• Nutrition Research and Practice
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• v.10 no.6
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• pp.597-605
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• 2016

BACKGROUND/OBJECTIVES: Childhood obesity has increased in recent decades in Korea. This study was designed to examine differences in the eating habits, physical activity (PA), nutrition knowledge, and self-efficacy of children by obesity status. SUBJECTS/METHODS: Subjects were 5th-grade children from 70 elementary schools in 17 cities nationwide. Two-stage stratified cluster sampling was employed. Survey questionnaire included items related to general characteristics, eating habits, PA, nutrition knowledge and self-efficacy. Excluding incomplete responses, 3,531 data were analyzed using SPSS. Subjects were categorized into overweight obesity (OW) and normal weight (NW) groups based on body mass index percentiles for age by sex. RESULTS: A total of 21.5% of subjects was overweight or obese. There were significant differences in gender, perceived stress, perception of body shape, body satisfaction, and interest in weight control between the OW and NW groups (P < 0.001). With respect to eating habits, the OW group ate breakfast (P < 0.05) and snacks (P < 0.01) less frequently, ate bigger meals (P < 0.001), and demonstrated less desirable behaviors during meals (P < 0.05 in boys) compared to the NW group. The OW group participated in less PA than the NW group, especially boys. OW boys spent less time walking during weekdays (P < 0.05) or the weekend (P < 0.001), spent more time being sedentary during weekdays or the weekend (P < 0.001), and exercised a fewer number of days (P < 0.01). For girls, the OW group spent more time being sedentary during the weekend (P < 0.01) and exercised a fewer number of days by walking or bicycle riding (P < 0.05) than the NW group. Nutrition knowledge was not significantly different between the OW and NW groups. Self-efficacy (P < 0.01 in boys), especially PA self-efficacy (P < 0.01), was significantly lower in the OW than NW group. CONCLUSIONS: This study revealed differences in eating habits, PA, and self-efficacy between OW and NW children. Obesity management programs for children need to focus on increasing self-efficacy, modifying eating habits, and increasing PA.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3685-3695
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• 2014

This study was performed to determine the suicide ideation and its association with hopelessness, psychosocial stress and depression among some middle school students. The survey was administered to 975 middle school students in Gyeongin area during the period, May $1^{st}$ to June $30^{th}$, 2013. Structured self-administered questionnaires were delivered and collected without the respondents' personal information. As a result, concerning the correlation of depression with various factors, the level of suicide ideation was positively correlated with hopelessness, psychosocial stress and depression. Multiple linear regression analysis showed that the factors influencing the suicide ideation included sex distinction, experience of alcohol drinking, hobbies and leisure life, subjective health status, grade, school violence experience, hopelessness, psychosocial stress and depression. An analysis of the covariance structure, hopelessness (BHOP) was more influential on the suicide ideation than psychosocial stress (PWI) and depression (CES-D). The study found that higher hopelessness, severe distress and higher depression tends to increase the suicide ideation.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.155-169
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• 2010

This study aims to design practical problem-focused instruction by applying universal design of "Housing" unit of Technology Home Economics in the 10th grade and examine the students' perception on the lesson. The lesson is composed of the following procedures: thinking, problem recognition, problem understanding, information search & alternative search, consideration of the result, and practice plan. To solve problem such as 'What should one do for everyone's convenient and comfortable residential life' practically, we chose the major concern of 'understanding the universal design', 'analysis of cause for environmental change', 'creation of human-concerned residential culture'and performed alternative experience program for the old, the pregnant and the disabled. The students perceived teaching methods and contents positively with interest. They also understood the lesson easily by experiential activity and discussion thus enabling their active participation. It was also found out that the students felt considerable change of their consciousness of living environment of residence and the local community, thus it is concluded that the practical problem-focused instructional design method is very effective.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.143-152
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• 2011

The purpose of this study is to investigate the contents of open inquiry activities of the newly revised 2007 National curriculum for each grade level and to teach open inquiry activities and selection of rational inquiry activities. For this study, 470 elementary students in Seoul, ranging from 3rd to 6th grades were surveyed. The experiment plans written by students were analyzed based on the analysis criteria. These criteria consisted of the reason for the selection, type, and suitability of open inquiry activities. The reason for selecting open inquiry activities were analyzed according to the reason why they want to conduct the activity, degree of getting help and the object of getting help. The types of the open inquiry activities were analyzed according to the field of inquiry, the inquiry method and the period of inquiry. Suitability of the open inquiry activities were analyzed according to the reason of suitability or unsuitability.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.

• Journal of radiological science and technology
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• v.40 no.3
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• pp.493-499
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• 2017

In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was $3.07{\pm}0.85$, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was $3.07{\pm}0.85$, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level($3.58{\pm}0.85$) but the students who entered the school due to self-aptitude had relatively lower self-development ability level ($2.30{\pm}0.40$). The overall average of self-learning ability according to direction of career path was $3.08{\pm}0.76$, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity.

• Journal of Korea Game Society
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• v.14 no.1
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• pp.59-68
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• 2014

As the prevalence of mobile platforms, expanding digital content production and also increasing interest about the serious game. However, existing educational serious games are short of application of educational function and lower effectiveness that not linked with off-line education. In this paper, we developed an educational serious game 'Rice-Mimi Adventure' for children based Tablet PC. The Games are designed five steps by four elements that storytelling, playing, music and cooking. Specially, players interaction between characters should be increase their own concentration and interest. For the effectiveness verification that linked education of on/off-line, experiment to 126 students of 3,4th grade in Choenan. A result shows positive data that on/off-line linked education using Tablet PC and effectiveness of game contents applied design factors. For this work, we should find effective class and teaching method using digital contents in off-line education for children.

• Journal of Nutrition and Health
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• v.31 no.2
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• pp.179-191
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• 1998

The satisfaction of elementary school children and their parents with the school lunch program by foodservice system was assessed by questionnaire. 787 (347 male, 417 female) 5th grade elementary school children and 761 parents participated. Foodservice systems of the schools were of 4 types : central/commissary ; satellite /commissary ; conventional/contracted ; and delivery/contracted. The most joyful mealtime for children was identified as lunch because of eating with friends. Satiety and leftovers after lunch varied according to the foodservice system. For example , there was less satiety in the contracted system and more leftovers in the delivery system than in the others, Foods tasted better in the commissary system than in the contracted one. The contacted system , especially the delivery/contracted system, was poor for keeping rice and soup hot. The children's food habits such as eating a greater variety of foods and good table manner were improved through the school munch program. Most parents well understood the main purpose of the school lunch program to be a source of education on nutrition and table manner, as well as a way in which to provide the same meals to all students and save the time & work needed to prepare home lunches. Parents claimed that hygiene, taste, good nutrition and food amount should be improved. This was especially true for hygiene in the commissary system and taste in the contracted system. Furthermore, they stressed that better taste and hygiene are the most important criteria for good school foodservice systems. In conclusion, parents wanted the school lunch program should be selected with consideration of children's preference such as by periodical food preference tests. A nutrition education program should also be provided to correct bad food habits of childrens.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.352-363
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• 2014

The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.