• 한국과학교육학회지
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• 제5권1호
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• pp.1-9
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• 1985

It is apparent to anyone who has taught science in secondary. schools that a substantial percentage of students find the subject difficult: What is the cause of difficulty? There is season to believe that part of this difficulty is associated with students' intellectual development as deserifed by Piaget. To investigate the difficulty students face with learning science in the light of Piagetian developmental theory, the stages of the intellectual development of the secondary school student s were assessed in this study using the instrument called Group Assessment of Logical Think ing (GALT). The results of this study showed that more than 60% of 7th and 8th grade students were Classified as concrete operational level. It was also found that only 20% of the students from 9th through 11th grade were formal operational stage, while about 40% of them were still at concrete operational stage. This study showed that. there was a significant main effect on the intellectual development of the students by grade. However, it showed that at 0.5 level of significance there was no main effect by sex although mean scores of male on the assessment were higher than those of female.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.329-340
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• 2007

This study is to find out how well elementary school gardens work as places of observation learning. We compared the tree species planted in elementary school gardens with those which appeared in the science textbooks of the 7th Korean National Curriculum. The number of tree species are 60 throughout all the grades, specifically; 43 in the third grade, 22 in the fifth grade, 16 in the first grade, 15 in the second grade, 8 in the sixth grade, and 5 in the fourth grade, respectively. Their frequency of appearance (hereafter referred to as 'appearance frequency') throughout all the grades is 175, and the maximum frequency is 62 in the third grade. Of particular note is the fact that the appearance frequency in one grade was very high, meaning that a repeat study will not be conducted. The total number of tree species counted in the study was 13,028 and consisted of 167 species in 52 families. Only 23% of the total planted tree species, that is, 38 tree species appeared in the textbooks, so the ratio of the practical usage of school gardens was revealed to be low. In the school gardens, there are only an average of about 16 tree species per school. The fewest number of species in one school was 9 and the most was 22. The native species were 74 and the non-native species were 93. This means that almost all the planted species do not relate to observation learning in the textbooks. The 22 tree species among 60 species in the textbooks were not planted in the gardens. In conclusion, the degree of utilization of almost all the elementary school gardens examined during this investigation was very low.

• Journal of Preventive Medicine and Public Health
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• 제15권1호
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• pp.153-159
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• 1982

의학교육에 있어서의 소모성을 파악할 목적으로 $1973{\sim}1982$학년도 동안 모 국립대학교 의과대학에 입학한 의과대학생을 대상으로 의학교육 소모의 수량적 파악을 시도하였기에 그 결과를 보고하는 바이다. 1. 조사시점에 있어서의 평균 정규 진급율은 83.4%였고 Cohort 전원이 졸업 (탈락 포함)한 Cohort $I{\sim}V$의 평균 진급율은 77.2%였다. 2. 10개 전 Cohort의 학년별 평균 유급율은 1학년 과정 15.5%, 2학년 5.4%로 1,2학년은 진급의 벽이 높으며 3학년 과정 1.4%, 4학년 0.6%로 3,4학년은 안정되어 있었다. 3. 재학생의 졸업시 예측 유급자 수는 1학년 31.6명이었고 2, 3, 4학년은 이미 출현한 유급자를 포함하여 28.9, 18.6, 22.7명이었다. 4. 10개 전 Cohort의 총 wastage는 244.8 SY로 56.2명 (년 5.62명)의 학생을 육성하여 정규 졸업시키는 교육자원량에 해당하였다. 5. 10개 전 Cohort의 평균 단위 경비는 4.26, 평균 입력 출력비는 1.06이었다.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.61-70
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• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• 대한지역사회영양학회지
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• 제2권3호
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• pp.267-274
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• 1997

The purpose of this study was to determine the proportion of 5th grade school children with iron depletion or iron depleted anemia with simultaneously assessing their general nutritional status. The anthropometric measurements, nutrient intake, and biochemical status of iron were measured for 261 school children from 5th grade residing in low income area of Pucheon. The mean height and weight of male were 138.7cm and 33.6kg respectively and were significantly lower than those of female. Mean fat percent, triceps skinfolds thickness and arm circumference were 21.4$\%$, 13.7mm and 22.2cm for female and were significantly higher than 19.1$\%$, 11.4mm, 21.4cm of male respectively. The intake on vitamin A and calcium were 46.4$\%$ and 47.7$\%$ of RDA for male and 36.6$\%$ and 44.9$\%$ for male respectively. The energy intake, carbohydrate, thiamin, niacin, ascorbic acid of male were significantly higher than those of female respectively. The mean daily intake of iron were 7.5mg for male and 7.3mg for female and were not significantly different. The mean biochemical indices of iron nutritional status were not significantly different between male and female expect free erythrocyte protoporphyrin(FEP) and FEP : hemoglobin ratio. The proportion of male assessed by serum iron(<70$\mu\textrm{g}$/㎗), Hb($\%$), FEP(<70$\mu\textrm{g}$/㎗RBC) were 25.4$\%$, 8.4$\%$. 0.8$\%$, 1.8$\%$ respectively and 23.2$\%$, 8.4$\%$, 3.4$\%$, 1.0$\%$ for female respectively.

• 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.

• 응용통계연구
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• 제18권2호
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• pp.453-469
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• 2005

우리나라 초${\cdot}$중${\cdot}$고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초${\cdot}$중${\cdot}$고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 실용수학 및 수학 I 확률 및 통계단원을 분석하였고 제 6차 수학과 교육과정과 비교, 검토하였다.

• Asian Pacific Journal of Cancer Prevention
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• 제14권4호
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• pp.2249-2254
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• 2013

The study was conducted to determine the effect of Malaysian jungle Tualang Honey (TH) on development of breast cancer induced by the carcinogen 7,12-dimethylbenz(${\alpha}$)anthracene (DMBA) in rats. Forty nulliparous female Sprague-Dawley rats were given 80 mg/kg DMBA then randomly divided into four groups: Group 1 served as a Control while Groups 2, 3 and 4 received 0.2, 1.0 or 2.0 g/kg bodyweight/day of TH, respectively, for 150 days. Results showed that breast cancers in the TH-treated groups had slower size increment and smaller mean tumor size (${\leq}2cm^3$) compared to Controls (${\leq}8cm^3$). The number of cancers developing in TH-treated groups was also significantly fewer (P<0.05). Histological grading showed majority of TH-treated group cancers to be of grade 1 and 2 compared to grade 3 in controls. There was an increasing trend of apoptotic index (AI) seen in TH-treated groups with increasing dosage of Tualang Honey, however, the mean AI values of all TH-treated groups were not significantly different from the Control value (p>0.05). In conclusion, Tualang Honey exerted positive modulation effects on DMBA-induced breast cancers in rats in this preliminary study.

• 한국식품영양과학회지
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• 제33권1호
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• pp.201-206
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• 2004

쑥 분말의 첨가와 원료육 등급이 돼지고기 햄의 저장성에 미치는 영향을 검토하기 위하여, 규격돈(B등급) 및 경산모돈(E등급)에 쑥 분말을 첨가한 것과 첨가하지 않은 네 종류의 돼지고기 햄을 제조하였다. $L^{*}$ 값은 $B_{o}$ 및 $B_{+}$ 햄은 저장 후기가 높았으며, $E_{o}$ 햄은 저장 2주째 가장 높았고, $E_{+}$ 햄은 저장 중 변화가 없었다. 그러나 B등급육 햄의 $L^{*}$ 값이 E등급육 햄보다 높았으며, $a^{*}$ 값은 E등급육 햄이 높았다. 햄의 pH는 저장 중 감소하다가 저장 8주까지 증가하였다. 아질산 잔류량은 저장 2주까지 급격히 감소하였으며, 쑥 분말의 첨가는 아질산 잔류량의 감소에 영향을 미쳤다. VBN 함량은 저장초기 6.90∼7.90 mg%이던 것이 저장 중 증가하여 8주 째에는 14.07∼14.83 mg%를 나타내었다. TBARS는 저장 중 증가하였으며, 쑥 분말을 첨가한 것이 첨가하지 않은 것보다 저장 4주와 6주 째에 더 낮았다. 총균수는 모든 햄이 저장 중에 증가하였으며, 쑥 분말의 첨가는 총균수에 영향을 미치지 않았다.

• 한국환경교육학회지:환경교육
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• 제21권2호
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• pp.11-24
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• 2008

This research verifies the effect on environmental attitude and knowledge accomplishment by t-test as producing and running programs regarding global warming which is raised as a representative environmental issue subject to 6th grade-elementary students. For this, environmental education programs about global warming for elementary students are developed and applied 15 times by reconstituting classes based on the contents regarding global warming from the text books revised as of 7th course of study. The result is as below. First, some part of contents from social study and science of 6th grade elementary curriculum of 7th course of study was able to be reconstituted to 15 education programs. Secondly, the programs about global warming improved students' environmental attitude Application of the programs about global warming showed significant difference(p<.05) on building environmental attitude as it proved those are effective on both area of recognition level and practice level. The method used on the test had .866's Cronbach alpha modulus value therefore, it obtained reliability. Thirdly, the programs regarding global warming improved students' knowledge accomplishment. As a result of test for knowledge accomplishment which was executed with same method for attitude test, the application of the programs about global warming showed significant difference(p<.05) on improving students' knowledge accomplishment on the global warming therefore, it resulted that the application of the program is effective on knowledge acquirement.