• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.31-48
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• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• 부모자녀건강학회지
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• 제12권1호
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• pp.25-36
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• 2009

Purpose: The purpose of this study was to explore the patterns of internet usage among 5th and 6th grade elementary students, and analyze the correlation between the internet obsessive disorder and parent-child attachment. Method: A total of 303 elementary students in Seoul, Suwon, Ulsan, and Kwangjoo area participated in this study, and responded to self-administrated questionnaires. Results: With regard to the internet addiction, 2.7% of participants were classified as being in a high risk group, and 5.3% were classified as a potential risk group with boys at greater risk than girls, and 6th graders showing higher internet addiction scores than 5th graders. There were significant negative correlations between internet addiction and father-child attachment (r=-.122, p=.040), and mother-child attachment (r=-.154, p=.009). Conclusion: To prevent internet addiction in elementary school students, promoting parent-child interaction needs to be emphasized. More studies for finding affecting variables on internet addiction would be necessary, and different preventive approaches according to gender and grade should be introduced.

• 한국과학교육학회지
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• 제21권4호
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• pp.710-724
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• 2001

본 연구는 과학적 사고력에 영향을 미치는 변인의 설명력을 분석하는데 그 기본 목적이 있다. 이를 위하여 5학년,8학년,11학년 학생 총 375명을 대상으로 과학적 사고력에 영향을 줄 것으로 가정한 변인을 조사하여 분석하였다. 본 연구의 결과, 과학적 사고력에 대한 학습자의 인지적 변인의 설명력은 약 60%, 심리적 변인 10%, 가정 변인 5%, 학습환경 변인 10%였다. 이들 변인이 과학적 사고력을 최대 85% 설명하였다. 학년에 따라서 과학적 사고력에 직접적인 영향을 주는 것은 학습자의 인지적 변인, 심리적 변인, 가정 변인, 학습환경 변인이었다. 가정 변인과 학습환경 변인은 과학적 사고력에 간접적인 영향을 주었다. 또한, 학교급에 따라서 그 설명력은 차이가 있었다. 따라서 학교급에 따라 과학적 사고력을 향상시키기 위한 전략에 차별화가 필요하다.

• 한국산학기술학회논문지
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• 제15권8호
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• pp.5023-5030
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• 2014

본 연구의 목적은 2개의 도시에 있는 초등학교 고학년 학생들을 대상으로 인터넷 게임 중독 정도를 파악하고 이에 영향을 주는 요인들을 파악하여 남여를 비교하기 위함이다. 연구대상자는 300명의 4, 5, 6학년 초등학생이었다. 구조화된 설문지를 통해 2013년 4월 1일부터 6월 15일까지 자료를 수집하였고, 수집된 자료는 SPSS WIN 14.0을 이용해 분석하였다. 본 연구의 결과 인터넷 게임 중독의 정도는 남학생 28.82점, 여학생 24.61점으로 나타났고, 학교생활 적응도는 남학생의 인터넷 게임 중독을 14% 설명하였고, 학교생활 만족과 학교생활 적응도는 여학생의 경우 인터넷 게임 중독을 15% 설명하는 것으로 나타났다. 따라서 초등학교 고학년 남여 학생들의 인터넷 게임 중독에 영향을 주는 요인들에 효과가 높은 중재 기법을 프로그램 개발에 적용할 필요가 있을 것으로 생각된다.

• 한국초등수학교육학회지
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• 제15권2호
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• pp.417-435
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• 2011

본 연구는 우리나라 초등학교 5, 6학년 학생들의 수학적 정당화의 단계와 수학적 증명을 배우기 전의 중학교 1학년 학생과 2학년 학생, 수학적 증명을 배운 후인 중학교 3학년 학생들의 수학적 정당화에 대한 인식과 수학적 정당화의 단계를 알아보기 위한 것이다. 먼저 수학적 정당화에 대한 인식을 조사한 결과 설문에 참여한 학생들의 73.4%의 학생들이 수학적 정당화의 필요성을 느끼고 있었다. 그리고 수학적 정당화의 단계를 조사한 결과, 중학교 3학년뿐만 아니라 초등학교 5학년에서부터 중학교 2학년을 포함한 모든 학년에서 단순 연역적 정당화 단계의 비율이 가장 높게 나타났다. 특히 수학적 정당화의 단계는 성취수준과 밀접한 관계가 있는 것으로 나타났다. 4단계의 수학적 정당화를 하는 학생의 비율이 상위의 성취 수준 학생비율이 가장 높게 그리고 중위의 성취수준의 학생 그 다음으로 하위 성취수준의 학생으로 나타났다. 설문조사에서 서술형 문항을 통하여 친구에게와 교사에게 나누어 수학적 정당화를 시도한 결과, 교사에게 수학적 정당화를 시도하는 경우에 보다 높은 수학적 정당화를 하였다. 본 연구의 결과는 귀납적 추론에 중점을 두고 있는 초등학교 교육에서 연역적 정당화를 보다 적극적으로 지도하여 상급 학년에서의 겪게 되는 수학적 정당화의 어려움을 줄여 주어야 한다는 것을 시사해 준다.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.23-31
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• 1998

The purpose of the present study was to investigate the development of elementary school student's reasoning strategies used in proportional tasks. Three hundred and ninety elementary students were sampled to investigate their reasoning strategies used in Pouring Water Tasks. Results showed that 4 percentage of students used proportional reasoning strategy. By the way, about 80 % of students used qualitative guess or additive strategies to solve proportion tasks. Further, about fifth-grade or 11-year-old students began to use proportional reasoning strategy. Also, female and malt students' development of reasoning strategies improved from 1st grade across 5th grade and from 6-year-old across 11-year-old. However, female did not show the improvement of strategy development after 5th-grade or 11-year-old. However, male students showed a continuous improvement after the grade or age. In addition, students showed developmental patterns of spurts and plateau, ra thor than a linear developmental pattern. The present study also discussed educational implications of this findings in school curriculum.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.265-280
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• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.

• 대한지역사회영양학회지
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• 제13권1호
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• pp.13-23
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• 2008

This study investigated the association between the weight status of middle school students and the various weight-related characteristics including desired weight, weight perception, weight-related practice, physical activity, and overeating behavior. Questionnaires were administered to 473 middle school students (178 boys and 295 girls) in Daejeon. Boys and girls were divided into three groups respectively; (1) underweight (BMI<$5^{th}$ percentile) (2) normal weight ($5^{th}$ percentile$\leq$BMI<$85^{th}$ percentile) (3) overweight (BMI$\leq85^{th}$ percentile). Using BMI calculated from measured height and weight, 14.0% of boys and 6.8% of girls were underweight, and 16.3% of boys and 14.2% of girls were overweight. However, among this sample of students, 38.4% of boys and 13.6% of girls perceived themselves as underweight and 29.4% of boys and 44.9% of girls perceived themselves as overweight. We found that overweight students reported their body weights lower and their heights higher compared to non-overweight students, resulting in an underestimation of BMI. Based on desired BMI, 79.9% of the girls desired to be underweight and 73.0% of the boys desired to be normal weight. Overweight or normal weight students were less satisfied with their body weights than underweight students. Girls had more weight control experience and concern compared to boys. Overweight girls spent longer times in watching TV compared to non-overweight girls (p < 0.001) and had more overeating behaviors (p < 0.05). Overweight students reported that they ate snacks less frequently than non-overweight students, which may be due to their tendency to report less eating. In conclusion, significant gender differences and weight status differences existed in weight perception, weight satisfaction, and weight control experience and concern. Because perception of overweight is likely to lead to unhealthy eating behaviors and weight control, efforts for adolescents to improve accuracy of weight perceptions and to understand the benefits of being healthier are needed.

• 아동학회지
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• 제27권5호
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• pp.49-65
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• 2006

This attitudes scale for prediction of mathematics achievement by elementary school students was developed from 50 initial items from the literature rated for content validity by 30 experts. The ratings rendered 31 revised items used for exploratory factor analysis and reliability tests. The 31 items were administered to 183 elementary students in 4th, 5th, and 6th grades, yielding 4 factors : enjoyment, confidence, value, and motivation with high inter-items consistency. To confirm appropriateness of the constructed model and to test its predictability in mathematics achievements, confirmative factor analysis and discriminant analysis were performed on 693 cases. Results showed that the attitude scale model of 4 factors can be recommended for use in the measurement of elementary school students' attitudes toward mathematics.

• 한국지역사회생활과학회지
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• 제18권2호
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• pp.335-348
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• 2007

This study aimed to investigate how the current elementary school teachers think about nutrition education, how they are teaching, and what kind of problems have occurred. And this study was made to provide basic materials to be used for the effective nutrition education in the elementary school. The survey was done on 60 elementary school teachers and 570 elementary school students of the 5th and 6th grade in Gyeonggi Province by questionnaire and analyzed for the perception of nutrition education, current status of nutrition education, nutrition knowledge and cooking knowledge. The average scores of nutrition knowledge were 2.72 for male and 3.75 for female students out of full score of 5. The fifth grade students learned more nutrition education than the sixth grade ones in accordance with the different curricula. Nutrition education was taught as apart of other subjects(87%) and mainly done by lectures. For most of the students, information source of the nutrition education was the meal service(47.4%) and the most common one was the Internet that 38.1 % of the teachers used. Most of the students responded that nutrition education was necessary in the curriculum of elementary school for proper growth(36.2%), intelligence(25.9%), health(21.5%), and dieting(16.4%). The perception for the suitable teacher was in the order of nutrition specialist and dietician. And the right time of the related class was in the order of spare time everyday, a special activity time, and the meal service time. The important contents of nutrition education were in the order of proper eating habits, growth & nutrition, food hygiene and diseases. Nutrition problems of the elementary students were in the order of unbalanced diet, too much ingestion of processed and instant foods, lack of table manners, and child fatness and weakness. 80.0% of the teachers supported the early nutrition education and demanded it should begin when children are in kindergarten. The analysis showed that nutrition education should be taught by parents(29.4%), teachers(29.2%), and nutritionists(25.9%) and that family and school should cooperate closely. Main responses of the teachers to the children's problems were that they had too much instant food, did not eat in a variety, and had no manners in eating. Ironically, they thought malnutrition, fainting and growth stunt were not important nutrition related problems.