• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Korean Journal of Community Nutrition
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• v.17 no.6
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• pp.689-706
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• 2012

The purpose of this study was to evaluate effects of a nutrition education focused on Food Exchange System for the higher grades elementary children. Nutrition education lessons (40 min/lesson, 4 times), '5 major nutrients and functions', '6 food groups', 'daily needed energy and food exchange units', 'good choice of snacks and balanced exercise' were provided to elementary students (5th grade students). This research was based on the data from two groups of elementary school children in the 'education' group (n = 31) and 'non-education' group (n = 31). We assessed the changes in dietary attitude, food habit and nutrition knowledge using questionnaire and nutrient intake using 24hr recall method by nutrition education using the developed pamphlet. After education, there was a significant difference in the dietary attitude score only in attitude of 'balanced meal' (p < 0.001) in the education group compared to the non-education group. In food habit, there were significant positive changes in the type of breakfast and in the priority of choosing snack in the educated group. In nutrition knowledge, there were significant increases in scores of 'function of carbohydrate' (p < 0.05), 'function of fat' (p < 0.01), 'function of vitamin' (p < 0.01), 'foods of carbohydrate' (p < 0.01), and 'foods of vitamin' (p < 0.01) in the educated group. After education, carbohydrate: protein: fat (CPF) ratio was significantly different between the two groups (education group, 59 : 16 : 26 vs. non-education group, 63 : 15 : 23). In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), there were significant positive effects in energy (p < 0.05), thiamin (p < 0.05), riboflavin (p < 0.05), vitamin C (p < 0.05), phosphorus (p < 0.01), Fe (p < 0.01) and zinc (p < 0.01) in the education group compared to the non-education group. In conclusion, the developed 4 times' nutritional education pamphlet focused on individual daily energy requirements and food exchange units using food exchange system for higher grades' elementary student may positively change nutrition knowledge and dietary intakes.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.839-851
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• 2018

The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.267-282
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• 2022

This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

• The Korean Journal of Food And Nutrition
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• v.26 no.4
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• pp.952-966
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• 2013

The purpose of this study is to analyze the differences of food habits and food preferences between lower and higher grade students through the survey of elementary school students in Daejeon four elementary schools located in Jung-Gu and Seo-Gu in Daejeon are selected for this survey randomly and the completion of the questionnaires are according to grade. 1. Practical Analysis of Food Habits: For regular meals, the highest number of subjects skipped breakfast. It is being found that the girl students (81.61%) consumed more cooked rice than the boys (78.85%) and more boys (13.10%) ate bread or milk more than the girls (9.20%). The most important thing for the lower grades students (34.20%) when consuming is the nutritious foods, while the higher grades students (49.67%) consumed the set meals. During consumption, the highest number of the subjects watched TV or read books from time to time. More higher grades students (38.98%) preferred spicy and salty foods than the lower grades (22.09%). 2. Food Preferences: Between rice and noodles, most subjects preferred cooked rice (81.38%), Jajangmyeon (80.80%), Ramyeon (79.43%), and disliked bean-mixed rice (28.39%). For soups, Most students enjoy the Deokkguk. Majority of the subjects prefer meat and fried or steamed foods, and also grilled and pan-fried dishes. For the pan-roasted and fried dishes, most subjects did not enjoy the rhizome fry and sweet-pumpkin fry methods, and for vegetables, they did not like wild vegetable and seasoned cucumber (40.57%) The higher grades students enjoy the vegetables and salads more than the lower grades students. For Kimchi varieties, it is found that subjects like the cabbage Kimchi (69.66%) the most. There is little difference in food preference between the lower and higher grade students, but the rankings of food preferences are different according to various grades.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.347-357
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• 2014

The purpose of this research is to examine the current state of inserting illustrations in science textbooks under the 7th Revised Educational Curriculum which is currently enforced in all grades of elementary schools, and to compare and analyze the external and internal differences in illustrations in science textbooks of elementary schools in Tanzania and Korea to present desirable direction of producing illustrations. There are not only some differences in rate of the kinds and role of the illustrations in grades, but also in both countries. In Korea textbooks, Photographs were mainly used to guide the students into experiments and to train the students in analyzing and interpreting data. In contrast, the Tanzania textbooks place more emphasis on pictures to enhance their interests and curiosity and understand. The Korea textbooks have to place more various illustrations instead of photos but the Tanzania textbooks should place more photos. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considersd in future Korea and Tanzania textbooks.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• Journal of the Korean Home Economics Association
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• v.44 no.10
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• pp.145-154
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• 2006

The purpose of this study was to examine how the garment sizes by junior brand manufactures reflect Tween Generation's (ages from 5th grade to 9th grade) actual body sizes. They have diverse clothing preferences in styles and fitting levels as well as diverse body sizes and shapes. The subjects of this study were 520 students (the 5th and 6th grades in elementary schools, the 1st, 2nd and 3rd grades in middle schools) who lived in Jeonju. A questionnaire was used in this study. The data were analyzed by frequency, means, t-test and $\chi^2$. The results were as follows. In the selection of garment size, both the girl and boy students most preferred selecting garments after trying them on by themselves. Boy students tended to select garment size according to their mothers' advice. On the other hand, elementary school students showed a tendency to select garment size with their mothers. In fitting sizes, middle school girls wanted the size to fit tightly rather than loosely on their bodies much more than elementary school girls. Junior brand manufacturers produced sizes that well reflected actual body sizes of elementary and middle school girls. Specifically, the pants best covered their body sizes.

• Child Health Nursing Research
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• v.12 no.2
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• pp.233-243
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• 2006

Purpose: This study was aimed to develop a WBI(Web Based Instruction) program on safety for 6th grades of elementary school students and to test the effects of it. Method: The web site is http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 150 students. Data were analyzed with descriptive statistics, and $x^2$ test, t-test, and repeated measure ANOVA. Result: In the knowledge of the safety precaution, the preliminary test was mean 17.8, immediate post-test was mean 20.9 and 4 weeks post-test was mean 20.9, there were significant differences statistically among three points of time. In the attitude of the safety precaution, the preliminary test was mean 75.1, the immediate post-test was mean 80.8 and 4 weeks post-test was mean 80.4, which showed significant difference statistically among three points of time. For the motive of learning to the safety precaution, it was significantly higher statistically in the WBI. As a result, the WBI group had totally longer effects on knowledge, attitude and motivation of the safety accident prevention than the textbook-based instruction. Conclusion: WBI program be used in each class to provide more effective safety instruction.

• Journal of the Korean Society of Clothing and Textiles
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• v.27 no.1
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• pp.143-153
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• 2003

This study was conducted in order to provide basic study material for children's garment design. The subjects of this study are fifth and sixth grade elementary school girls, who demonstrate rapid growth and the differences among individual somatic types are apparent. Their bodies are studied, categorized into patterns and the characteristics are examined. 1 The increase of height and length measurements according to age increase are much larger than that of breadth, depth and girth menasurments. 2. Eight factors are drawn upon factor analysis and the rate of factors comprisedare 78.68%. 3. The shapes of lower body of higher grades girls in elementary school are classified into three categories. The first type is slender in lower body and the second type is more contoured around waist area with longer length and higher height than the average elementary school girls. The third type is heavy in the lower body. 4. Eighteen items important for somatic categorization are selected through stepwise discriminant analysis and the exactitude rate of these items is 93.3%.