• Korean Journal of Community Nutrition
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• v.20 no.3
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• pp.178-187
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• 2015

Objectives: This study was conducted to compare dietary habits, weight control behaviors, eating disorder risk and depression among middle school girls who were at various stages of dieting. Methods: Subjects were 391 girls attending a middle school in Kyeonggido, Korea. All the information was gathered by self-administered questionnaires. Eating disorder risk and depression were assessed using EAT-26 and PHQ-9, respectively. Data were compared among 4 groups; no interest in a diet (N=112), had experienced dieting (N=86), on diet currently (N=71), and plan to diet (N=122). Results: A higher number of students currently on diet tended to be unsatisfied with their own weight (p < 0.01), overestimated their weight (p < 0.05), and weighed own body frequently (p < 0.001), compared to those with only experienced dieting in the past or those who plan to diet, despite similar weights and body mass index. The students who experienced dieting in the past or those who plan to diet appeared to have several undesirable as well as desirable dietary habits and their risk of eating disorder was significantly more prevalent compared to those without an interest in dieting (p < 0.01), although significantly less prevalent compared to those currently on a diet. Conclusions: We conclude that unnecessary dieting is common among middle school girls and providing proper education with regard to healthy weights is needed to enhance their physical as well as psychological wellbeing.

• Journal of Korean Academy of Nursing
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• v.37 no.6
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• pp.957-965
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• 2007

Purpose: The purpose of this study was to examine the degrees of cellular phone usage among middle school students and to identify discriminating factors of addictive use of cellular phones among socio-demographic and psychological variables. Methods: From 123 middle schools in Busan, potential participants were identified through stratified random sampling and 747 middle school students participated in the study. The data was collected from December 1, 2004 to December 30, 2004. Descriptive and discriminant analyses were used. Results: Fifty seven percent of the participants were male and 89.7% used cellular phones at school. The participants were grouped into three groups depending on the levels of the cellular phone usage: addicted (n=117), dependent (n=418), non-addicted (n=212). Within the three groups, two functions were produced and only one function was significant, discriminating the addiction group from non-addiction group. Additional discriminant analysis with only two groups produced one function that classified 81.2% of the participants correctly into the two groups. Impulsiveness, anxiety, and stress were significant discriminating factors. Conclusion: Based on the findings of this study, developing intervention programs focusing on impulsiveness, anxiety and stress to reduce the possible addictive use of cellular phones is suggested.

• Journal of Korean society of Dental Hygiene
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• v.15 no.1
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• pp.171-177
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• 2015

Objectives: The purpose of this study was to investigate the relationship between toothbrushing and hand washing according to health education experience in middle school students. Methods: The subjects were 480 students of four middle schools in Y region. This is a cross sectional study and the study instrument was adapted from the knowledge, attitude and practice of hand washing and toothbrushing in elementary school students by Jung. Cronbach's alpha was 0.87 in the study. The questionnaire consisted of 5 questions of the general characteristics of the subjects, 5 questions of hand washing knowledge, 3 questions of hand washing behavior, 3 questions of health education experience. Toothbrushing questionnaire consisted of 10 questions of knowledge, 5 questions of behavior, 5 questions of health education experience, and 5 questions of dental health care facilities within schools. Data were analyzed by PASW 20.0 program. Results: Toothbrushing more than three times a day accounted for 76.8%. Those who receiving health education in elementary school accounted for 41.5% and those who had not accounted for 58.5%. Health education experience(75.8%) led to toothbrushing after meal(p<0.05). Those who receiving health education in elementary schools had 1.76 times of toothbrushing after meal than those who had not(p<0.01). Conclusions: Middle school students receiving health education had a tendency to do toothbrushing and hand washing frequently.

• Journal of the Korean Dietetic Association
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• v.26 no.2
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• pp.126-140
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• 2020

The purpose of this study was to investigate the association between dietary quality and smart device use among middle school students. A total of 330 middle school students (171 boys and 159 girls) residing in Incheon participated in this questionnaire survey in June 2018. The boys and girls were divided into two groups according to their daily use time of smart devices: less than 3 hours a day (<3 hours) and 3 hours or more a day (≥3 hours). Eating habits and dietary quality were assessed using a nutrition quotient for adolescents (NA-Q). For boys and girls, higher consumption frequency of white milk was significantly associated with less time spent using a smart device. For boys, a higher number of vegetable dishes and eating frequency of breakfast were significantly associated with the less time spent using a smart device. For girls, higher consumption frequency of processed beverages, ramyeon, and street foods was significantly associated with more time spent using a smart device. For boys and girls, those who spent more time using a smart device had significantly lower NA-Q scores, indicating low dietary quality. To sum up, more time spent using a smart device among middle school students may be associated with lower dietary quality. These results suggest the need to provide a nutrition education program and guidelines to students who use smart devices for a long time.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.273-291
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• 2018

Gestures accompanied by scientific discourses play an important role in constructing mental models and making model-based inferences. According to embodied cognition literature, gestures can be a source of recognition of the mental models of students and help them in changing naive beliefs about science. This study intends to compare the gestures of scientists with that of middle school students in explaining scientific phenomena and to explore the relationship between gestures and scientific discourse. In the study, 10 scientists and 10 middle school students participated in clinical interviews and the tests of knowledge and self-efficacy. Participants engaged in one-on-one clinical interviews with semi-structured questions about three tasks regarding the molecular movement and the state change of matter. Four researchers carried out open coding and applied a constant comparison method in order to analyze video-recorded gestures. This study found four themes (feature of gesture, use of gesture, content of gesture, function of gesture) about the differences of gestures between scientists and middle school students. Scientists used more diverse and elaborate gestures systematically and frequently in the interview. Although students used gestures in their scientific talk and reasoning, the gestures of students were not well grounded on scientific knowledge and had different functions from those of scientists. The findings revealed that gestures can represent underlying cognition and strengthen scientific thinking. We should encourage students to use gestures as a tool to understand scientific concepts and make inferences.

• Korean Journal of Community Nutrition
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• v.10 no.2
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• pp.174-182
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• 2005

To investigate how the beverage consumption of middle school students are different in some respects; favorite kinds, drinking time and so on. 579 middle school students in Jeonju were participated in this study. This study shows the frequency of drinking beverage and the correlation between the frequency and the various factors to have effects on the frequency. The students usually drink water 8.55 times, milk or yogurt 3.01 times, sport beverage 2.13 times, soft drink 1.93 times, and fruit and vegetable juice 1.85 times for one week. The boy students prefer more soft or sport drink to the girl students. However the drinking of other beverages such as water, milk, juice, traditional ones don't have any meaning-ful differences between the boys and the girls. The students drink water mostly when they have meals. And the second consuming beverage is milk at table. It explains the students who drink more milk than water with bread. There is a big difference according to their excercise frequency. The students who excercise regularly or excercise over 3 hours drink more soft or sport drink and milk or yogurt than the students who exercise less than 1 hour. The beverages are firstly needed during the exercise because they sweat. And the second beverage time is when they have snacks and when they take a break. It should be suggested that nutrition education targeted to middle school students and their parents should encourage limited consumption of soft drinks. Therefore, policies that limit students' access to soft drinks at schools should be promoted.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.1-13
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• 2010

According to the 2007 national curriculum amendment, new 'informatics' textbooks have been used since 2010 as a textbook for middle school first graders and will eventually be used in other grades. However, only a few studies that have evaluated the 'informatics' textbooks, have been performed. What is worse is the fact that none of the evaluating tools even exist. Therefore, we propose the criteria of selecting 'informatics' textbooks in middle school. Its contents can be summarized as follows: First, this paper classifies previous studies on textbook evaluation into general criteria of selecting textbooks, method of textbook analysis based on how inquisitively students can learn and previous studies which analyzed existing secondary school 'informatics' textbooks and propose the criteria of selecting 'informatics' textbooks in middle school. Second, using the proposed selection criteria for 'informatics' textbooks and other evaluation criteria, five kinds of informatics textbooks were analyzed. Furthermore, it is expected that we can use the selection criteria as a material to choose the new 'Information science' textbooks, and to suggest alternative directions of future studies in the area of evaluating 'Information science' textbooks.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.612-620
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• 2004

The purpose of this study was to investigate how middle and high school students represent circuit diagrams with different shapes but electrically same. What prototypes of circuit which students possessed were, how students represented the connection of resistors, and what criteria used while grouping the circuit diagrams were investigated. The participants were 10 middle and 10 high school students. The results show that they represented the circuit diagrams by the geometrical resistor configurations rather than physics principles, not considering the presence of a junction or a battery on the branch. This representation was constrained by the circuit prototypes. Middle and High school students seems to have the own way of representing circuit diagrams without considering physics principles.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1015-1023
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• 2017

The purpose of this study is to investigate the process of development of explanatory hypothesis being generated by middle school students and the factors that affect the process in water wave interference phenomena by analogy scaffolding. For this purpose, the processes on how explanatory hypotheses were generated, revised, and then elaborated by analogy scaffolding were investigated and analyzed. The subjects for the study were 60 eighth grades students in one middle school divided into 12 groups according to their cognitive level measured by GALT. The research findings are as follows: First, it was found that there is a regular pattern in development of explanatory hypothesis by students about water wave phenomenon; second, the cognitive level of the student affected apparently on the students' hypothesis development process, however, it was also observed that students with inferior cognitive level could form a scientific explanatory hypothesis in the second stage of the scaffolding; third, the analogy scaffolding actually helped the students in formulating hypothesis. In conclusion, analogical reasoning can be a meaningful and powerful strategy for secondary school students to formulate explanatory hypothesis.

• Korean journal of food and cookery science
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• v.29 no.5
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• pp.563-571
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• 2013

This study surveyed food intake and preferences for breakfast among 167 male and 152 female middle school students in Incheon. Most students were in a normal range with respect to body mass index (BMI; 18~22.9). Most of the students spent 10~20 minutes to finish their breakfast, and female students skipped breakfast more frequently than male students, with major reasons of not being able to spend enough time for breakfast and low appetite. Steamed rice(bap) was the most frequently consumed food for breakfast. Students ate vegetables and fruits for breakfast the most frequently, followed by milk and milk products, meat, fish, egg and beans, and cereals. The most frequently consumed food among protein sources was eggs. Male students had foods except vegetables and fruits more frequently than female students for their breakfast. Female students were more highly aware of the importance of breakfast on their health than male students. Preference on different food groups was significantly higher in male students than female students except vegetable salad and fruit juices. The results suggest that breakfast skipping of middle school students can be reduced by aggressively reflecting food preferences of the students to breakfast menu and appropriate nutritional education for students and their mothers.