• Journal of the Korean Dietetic Association
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• v.15 no.2
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• pp.97-112
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• 2009

The purpose of this study was to develop a nutrition education curriculum with teacher's guide which includes discretionary activities for obese children. A survey was carried out to investigate the recognition of body image and food behaviors according to the obesity index (mild, moderate, severe) in school children (4~6th grade, 158 boys and 60 girls) who were selected based on a physical examination in May, 2006 in the Gyeongnam province. Next, a nutrition education curriculum with teacher's guide was developed on the basis of the findings from the survey and from preceding researches. The results are summarized as follow. The results of this study showed the existence of some nutritional problems such as overeating, prejudice, skipping meals, snacking patterns, etc, which indicate the need for nutritional management for obese children. Most overweight children (80.3%) showed the most interest in the nutrition education program, particularly with regards to dieting for weight control (64.7%). The developed nutrition education curriculum consisted of 8 main subjects and 13 subtitles. The curriculum was prepared for 13 lessons and included songs and singing, making-up lyrics, games about nutrition, discussions of the experience of eating (satiety, thirst, hunger), debates on dietary habits, writing and others to promote the interest for learning. We aimed to develop this program in an attempt to improve the dietary habits of obese school children. This is very important because once a dietary habit is formed in adults, it is difficult to change and the best adjustable stage is during childhood. Therefore, early nutrition education during elementary school can change and build-up the awareness of health in young elementary school children.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.405-415
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• 2008

In the existing curriculum of the Elementary Computer Education, it is hard to improve the CPS(Creative Problem Solving) skill and logical thought since the 7th national curriculum emphasizes application programs and CAI softwares. To complement this drawback, it is required to teach the principal of the computer science but there is not many researches for what problems of teaching computer science exist and what the response of students are. Thus, we carried out a research to know whether the students of elementary school can understand principal of computer science in the field of subject matter education. We found that the students can learn the principle of Saving Bitmap Image if the class level is adjusted properly.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.75-88
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• 2003

The purpose of this study was to grasp the instruction type and the school hours allocations for the$\ulcorner$Technology and Home Economics$\lrcorner$united on the Korean education course revised seventhly and to offer the basic materials for the efficient curriculum implementation type through proving that how are the degree of studying load of students, interest, necessity, and satisfaction and whether those are affected or not. The subject of this survey were 297 students at first grade in boys high school, girls high school, and coeducational school located in the Chungnam-Province, Taejeon Megalopolis City. The period of this survey was from 30th Sep. 2002 to 5th Oct. 2002. The results were as follows; 1. In the implementation type of the curriculum. whole charge teaching was twice times as much as alloted teaching. 2. About half of the students(54.2%) recognized that the burden of study was less than before. More two third of students(72.4%) were satisfied with implementation of subject. The coeducational school and girls high school students were being more satisfied than the boys high school students, and students educated by alloted teaching were more satisfied. 3. The field of Home Economics was higher than the field of Technology in the degree of interest and necessity for$\ulcorner$Technology and Home Economics$\lrcorner$curriculum contents. 70.8% of the respondents was satisfied for the content materials. The coeducational school and the girls high school students were more satisfied with the course content than boys high school students.

• Journal of Science Education
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• v.39 no.3
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• pp.446-456
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• 2015

We have analyzed affecting factors of boiling point measurement and proposed to improve these after identifying errors of boiling point experiment in 7th grade science textbooks of 2009 revised curriculum. In the result of analyzing affecting factor of boiling point measurement for nine kinds of science textbooks, we have identified six affecting factors like as types of thermometer, heating instrument, sealing or not of stopper, position of thermometer, shape of container, and volume ratio of material and container. When performing experiment of boiling point measurement, we identified the best results when heating with a hot plate, positioning thermo sensor of MBL near neck branch after filling and sopping 10% volumes of material in round bottom flask. Based on this result, we have compared nine kinds of 7th grade science textbooks and found many errors that must be corrected in most of textbooks. Therefore it should be improved the experiment of science textbooks to enhance the understanding of students and to prevent from misconceptions for boiling point measurement.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.546-557
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• 2005

The purpose of this study was to analyze the characteristics of the geology-related contents in the 1st~7th elementary science curriculum. Our analysis was based on the analytical frameworks of geology-related contents (the structure of the contents, the amount of teaming, the contents of the experimental activities, the transitions of the terminology, and the change in the number of illustrations). The results are as follows: 1. Consistently covered contents were limited to weathering of the rock and soil, igneous rock, sedimentary rock, metamorphic rock, and the change of the earth's, fold and fault, earthquake and volcano, geologic stratum and fossil. 2. The geological contents account for (average), 11.5% (maximum), and 5.1% (minimum) of the elementary science curriculum. Most contents covered in the curriculum were rock and soil, and the change of the earth's surface. 3. Continuously covered experimental contents were the weathering and soil, igneous rock, change of the earth's surface, geologic stratum and fossil. 4. The terminology on the rock was the most frequently changed. Whenever the curriculum changed, the addition, deletion, or renaming of terminology led to confusions. 5. In terms of the transition of illustrations, the pictures replaced the figures or diagrams as the representative illustration methods as the science or the textbook compilation skill develope. The cartoons or tables were also used increasingly in order to help the children to understand and pay attention to study.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.449-458
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• 2004

There have not been extensive studies on the objectives and contents for computer education, although the computer became a required subject in the 7th Curriculum. Since the success of education greatly depends on the established educational goals, it is important to set up refined objectives related to information communication technology and to educate children accordingly in a systematic way. In this respect, this paper analyses objectives of each elementary subject and curriculums of foreign schools, suggests new objectives for computer education, and discusses methods for selecting contents that are fit to the objectives. Our work can be used as a basis for conducting research on elementary computer education.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.201-212
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• 2002

This paper aims to find out how did elementary students understand scientific units in science textbooks. The subjects were 191 students of the 6th grade from 7 elementary schools in 3 different areas, consisting of 70 from 4 village schools of, 64 from 2 town schools of Gyeongnam province, and 57 from one city school in Ulsan Metro City. A test was developed based on the analysis of scientific units in the science textbooks and teacher's manuals constructed according to the 6th and 7th National Science Curriculum. The understanding of elementary students' on the scientific units(Temperature, Length, Weight, Volume, Speed, Plane Angle) were surveyed. The result are as follows: Regarding the temperature unit, the students generally well understand why to measure and how to read temperature, but had some problem in recording it, in confusion with the plane angle sign. As for the length unit, they obtained high scores in understanding the purpose of measuring length as well as recording and reading it. Which indicates that they are well aware of and use the unit appropriately. With respect to the weight unit, they got high scores in reading and recording weight, which means most students have no problem using the unit. However, it was found that they do not understand why to use the plate balance scale. The volume unit was one in which the students got relatively lower scores. They do not perceive the object of using a scale cylinder and confuse it with a device of length measurement. The unit of speed is the most difficult one for children's of science to understand, presumably, because it is an derived unit from two basic units. It is also assumed that the students got the highest score in the plane angle unit because they studied the unit immediately before the test. From the children's understanding of science units above the teacher's understanding and teaching methods presumed to play a major role for children to understand and use the science units properly.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.103-122
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• 2016

The purpose of this study was to analyze the sentences related with mathematical modeling in the third and fourth grade mathematics textbooks in accordance with changing of Korean mathematics curricula. In the preliminary analysis, the researchers used the criteria that Kim(2010) had analyzed Mathematics in Context[MiC], and analyzed South Korean textbooks from the perspective of mathematical modeling. The researchers revised them for the analysis criteria among South Korean elementary mathematics textbooks and employed them as the analysis framework of the present study. From the mathematical modeling perspective, the study reached the following conclusions in accordance with the change of textbooks from the 7th curriculum to the 2009 revised curriculum. The contexts of real-world situations presented in the textbooks are increased in all areas except Probability and Statistics areas, the methods of expression of mathematical model are diversified in all areas except Patterns area, and the communication types are also diversified and frequencies increased in all areas except Patterns area. Based on this research, several suggestions were made for the development of future textbooks.