• 대한지역사회영양학회지
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• 제15권1호
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• pp.1-14
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• 2010

It is suggested that evaluation of diet quality may be a great indicator of nutritional assessment. The aim of this study was to evaluate the diet quality of children and adolescents based on nutrient and food group intake and Diet Quality Index-International (DQI-I). This survey was conducted through questionnaires and diet record survey to 477 students (elementary school students; n = 131, middle school students; n = 136, and high school students; n = 210). The results showed that high school students were significantly more often to skip breakfast compared with the other groups. The middle and high school students consumed significantly higher intakes of food and energy compared to the elementary school students. Also the number of nutrients in Index of Nutritional Quality (INQ) < 1.0 of high school students were significantly higher than that of elementary and middle school students. The Korean's dietary diversity score (KDDS) of elementary school, middle school and high school students were 4.1, 4.4 and 4.3 respectively. The average DQI-I of elementary school, middle school and high school students were 66.7, 65.5, and 63.7, respectively and there was significant difference. Also, middle school students showed to have higher score in variety and adequacy category compared with the other groups, and elementary school students appeared to have higher score in moderation category. In conclusion, high school students appeared to have unhealthy dietary habits in terms of high frequency of skipping breakfast and lower INQ and DQI-I score compared to the elementary school and middle school students. Therefore, the proper dietary management should be needed for high school students.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.359-371
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• 2007

The purpose of this study was to investigate elementary school students' conceptions of gas and analyse the type of alternative conceptions of gas which students constructed. To appreciate the conceptions formed by elementary school students on this topic, 173 sixth grade students from an elementary school located in Suwon participated in this study. Additionally, their conceptions and their alternative conceptions of gas represented by the questionnaires were analyzed. The questionnaires consisted of 11 questions related to the conception of gas. To analyze the types of alternative conceptions which presented themselves, constructed prototypes were generated by interviewing the students themselves. From our results, we suggest that sixth grade elementary school students have various conceptions of gas and tend to think that gas is weighty, and that gaseous volume decreases by pressure. However, their conceptions of gas melting in water were very low, as only about 16% of students were aware of this scientific conception. Students who did not understand precisely the conception of the nature of oxygen, carbon dioxide and hydrogen were over 20%. The results of the interviews showed that the construction of alternative conceptions of gas was affected by various and complex causes.

• 한국초등과학교육학회지:초등과학교육
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• 제34권3호
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• pp.346-356
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• 2015

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

• 한국환경교육학회지:환경교육
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• 제22권4호
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• pp.40-52
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• 2009

The purpose of this study was to validate New Ecological Paradigm(NEP) Scale for use with elementary school students in Korea, and to obtain evidences of validation for interpreting the scores on the instrument. Three pilot tests were taken to modify and 1,003 fifth and sixth grade students in elementary schools participated in this survey. To examine the reliability and validity of the NEP Scale for elementary school students in Korea, item analysis(mena, skewness, kurtosis, item-total correlation), internal consistency estimate, exploratory factor analysis, confirmatory factor analysis, and t-test were used. After analyzing their results, the authors suggest that a 2-dimensional(pro-NEP, anti-NEP) modified NEP Scale, with 15 items and revised wording, is appropriate for use with elementary school students in Korea.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.166-174
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• 2012

This study is purposed to survey on astronomical observation experiences of elementary students and teachers. Survey samples are 182 elementary students and 51 elementary teachers, and 8 students and 2 teachers among them are interviewed. The results of this study show that most elementary students are not interested in observing constellations, planets, and moon. Also most elementary students and teachers are not taught to observe astronomical objects. Finally, regarding the difficulty of astronomical practice, teachers pointed out that lack of knowledge about astronomy.

• 패션비즈니스
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• 제23권6호
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• pp.64-75
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• 2019

This study analyzed the clothing color preferences of elementary students and the colors of clothes actually worn at school in terms of hue and tone. The sample consisted of 385 students enrolled at a public elementary school in Seoul. In this study, 120 color cards were used to guide the hue and tone. Descriptive statistics and chi-square analysis were used to analyze the data. The results were as follows. First, the most preferred clothing colors were achromatic, purple blue, red, and blue, while the most preferred tones were vivid, and pale. Second, the largest percentage of top colors worn at school were achromatic and vivid tones, while the largest percentage of bottom colors at school were achromatic and dark tones. Third, elementary boys preferred vivid and strong tones, while girls preferred pale and vivid tones. Fourth, students at higher grades preferred deeper and darker tones compared with students in lower grades.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.66-76
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• 2012

The purpose of this study was to investigate the effects of and development of the STEAM-based on environmental programs to enhance environmental literacy of elementary school students. Through the questionnaires and the analysis of students' outcomes, the effects on literacy in both quality and quantity were verified. By applying the STEAM-based to environmental programs for enhancing environmental literacy to elementary students, the results of this study was as follows: First, its application was meaningful in that the level of $p$<.05 in point view of environmental literacy was a result of the pre-post test in the experiment group, which was made up of the 6th graders in the elementary school. Second, analysis of students' reflective journals showed that the participants' understanding, actions, and attitudes were positively affected by the programs in terms of environmental literacy. In conclusion, the STEAM-based on environmental programs for environmental education was very effective in enhancing environmental literacy.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.142-152
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• 2015

The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI's Eye Tracker (iView $X^{TM}$ RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students' fixation duration by students' academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students' academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.