• Food Quality and Culture
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• 제2권2호
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• pp.80-84
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• 2008

In this study, sixth grade school children in the Guri area were surveyed via questionnaire regarding their sociodemographic characteristics, snacking patterns, and intakes of different food groups and sugared snacks. Students with employed mothers had more frequent snacking events and were more dependent on store-purchased snacks compared to those having an unemployed mother. A high consumption of snack sugar was associated with a higher dietary diversity score. There was a positive relationship between snack sugar intake and the intakes of meat and dairy products and foods in the oil and nut group, respectively. A high snack sugar intake had a negative effect on fruit intake. Specific nutrient intake data will be required before conclusions can be made on whether nutrient imbalances are a concern in elementary school children having sweet snacks. Yet, the current data indicate that an increased snack sugar intake can decrease fruit intake, which could result in certain nutrient deficits. Specific dietary guidance may be necessary to address the snacking habits of elementary school children.

• Journal of Nutrition and Health
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• 제36권4호
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• pp.405-417
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• 2003

This study was to investigate practical methods for activity-based nutrition education for elementary school students, which help them understand the knowledge of food and nutrition and apply it to their day-to-day lives practically. The concept and necessity for activity-based nutrition education Were investigated and practical nutrition education methods based on activities were developed by referring to literatures related to activity based loaming and nutrition education methods. Activity-based nutrition education is a set of methods by which better food and nutrition habits are introduced by means of various activities, such as nutritional plays and games, story composing, nutritional songs, nutritional diaries, role plays, discussion and cooking. Elementary nutrition education should be based on various activities that take into consideration the children's intellectual and physical development because these students are in a concrete operational stage and they are naturally active, curious, and inquisitive. Thus, various activities were developed for elementary nutrition education, and educational effect and~ teaching methods are suggested. Children can be highly motivated and naturally absorb knowledge and desirable attitudes with respect to food and nutrition by means of these activities because they take into consideration the age and intellectual levels of the children.

• Child Health Nursing Research
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• 제15권2호
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• pp.228-235
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• 2009

Purpose: The purpose of this study was to investigate the effects of self-efficacy and health promotion behavior in obese elementary school children. Methods: The participants for this study were 280 students from seven elementary schools, located in Chonbuk Province. For data analysis, descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and simple linear regression were used with SPSS WIN ver 15.0 Program. Results: The mean scores for self-efficacy and health promotion behavior were $2.95{\pm}0.60$ and $2.99{\pm}0.39$ respectively. There were significant positive correlations between health promotion behavior and self-efficacy (r= .614, p<.001). The main predictor of health promoting behavior in obese elementary school children was self-efficacy, which explained 37.7%. Conclusion: The findings from this study indicate a need to develop nursing intervention programs to health promotion behavior in obese elementary school children including the promotion of self-efficacy.

• 초등상담연구
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• 제4권1호
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.173-187
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• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2011년도 동계학술대회
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• pp.187-193
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• 2011

최근 영재교육에 대한 필요성과 국가차원의 제2차 영재교육진흥계획의 영향으로 영재교육이 확대 실시되고 있는 실정이다. 이에 정보영재교육 분야도 병행하여, 정보영재교육을 실시하는 정보영재학급이 늘어가고 있다. 본 논문에서는 확대 실시되고 있는 정보영재교육과 관련하여, 초등정보영재 교육 프로그램을 효과적으로 운영할 수 있는 방안에 관하여 고찰해보았다. 이를 위해 기초적인 문헌연구와 설문조사를 실시하였으며, 이를 기반으로 초등정보영재 교육 프로그램 운영에 대한 방안을 제시하였다. 궁극적으로, 본 논문을 통하여 초등정보영재교육이 보다 효과적으로 이루어지는데 기여할 수 있기를 기대한다.

• 한국보육지원학회지
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• 제16권6호
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• pp.1-17
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• 2020

Objective: The purpose of this study is to examine whether the 'Ordinance for Guaranteeing Children's Right to Play' is has been implemented well and investigate play practice in elementary school. Methods: For this study, a survey was conducted on 319 elementary school teachers in Jeollanam-do. Results: First, elementary school teachers' perception of the enactment of the 'Ordinance on Children's Right to Play' is high. And their perception is positive about the effect of the 'Ordinance on Children's Right to Play'. Second, among the roles of the Office of Education, play-related training and club support were relatively low. The role of the elementary school director was relatively low in the analysis and disclosure of play performance. Third, the time that children mainly play in school is the middle play time. The sufficiency and safety of play spaces differed by region. Fourth, the contents to be added to the 'Ordinance' are securing play space, budget support, and mandatory play time. Conclusion/Implications: In the future, 'Ordinance on Children's Right to Play' should go through a process of improvement so that children's play is realized as a right.

• 한국생활과학회지
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• 제17권3호
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• pp.457-467
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• 2008

The purpose is to explore elementary students' attitudes towards money and the effects of parents' educational involvement on children's economic behaviors. The subjects are elementary students(N= 123) from first grade to sixth grade. The survey consists of question items of money ethics, attitudes towards money, consumer ethics, parents' attitudes toward economic education, and children's economic practices such as management of allowance, income, saving and savings account. The results are as follows: first, the elementary students show the double standard in attitudes to money, thinking of money as positively being important, at the same time, as being negative social value. Second, the parents play positive models in children's economic education. However, their efforts are not enough so that their children could have desirable economic habits. Therefore, economic education is first needed for the parents and then for children.

• 한국식품영양학회지
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• 제19권2호
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• pp.153-160
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• 2006

This study investigated the food habits of the elementary school children according to obesity index. The subjects included 1,307 elementary school children classified into four groups according to their individual obesity indices: underweight, normal weight, overweight, and obesity. The distribution of subjects by BMI was 51.5% underweight, 32.9% normal weight, 7.3% overweight, and 8.3% obese. Of these children, 62.6% ate breakfast everyday, and common weight control methods were exercise and diet. Lack of appetite was the most common reason for skipping breakfast(75.3%). Most students(74.7%) had Korean traditional cooked rice and side dishes for breakfast, and 69.6% of students responded that their meal speed was $10{\sim}30$ minutes. In conclusion, the food habits influencing obesity were eating speed, snack intake after dinner, and the number of snacks, while the size of meals did not influence obesity.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.32-46
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• 2010

The purpose of this study was to examine preservice elementary teachers' understandings and instructional strategies about children's science misconceptions. The participants were sixty senior students from a national university of education located in the midwestern area of Korea. A questionnaire, developed on the basis of Gomez-Zwiep's semi-structured interview questions, was used. The results of this study are as follows: first, many of the preservice teachers showed appropriate understanding of 'definition of misconceptions' (96.67%), 'examples of misconceptions' (78.33%), 'resistance to change of misconceptions' (71.67%), and 'impact on instruction of misconceptions' (91.67%), except for 'sources of misconceptions' (45.00%); second, although almost all the preservice teachers (96.67%) appreciated the necessity of identifying children's misconceptions before instruction, 43.33% of the preservice teachers did not show appropriate understandings on when and how to identify children's misconceptions; third, most of the preservice teachers (81.67%) were generally aware of instructional strategies to address children's misconceptions.