting Test). Researcher interviewed 32 students about Creature Card Task solving strategies and tests with FIT, WCST. Major findings of the study are as follows: 1. Creature Card Task solving strategies of the selected 4th & 5th grade students were different. Some students solved problems during individual interviews. 2. Creature Card Task solving abilities were significantly correlated with the functional mental capacity and the perseveration error.

• Human Ecology Research
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• v.62 no.2
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• pp.249-259
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• 2024

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10^th, 11^th, and 13^th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.