• 대한화학회지
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• 제48권6호
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• pp.645-653
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• 2004

이 연구의 목적은 고등학교 2학년 학생들의 인지수준과 제7차 교육과정에 의한 화학I 교과서 내용이 요구하는 인지수준을 비교 분석하는 것이었다. 연구를 위하여 고등학교 2학년 학생 456명을 대상으로 GALT 축소본을 이용하여 인지수준을 조사하였으며, 제7차 교육과정에 의한 화학I 교과서의 물과 공기 두 개 단원에서 15개의 과학 개념을 추출하고, CAT 분석틀을 이용하여 화학I 교과서 내용이 요구하는 인지수준을 분석하였다. 연구 결과에 의하면 고등학교 2학년 학생들의 52.5%가 형식적 조작기 수준에 도달했으며, 28.3%의 학생들은 과도기 수준에, 나머지 19.5%의 학생들은 구체적 조작기 수준에 있었다. 인문계 고등학교 학생의 68.9%, 공업계 고등학교 학생의 6.6%가 형식적 조작기 수준에 도달하였고, 논리 유형별 형성정도도 계열별 차이가 매우 컸다. 제7차 교육과정에 의한 화학I 교과서의 내용을 이해하는데 필요한 인지수준을 분석한 결과, 일부 탐구 활동의 경우를 제외하고는 교육과정의 변화에도 과학 개념의 인지요구도는 크게 변화하지 않았다. 제7차 교육과정에 의한 화학I 교과서에 제시된 과학 개념의 인지수준은 고등학교 2학년 학생들의 인지수준에 비해 높은 편이었으나, 탐구 활동의 인지수준은 고등학교 2학년 학생들의 인지수준과 비슷한 편이었다. 현직 화학 교사들은 제7차 교육과정에 의한 화학I 교과서가 제6차 교육과정의 화학I 교과서에 비해서 내용 축소와 실생활 소재를 많이 반영하고 있는 것을 바람직하다고 생각하였으나, 과학 개념이 너무 축소되어 화학I 교과서와 화학II 교과서 사이의 내용 수준에 차이가 많이 나는 것을 문제점으로 지적하였다. 제7차 교육과정에 의한 화학I 교과서 내용이 형식적 조작기 수준을 많이 요구하고 있으므로, 고등학생들의 인지수준에 맞는 다양한 교수-학습 방법과 교재가 개발되어야 한다고 생각한다.

• 한국과학교육학회지
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• 제24권5호
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• pp.946-958
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• 2004

본 연구에서는 학생들이 과학에 대하여 긍정적인 태도를 갖게 하는 요인을 조사하고, 그 결과를 바탕으로 과학에 대한 긍정적인 태도를 신장시키기 위한 방안을 탐색하였다. 과학에 대한 태도, 과학을 좋아하는 이유, 과학을 싫어하는 이유 등에 관한 초등학교 5학년, 중학교 1학년, 고등 학교 1학년 학생 총 1,000명의 응답 결과를 분석하였다. 과학에 대한 태도 조사 결과, 학생들의 과학에 대한 태도가 긍정적인 것으로 나타났는데, 초등학생이나 중학생보다는 고등학생이, 남학생보다는 여학생이 과학에 대하여 상대적으로 덜 긍정적인 태도를 가지고 있었다. 학생들이 과학을 좋아하는 주된 이유는 실험 때문인 것으로 나타났고, 과학을 싫어하는 주된 이유는 과학 수업 방법 때문인 것으로 나타났다. 즉, 학생들은 실험하는 것과 실험 기구를 직접 다루는 것이 재미있기 때문에 과학을 좋아하는 반면에, 수업 시간의 활동, 수업 매체, 교과서, 과학 교사 등이 원인이 되어 과학을 싫어하는 경향이 있었다. 과학에 대한 태도에 영향을 미치는 요인의 상대적인 영향력을 조사한 결과, 과학 과목의 내용 및 특성은 과학을 좋아하게 하는 주된 요인인 반면에 과학 수업 방법은 과학을 싫어하게 하는 주된 요인인 것으로 나타났다. 한편, 실험은 과학을 좋아하게 하는 요인이 되기도 하고 싫어하는 요인이 되기도 하는 것으로 나타났다. 본 연구의 결과는 과학에 대한 학생의 흥미도에 따라 차별화된 방안을 적용하는 것이 과학에 대한 긍정적인 태도를 신장시키는 효과적인 방법임을 시사한다.

• 아동학회지
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• 제28권5호
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• pp.37-54
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• 2007

Variables studied in relation to children's school adjustment were child's sex, grade, and ego-resilience maternal employment, parents' age, parents' academic background, mother's emotional expressiveness, and monthly household income and perception of social support. Subjects were 548 4th, 5th and 6th grade students and their mothers. Results showed that children's school adjustment varied by child's grade in school and ego-resilience, parents' age, father's academic background, mother's emotional expressiveness and monthly household income. Children with higher ego-resilience, whose mothers showed more positive emotional expressiveness and who perceived more social support from peers, family, and teachers showed higher adjustment to school life. Among these, support of peers was the most significant variable.

• 대한간호학회지
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• 제37권6호
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• pp.986-993
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• 2007

Purpose: The purpose of this study was to compare stress levels of elementary students according to three regional levels: a large city, a medium-sized city, and a rural area. Methods: This was a descriptive comparative survey using a convenience sample of 1,161 5th-and 6th-grade students. The stress level was measured by a stress scale that consisted of 65 items regarding personal characteristics, family, school, and peer factors. The data were analyzed by ${\chi}^2-test$, t-test, ANOVA and multiple regression using the SPSS 10.0 statistical program. Results: Overall, the mean stress scores reported by the participants were near the middle of a 5-point scale and the level of family-related stress was highest, followed by peer, school, and individual-related stress. Sixth-graders and female students showed higher stress levels than 5th-graders and male students, respectively. The participants reporting unsatisfaction with their lives and those living in large cities tended to have significantly higher stress levels. Conclusion: Grade, gender, life satisfaction, and regional levels were all significant factors associated with high stress levels among elementary students. Development of stress management programs for this specific population, especially targeting students who are female and living in large cities, is needed.

• 가정과삶의질연구
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• 제25권1호
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• pp.15-27
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• 2007

This study examined the relationships between father and son through son's developmental stages focusing on the father-son communication. The researcher conducted the survey among 600 male students including the 5th grade elementary students, the 2nd grade middle school students and the 2nd grade high school students residing new areas of town Pusan. The results of this study are as follows. It showed that there are some differences in function and content of father-son communication. Also it develomental stages was revealed that there is the quality differences in father-son communication through son's develomental stages. Elementary students was higher levels of father-son communication quality than those of middle and high schools. In conclusion, the results of this study showed that the relationship between father and son is changing through son's developmental stages. If father can recognize the characteristics of the developmental stages of their son's, they would be more effectively cope their sons' development demand.

• Journal of Nutrition and Health
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• 제21권4호
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• pp.213-222
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• 1988

The purpose of this study was to investigate physical condition, physical fitness, sociodemographic factors, biochemical factors and personality factors of 5th grade students of elementary school. The number of students surveyed was 760 from each school of urban, middle and rural areas. All data analysis was done by BMI group which is based on previous study. 1) The children whose parents were on low education level and mother had a job had lower BMI values than others. Nine percent of male and 21% of female subjects skipped breakfast almost everyday. The 21.7% of all subjects regularly took nutritive pills, which had no difference in various BMI groups. 2) The physical condition of children had a high correlation with that of parents. 3) The physical fitness in BMI 5 groups was weaker than other groups, especially in male. 4) The contents of blood hemoglobin, cholesterol and glucose and hematocrit value were estimated. In female, the values of hemoglobin content and hematocrit had significant difference between BMI groups, but there are no trends. 5) The impulsiveness of male was the highest in BMI 1 group and the lowest in BMI 5 group among 5 groups. Besides, general activity, reflectivity and sociality in BMI 5 group had a low level. In female, personality factors except sociality didn't show any considerable difference.

• Journal of Nutrition and Health
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• 제23권5호
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• pp.317-328
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• 1990

This reseach was undertaken to investigate the nutritional contents of lunchboxes of 5th grade students in the elementary school living in Jinju city. The survey was conducted from July 4 to July 7, 1988. Cereals and side dishes in the lunch box were weighed and nutrients were analyzed from the food composition table. Questionaires were used to determine family background and the food preference. The results were summarized as follows : 1) The average education of mother was 10 years and the average number of children in the family was 2.8. 2) The average food weight of 151 boys was 289g and that of 164 girls was 253g. The average number of side dishes was 1.7. 3) The average nutritional value and the percentage of Recommended Dietary Allowances of boys were calorie 578 Cal, 75%, protein 24.6g, 113%, calcium 128mg, 55%, iron 3.89mg, 78.0 %, vitamin A 807IU, 122 %, thiamin 0.32mg, 81 %, riboflavin 0.26mg, 56 %, niacin 4.07mg, 81 %, ascorbic acid 6.33mg, 38%. 4) The average nutritional value and the percentage of Recommended Diatary Allowances of girls were calorie 547 Cal, 82 %, protein 23.0g, 113 %, calcium 135mg, 58 %, iron 3.37mg, 56 % ,vitamin A 911IU, 137 % , thiamin 0.27m9, 732 % , riboflavin 0.26mg, 64 % , niacin 4.03mg, 93 % , ascorbic acid 7.40mg, 44 % . 5) The calorie ratios of carbohydrate, protein and fat from boys and girls were 75 : 18 : 7 and 76 : 17 : 7, respectively. 6) The favorite food for cereals were plain rice, breads, noodles, rice with beans and the favorite food for side dishes were ham, sausage, beef and chicken.

• 대한수학교육학회지:수학교육학연구
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• 제15권2호
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• pp.177-196
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• 2005

현재 학교 수학에서 통계는 표본 평균의 분포에 주목하여 표본과 모집단의 관계를 분석하는 높은 수준의 내용을 다루고 있다. 그러나 통계적 사고의 출발점이자 통계학에서 주요 연구 대상인 표본은 다소 소홀히 다루고 있다. 이 연구에서는 표본 개념의 교육적 의의를 살펴보고 초등학교 5학년부터 고둥학교 2학년까지 학생들을 대상으로 표본에 대한 그들의 인식을 조사하였다. 조사 결과, 학생들이 비형식적인 표본 개념을 지니고 있음을 확인하였다. 특히, 표본이 대표성을 지녀야 하고, 모집단과 표본 사이의 관계를 고려하기 위해 비례추론을 사용하는 것에 관련하여 높은 인식 수준을 나타내었다 또한 이런 능력들은 학년이 올라가면서 자발적으로 향상되는 것으로 파악되었다. 그러나 표본 조사 자체를 전수 조사에 비해 신뢰하지 않으며, 표본의 편의성과 관련하여서는 매우 낮은 인식 수준을 나타내었다 이것은 그 동안 표본 개념이 학교수학에서 소극적으로 다루어져 온 결과로 보인다. 그러므로 표본 개념의 교수학적 변환 방안에 대한 적극적인 연구가 필요함을 제기하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제20권2호
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• pp.271-280
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• 2001

The purpose of this study is to investigate how free inquiry activities affects the scientific process skills and scientific attitudes of 5th and 6th of elementary school students. For this study, 265 elementary students from 5th and 6th grade in Seoul were selected. In comparison group 130 students were implemented and to the experimental group 135 students who did not the free inquiry activities were implemented. The result of this study is as follows: First, curiosity was the most affective factor that motivate free inquiry activities and made them select their topics. Most of the students invested for the inquiry activity in less than 3 weeks. They had some help in every stages. Students became interested in free inquiry activities because they learned new facts and enjoyed doing experiments and they wanted to continue for the same reasons. Second, free inquiry activities had little effect on the basic science process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Third, free inquiry activities had considerable effect on the integrative inquiry process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Fourth, the result of the post-test of the experimental group showed that free inquiry activities had no effect on scientific attitudes at the significant difference of p=0.05. In conclusion, free inquiry activities will be much more effective in developing integrative inquiry process skills than in developing basic scientific process skills and scientific attitudes.

• 대한지역사회영양학회지
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• 제15권6호
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• pp.740-749
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• 2010

The purpose of this study was to develop and evaluate a nutrition education program to prevent breakfast skipping for elementary school children. Subjects were 102 5th grade students (51 boys, 51 girls) as the "education group" and 200 5th grade students (102 boys, 98 girls) as the "non-education group." The nutrition education program consisted of 4 lessons over an 8-week period. Teaching materials, including flash animation, panel, PowerPoint, and a bingo game, were developed for this education program. After education, there was significant increase in the percentage of students who had eaten breakfast every day, understood that breakfast has a great effect on health, and will eat breakfast every day in the education group compared to non-education group. Parents' positive behavior toward daily breakfast preparation and the percentage of parents who had their children eat breakfast every day increased significantly. The students of the education group responded positively to the questions of the benefit and importance of nutrition education. The flash animation received high marks, especially in terms of understanding of contents, content clarity, emphasis of the core content, delivery of necessary knowledge, and applicability of breakfast. This study shows the effectiveness of a 4-lesson nutrition education taught during an 8-week time period to induce changes in recognizing the importance of breakfast and in behavior toward breakfast consumption.