• 대한지역사회영양학회지
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• 제3권2호
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• pp.190-201
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• 1998

This study was carried out with 505(243 boys and 262 girls in the Sungnam area) high school students to investigate the effects of eating behavior and anthropometric variables of weight and height on excercise performance. General characteristics about subjects and eating behavior were surveyed by questionnaire, anthropometric data were collected using two methods. The weight and height of subjects in 1996 were measured, but the same data in 1995 were collected from health records of each student. Body fat content of subjects was measured by BIA(Body Impedance Analysis). The grades of exercise performance, which were evaluated by physical education teachers were collected from records of a physical strength test score of each subject. From these, the following result were found. Groups with different eating behaviors such as skipping meals, overeating, food preference for a specific food(milk, carbonated drink etc.) were significantly different in their weight and height and body fat contents. The growth rate of height in first and second grade boys was significantly higher than that for grade boys. The amount of weight gain from second grade to third grade was significantly more than that of other grades both for boys and girls. The mean of BMI was $21.66\pm{2.95}$ in boy, $21.50\pm{2.62}$ in girls. The percentage of body fat was $24.91\pm{6.55%}$ in boy $34.73\pm{4.88%}$ in girls. Amounts of body fat were significantly increased in third grade. The group with higher fat content and the higher BMI group had lower values of physical strength. And the ability to exercises perform decreased significantly by promotion of grade. The other variables such as degree of concern about weight control and preference of exercise, and frequencies of exercise per week were significant factors in body fat content and physical strength. As a countermeasure for these problems, nutrition and health education must be developed for adolescents and a practical, proper physical activity guidance campaign for them is necessary.

• Journal of Preventive Medicine and Public Health
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• 제10권1호
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• pp.52-58
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• 1977

By evaluating the health status by Cornell Medical Index in conjunction with their academic grade, we attempted to find out whether any health condition may affect on their academic carrier. CMI health questionnaire was filled out by student and matched with one's own academic score if the previous year. Academic score was classified into 5 grades: excellent, very good, good, fair and poor. Difference in number of questions between sections was corrected by standard score method with means of 50 and standard deviation of 10. Differences in number of 'yes' answers between sections and between groups of students in each grade were statistically tested by two-way variance analysis method. On the other hand, influence of neuropsychiatric factors (section M-R) on the academic carrier was analyzed by $X^2-test$ with Fukamachi's classification. The following were the results obtained in this study: 1) Number of 'yes' answers in sections related to mood and feeling patterns (sections M-R) were appeared to be influential to academic carrier in male students, but not in female students. 2) Generally speaking, in groups of higher academic grade, number of 'yes' answers in each section was on an averege 50 or less, and in groups of lower academic grade, the number was 50 or more depending on sections. 3) Number of 'yes' answers between sections and between groups in each academic grade were significantly different both in male and female college students. 4) It was noteworthy that data obtained from CMI questionnaire might be variable subjectively by examinees with some factors at the time of administration.

• 한국과학교육학회지
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• 제26권2호
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• pp.200-211
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• 2006

이 연구에서는 우리나라 중학생들의 TIMSS 2003환경 영역 성취도의 국제 수준을 파악하고, 환경 영역의 주제가 의도한 교육과정과 실행된 교육과정에 포함된 정도를 국제 비교하며, 성취도 결과를 주제별, 문항 유형별, 인지 영역별로 분석하고, 우리나라 학생들의 정답률과 국제 평균 정답률의 차이가 큰 문항과 남 여학생의 정답률 차이가 큰 문항을 분석하였다. TIMSS 2003에서 우리나라 중학생들은 환경 영역에서 544점으로 4위를 기록하였다. 교육과정 비교 결과에서 TIMSS 2003에 참여한 대부분의 국가에서 8학년까지 과학과 교육과정에 환경 영역 주제가 일부 또는 3 가지 모두 포함되어 있는 반면에, 우리나라의 경우 환경 영역의 세 주제 모두 의도한 교육과정에 포함되어 있지 않았다. 환경 영역에서 우리나라 학생의 평균 정답률은 51.7%로 국제 평균 정답률 38.7%보다 유의하게 높게 나타났다. 주제, 문항 유형, 인지 영역별 정답률을 비교하면, '천연 자원의 이용과 보존' 주제에서, 선택형 문항에서, '사실적 지식'에 해당되는 문항에서 정답률이 더 높게 나타났고, 남학생의 성취도가 여학생의 성취도보다 유의하게 더 높았다. 문항을 분석한 결과, 우리나라 학생들은 자유반응형 문항, 과학 수업에서 학습하지 않은 내용이거나 과학과 기술의 이용 방법과 영향을 서술하는 문항 등에 대해서 어려움을 겪는 것으로 나타났고, 산성비, 지구온난화, 오존층 파괴 등의 환경 문제에 대한 이해가 명확하지 않았다. 그리고 여학생틀의 경우 환경 관련 개념과 자료 해석 능력이 상대적으로 부족한 것으로 나타났다. 이러한 결과에 근거하여 우리나라 과학과 교육과정에 환경 관련 주제를 적극적으로 도입하되 그 시기를 앞당기고, 학생틀이 환경 문제의 원인, 현상, 대책 등을 명확하게 이해하고 과학과 기술의 긍정적 부정적 측면을 인식하도록 안내할 필요가 있음을 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제41권3호
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• pp.443-456
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• 2022

본 연구는 초등학교 저학년 학생을 대상으로 과학 진로교육 프로그램을 개발하고 적용하여 초등학교 저학년에서의 과학 진로교육의 가능성과 발전방안을 모색하는 데 목적이 있다. 그를 위하여 먼저 초등학교 저학년 학생이 가진 과학자와 과학에 대한 이미지를 분석하고, 과학 진로교육 프로그램 적용 후 과학자와 과학에 대한 인식의 변화를 살펴보았다. 또 과학자 되어보기 활동을 통하여 과학에 대한 흥미를 알아보고, 과학 진로교육 프로그램에 대한 학생의 인식을 설문지와 면담을 통하여 분석하였다. 결과는 다음과 같다. 첫째, 초등 저학년용 과학 진로교육 프로그램은 학생들의 과학자와 과학에 대한 인식에 긍정적인 영향을 주었다. 둘째, 초등 저학년용 과학 진로교육 프로그램은 학생들의 과학에 대한 흥미에 영향을 준다. 셋째, 초등 저학년용 과학 진로교육 프로그램에 대한 학생들의 인식은 긍정적으로 나타났다. 학생들은 프로그램에 대한 흥미도, 참여도, 이해도 모두에 높은 점수를 주었다.

• 대한지역사회영양학회지
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• 제12권1호
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• pp.13-24
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• 2007

This study was to investigate dietary life and eating-out style related to breakfast frequency of male students in culinary college. This survey was conducted using questionnaires for 110 male students at college in Hongseung. Mean height and body weight of those we investigated was 174 cm and 70.5 kg. The one to two times per week breakfast eating group was 34.55%, which is exceedingly numerous; none per week breakfast eating group was 30%; three to tow times per week breakfast eating group was 15.45%; everyday breakfast eating group was only 9.09%. The breakfast frequency was very low, and the not-eating breakfast problem is serious to think of in male college students. Mean weight, body fat and body mass index(BMI) of the everyday breakfast eating group was lower than the other group even it was not significant. The self-boarding house or dormitory living condition group was not eating breakfast was significant. So a correct dietary lift and eating habit should be taught further for male college students. The smoking group was a significant low frequency of breakfast eating, as well as the lower frequency of breakfast, or worse recognition of self health condition. Higher frequency of breakfast showed more contentment of self body weight. Cooked rice was significantly the most preferable for breakfast. The lower breakfast frequency tended to eat breads or cereals. The lower frequency of breakfast, self recognition of eating rate as speedier was significant, and tended to have a higher frequency of eating-out because of being annoyed by cooking. The lower breakfast frequency ate out more. Twenty five percent of the everyday breakfast eating group ate out because of a special day, and thirty five percent of the not eating breakfast group did so because of being annoyed by cooking. Their mean dietary evaluation grade was under the normal grade, which means that culinary college male students' dietary lives were poor. The lower frequency of breakfast and lower grade of food life evaluation, indicates the importance of nutritional breakfasts education should be improved for male culinary college students also.

• 영재교육연구
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• 제25권1호
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• pp.119-138
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• 2015

본 연구는 과학고 신입생들을 대상으로 수학, 물리, 화학, 영어 교과에서의 상급 학년 성취 수준을 평가하였다. 상급 학년 수준 시험은 천장효과를 배제한 성취수준을 평가할 수 있는 도구로 대학수학능력시험의 동형검사지를 개발 활용하였다. 연구결과는 다음과 같다. 첫째, 과학고 신입생들의 수학, 과학 교과 학업성취도는 응시생의 50%이상이 수능 5등급이내에 위치하고 영어교과는 19.3%미만의 학생들이 5등급이내의 성적을 나타내어 수학이나 과학보다는 상대적으로 낮았다. 둘째, 과목 내 단원별 학업성취도가 높고 낮은 단원을 보면, 수학은 '행렬' 단원이 높고 '수열' 단원이 낮았다. 미적분과 통계 과목은 '함수의 극한과 연속성' 단원이 높고, '통계' 단원이 가장 낮았다. 물리 과목에서는 '전기와 자기' 단원이 중간 수준, '파동과 입자' 단원이 하위수준이었다. 화학 과목에서는 '생활 속의 화합물' 단원이 높고, '공기' 단원이 낮았다. 영어 교과에서는 읽기 영역의 '실용문'이 매우 높았으며, 쓰기 영역의 '문장'이 낮았다. 결론적으로 상급 학년 수준 시험은 학생들의 수준에 맞는 개별화된 프로그램을 적용하는데 좋은 방안이라 할 수 있다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권3호
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• pp.537-556
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• 2011

본 연구에서는 최근 초등 수학에서 중요시 되고 있는 비례 추론에 초점을 두고 비례 문제를 해결하는 과정에서 학생들의 학업성취도에 따른 비례 추론 능력과 비례 추론 전략 사용의 특징을 분석하였다. 이를 위하여 초등학교 6학년 173명을 대상으로 다양한 유형의 비례 문제를 제시하고 최대 세 가지 추론 전략을 사용하여 해결하도록 하였다. 그 결과 상위권 학생들이 하위권 학생들보다 다양한 비례 추론 전략을 활용하고, 표현하고, 인식하는 능력이 뛰어남을 알 수 있었다. 또한 학생들이 선호하는 비례 추론 전략은 학업성취도에 따라서는 별 차이를 보이지 않았으나 문제 유형과 문제에 제시된 숫자들의 비에 따라 차이가 있는 것으로 나타났다. 이를 통해 학생들의 학습 수준에 따른 능력 차이를 반영하여 적절한 비례적 추론 지도가 필요함을 알 수 있었다.

• 대한지역사회영양학회지
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• 제2권1호
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• pp.13-22
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• 1997

The purpose of this survey was to investigate the prevalence of obesity, eating habits and life styles of children. This survey was carried out anthropometry and questionnaires in 180 male and 141 female students of fifth-grade at Dongmak elementary school. The results are summarized as follows : 1)18.2% of the male and 19.3% of female students were obese. Underweight group was 10.5% of the male and 15.0% of the female students. 2) Average height of male and female students were 142.0㎝, 144.0㎝ and weight of those were 35.8㎏ and 37.1㎏ respectively. The height and skinfold thickness of the triceps in female students were significantly higher than those of male students and body fat content in female students was significantly lower than that of male students. There was no difference in BMI, RW and RI between male and female students. The average BMI, RW, RI were 17.7, 25.4, 124.0, respectively. 3) The student's height was positively related to parent's height and moth's weight. There were significantly positive correlation between mother's and subject's weight. BMI, RW and RI were positively related to parent's BMI. 4) 78.3% of male and 51.8% of female students had prejudice for special food, and 45.5% of male and 34.5% of female students had an overeating habit. Male students had significanthy higher rate than female in both cases. Average eating time per meal was 18.9 minutes for male and 21.0 minutes for female students. Experience for taking nutrient supplement in male student was more than that in female. Obese group had prejudice for special food, overeating habit and rapid eating rate more than any other groups. The prevalence of obesity among the children is gradually increasing. Therefore, in order to prevent progress into adulthood obesity, nutrition education including the right perception for obesity and eating behavior modification was needed.

• 한국학교ㆍ지역보건교육학회지
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• 제1권1호
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.12-23
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• 2007

The purpose of this study was to research the effects of students' evaluation results on teachers' teaching activities. The subjects were 431 elementary school students of 4th, 5th and 6th grade, and 14 teachers of 7 schools located in Seoul, Cheongju, and Daejeon city. The experimental design included pre and post-tests with the control group. Our results found that most of the students had positive thoughts towards science classes. In particular, activities where the teachers provided support in the conduct of experiments and the learning atmosphere generally were evaluated higher than other activities. However, unrestricted experiments were evaluated lower by the students. The feedback from the students' evaluation results of their teachers affected the teachers' teaching activities statistically. The teachers' support during experiments, unrestricted activity during experiments, and evaluation activities were changed positively following the students' feedback. However, the loaming atmosphere and unrestricted activity during experiments were observed to change negatively when the teachers were not given the students' feedback.