• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.271-278
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• 2008

This study was investigated elementary school children's cellular phone usage and relationships between the usage and their self-efficacy and self-control. The data were collected by boys(101) and girls(155) among 5th grades, boys(125) and girls(177) among 6th grades elementary school in Busan. The data analyzed with the frequency, percentage, mean, SD and t-test, ANOVA, Pearson's correlation in use of SPSS Win 12.0 program. The results from the research can be summarized as follows; First, there was no significant difference in the children's general usage of cellular phone in terms of grade and sex. Second, it was found in a couple of significant difference in the subcategories of the usage according to grades. The 6th grades children is higher scores than 5th grades in the 'control of cellular phone usage' and 'living trouble'. Third, there was correlated negatively between cellular phone usage and the children's self-efficacy/self-control.

• Korean Journal of Community Nutrition
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• v.7 no.1
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• pp.3-13
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• 2002

The purpose of this study was to examine dietary attitudes of students and changes in their attitudes toward the school lunch service. The participants of the study were 483 students ranging from third grade elementary school students to middle school sophomores living in the Seoguipo area of Jeju Island. The subjects were asked to complete questionnaires under the supervision of their teachers or dietitians, and data were grouped into elementary school 3rd and 4th grades, elementary school 5th and 6th grades; and middle school 1st and 2nd grades for each gender. There were no significant differences among the groups with respect to their regularity of food intake, dietary considerations, or the frequency of imbalance in their diets. In the case of female participants, their frequency of snacking decreased as their grade level increased. In general, the overall changes in dietary attitudes became more negative as their grade level increased. Male students demanded increased serving sizes of both staple food and side dishes, while female students demanded increased serving sizes dishes, but not staple food as their grade levels increased. there was also an increase in the number of student sin higher grades who discarded or did not eat enough their entire meals. The major reasons for not eating the food were : no taste to the food and not proper saltiness of food. These results may suggest that school dietitians need to pay more attention to increased taste and proper seasoning of meals. Students suggested that the school lunch service should be continued, but that it needs improvement. Students in higher grades were more aware of the importance of the environment in which the meal was provided. Also, an early education in nutrition and healthy diets seemed important in preparing them for following a healthy lifestyle in later life.

• Research in Mathematical Education
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• v.12 no.4
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• pp.259-270
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• 2008

The change of the developed countries to highly technological societies continuously requires that they nurture and use the full potential of mathematically and scientifically talented people. As this is a process that should start early in order to be efficient, the main responsibility of identifying and addressing the specific needs of these people is assigned to public school systems and, in particular, to elementary teachers. In this regard, three significant areas of concern arise and are discussed in this paper: (a) The complexity in identifying mathematically promising and mathematically talented elementary students; (b) The highly responsible and difficult task for elementary teachers to differentiate and serve the mathematically promising students within an inclusive classroom; and (c) The need of teachers with specialized training and mathematics knowledge in pre-high school grades. The last one should be considered predominantly as a logical consequence of the first two. The main goal and, hence, the purpose of the paper is to promote understanding of this crucial necessity of mathematics specialists and to advocate for a change in this direction.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.195-215
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• 2000

Illinois issues the following standard teaching certificates : Early Childhood (birth-grade 3), Elementary (grades K-9), High School (grades 6-12) Special (grade K-12), School Service Personnel, and Administrative. Any of the preceding certificates can be issued on a provisional (maximum of two fiscal years) basis to qualifying individuals. Other certificates issued are : Substitute, Provisional Vocational, Temporary Provisional Vocational, Part-Time Provisional, and General. To obtain an Early Childhood, Elementary, High School, or Special certificate in Illinois, you must either complete an approved teacher education program or be an experienced, licensed teacher seeking a subsequent certificate through transcript evaluation. You must meet all other requirements for the particular certificate you are seeking, For school Service Personnel and Administrative certificates you must have completed a state approved program before you may apply. The Standard Elementary Certificate, High School Certificate, and Special Certificate are valid for four years for teaching. These certificates may be issued to graduates with a bachelor's degree from a recognized college who have successfully completed the required certification examinations and who present certified evidence of having earned credits. All individuals receiving certificates must be of good character and in good health, and be at least 19 years of age and a citizen of the United States or legally present and authorized for employment.

• The Mathematical Education
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• v.50 no.1
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• pp.41-59
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• 2011

Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students' algebraic thinking in the elementary grades.

• The Mathematical Education
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• v.55 no.1
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• pp.1-19
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• 2016

Given the importance of understanding the equal sign in developing early algebraic thinking, this paper investigated how a total of 695 students in grades 2~6 understood the equal sign. The students completed a questionnaire with three types of items (equation structure, equal sign definition, and open equation solving) based on the construct map by four different levels of understanding the equal sign. The questionnaire was analyzed by Rasch model. The results showed that about 80% of the students were at least Level 3 which means a basic relational understanding of the equal sign. However, the success rates varied across grades and it was noticeable that about 70% of the second graders remained at Level 1 or 2 which maintains an operational understanding of the equal sign. The results of item types demonstrated that item difficulty for the advanced relational thinking was the highest and this is the same even for the Level 4 students. This paper is expected to investigate elementary school students' understanding of the equal sign and provide implications of how to deal with the equal sign in the elementary school.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.475-493
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• 2020

In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.49-65
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• 2006

This attitudes scale for prediction of mathematics achievement by elementary school students was developed from 50 initial items from the literature rated for content validity by 30 experts. The ratings rendered 31 revised items used for exploratory factor analysis and reliability tests. The 31 items were administered to 183 elementary students in 4th, 5th, and 6th grades, yielding 4 factors : enjoyment, confidence, value, and motivation with high inter-items consistency. To confirm appropriateness of the constructed model and to test its predictability in mathematics achievements, confirmative factor analysis and discriminant analysis were performed on 693 cases. Results showed that the attitude scale model of 4 factors can be recommended for use in the measurement of elementary school students' attitudes toward mathematics.

• Human Ecology Research
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• v.54 no.5
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• pp.475-485
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• 2016

This study explored mothers' and grandmothers' perception regarding child rearing practices as overprotective behaviors for first to third grade levels of elementary school. The study was conducted on 202 mothers and grandmothers of first to third grade elementary school students. Questionnaires were made with 40 questions on overprotection behaviors selected from the existing questions for preschooler, high grade elementary students, and youth. The questionnaires were distributed to target subjects to answer how they would perceive when each of question is applied to their lower grade elementary students. Based on the collected responses and the factor analysis, it was found out that the overprotective behaviors were classified into four factors such as "reduction in independence," "over-sensitiveness to safety," "interference in daily life," and "health anxiety." There were significant differences in the perception of the overprotective behavior by the subjects depending on the generations, features of children and mothers. This study focused on the lower grade elementary school students who have been removed from studies due to the lack of intervention measures. It has the implication in that the findings of the study can give the basic data for the development of the scale on overprotective behaviors in lower grade elementary school students.

• Physical Therapy Korea
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• v.7 no.3
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• pp.1-18
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• 2000

The present study was performed to investigate the prevalence rate of idiopathic scoliosis and to determine the effect of exercise training on scoliotic angle in elementary school children. In this study, two out of five elementary schools in Seosan city were chosen by random sampling. Seven hundred sixty four students (from four grade to the sixth grade student) were selected in two schools. Screening tests were conducted to find idiopathic scoliosis. Among the 764 individuals, 139 subjects who showed positive sign in physical examination took whole spine radiography. Thirty six subjects who had a curve of 10 or greater and consented to participate in the exercise program were selected for the exercise program. The exercise program was performed four times a week for 5 months. The results of this study were as follows: 1) One hundred thirty nine subjects showed positive sign in the scoliosis screening test. 2) The overall prevalence of curve of $10^{\circ}or$ greater in X-ray finding was 8.15%. The prevalencies of curve of $10^{\circ}or$ greater in male and female were 7.1% and 9.2%, respectively. 3) Scoliosis curves were observed at thoracic area (48.4%), at thoracolumbar area (27.4%) and at lumbar area(24.4%). 4) Right side curve was 59.7%, and left side curve was 40.3%. 5) After the 5 month exercise program for scoliosis, the Cobb's angle was significantly decreased. 6) There was no significant difference of Cobb's angle change respect to sex, grades, and scoliosis curve site. Results shown here indicates that an early detection and early exercise for scoliosis can result in decreased the Cobb's angle in elementary school children.