• 대한지역사회영양학회지
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• 제14권5호
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• pp.545-555
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• 2009

School foodservice customers are likely to be tired of repeated cycle menus and their satisfaction for meals offered in school is inclined to be low. The menu variety is an important factor in increasing customer satisfaction. The purpose of this study was to investigate customer perspectives for applying rice based bread menus in order to add menu variety and promote using rice processed products in school foodservice. The questionnaire was distributed to 760 parent samples in elementary schools and 520 student samples in middle/high schools and a total of 665 and 387 usable data were collected, respectively. Food habits such as preference for cooking method, menu preference, food allergy and nutritional perspectives for menu and customer perception for rice based bread like quality, reliability, price, and purchasing convenience were investigated using 7 Likert scale. Also expected menu types applying rice based bread and offering frequency of rice bread menu were examined. Preference level for bread-based meals were moderate and students' preferences were slightly higher than parents. Menu types applying rice bread expected by middle/high school students were western food (49.4%), spaghetti (28.4%), set menu (13.7%), noodle (17.6%), Korean food (11.1%), Chinese food (10.9%) and porridge (4.5%). The most occupied rate was once in a week for expected offering frequency. Most respondents perceived that rice bread was more nutritive and qualitative than the wheat based one.

• 산경연구논집
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• 제9권8호
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제14권2호
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• pp.147-164
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• 2011

2007 개정 수학과 교육과정에서 학생들의 수학적 의사소통 능력 신장을 부각하였는데, 현재는 모든 학년에서 이 교육과정이 시행되고 있다. 학생들의 수학적 의사소통 능력을 신장하려면 교사가 그 취지를 제대로 이해하여 수업에 적용해야할 것이다. 이러한 측면에서 개정 교육과정에 따라 수학을 가르친 교사들을 중심으로 수학적 의사소통을 고려한 수업에 대한 실태와 인식이 어떠한지 살펴보았다. 그 결과 학생중심 수업과 수학적 의사소통에 대한 올바른 이해가 부족하였고, 다양한 표현 활동이나 토론 활동이 잘 이루어지고 있지 않는 것으로 드러났다. 또한 학급당 학생 수가 많아서 수학적 의사소통이 활발한 수업을 하기 힘들다는 인식이 많았으나 실제 활용 실태에서는 학급당 학생 수에 따른 답변에 큰 차이가 나타나지 않았다. 이러한 결과를 통해, 수학적 의사소통 능력의 신장을 위한 인식의 개선이나 교사의 역할에 대한 시사점을 찾아보았다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제14권2호
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• pp.135-145
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• 2011

우리나라의 2007개정 수학과 교육과정에서는 의사소통 능력의 신장을 수학과 교육 목표의 중요한 부분으로 설정하고 있다. 수학적 의사소통은 학생들이 자신의 사고 과정을 재정립하고, 다른 사람과 상호작용하면서 지식을 구성해 나가는데 중요한 수단이 된다. 이 논문에서는 수학 교실에서 수학적 의사소통 능력을 신장시키기 위한 방안으로 수학적 의사소통 모형을 개발하고, 개발된 의사소통 모형에 따른 수업과 전통적인 교사 중심의 설명식 수업에서 지식의 형성 과정을 비교 분석하였다. 개발된 교수-학습 모형에 따른 수업에서는 전통적인 교사 중심의 설명식 수업에 비해 자신의 문제 해결 방법을 모둠원들과 의사소통을 통해 상호 비교하고, 자신의 의견을 수정하여 가장 적절한 해결 방법을 찾고 합의하였다. 이런 과정을 통해 학생들은 주관적 지식을 객관적 지식으로 구성해 나갔다.

• 한국학교보건학회지
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• 제10권2호
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• pp.193-211
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• 1997

The study was designed to gain necessary basic data in order to grasp the health knowledge, attitude, and practice level of students and teachers of elementary, middle and high schools. This study was conducted through interviews of 3,400 students and 1,022 teachers attending 14 different schools large, middle and small cities and rural towns during a period of nine months (from Oct. 2 1995 to Jun. 30 1996). By the results of this study, the recommendations can be summarized as follows: 1. A school health development committee should be established of 10 members: school health related teachers (physical trainers, nurses, and teachers in charge of health), parents, persons related to health administration, local medical doctors, and student reprensentatives in order to support and immplement school health development plans. 2. Like advanced countries, a health class of 2~4 hours should beplaced in middle and high schools. A nurse majoring in health from a university should be the teacher. 3. A curriculum of health should contain the following: education on health, sex, alcohol, tabacco, the misuse of the drugs, the structure and function of human body, the growth of the body, mental health, safety and emergency care, the prevention of disease, proper eating habits and nutrition, daily health life, family health education, society health, community health, environmental pollution and individual responsibility. 4. Create a school health promotion center, with a nurse's office, and a sports center which has health machines (bars, aerobics, training, twist machine, belt massage, running machine, bench press, chest waist, hack hip extension machine) as well as a physical strength measuring machine (muscular strength, alertness, flexibility, endurance, lung functions and so on), so that the teaching staff and students can use them and train their bodies. 5. Through a refresher education program, urge teachers to understand school health promotion services. 6. Regulate a standard and establish a system of monitoring the physical enviroment of the school (the height of desks and chairs, illumination facilities, ventilation facilities, safe drinking water). 7. Create a check list of health to evaluate improvement.

• 한국학교보건학회지
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• 제22권2호
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• pp.113-124
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• 2009

Purpose : This study was to examine the emotional behavioral problem of children in low-income family who were participating in local children care center. Method : From June 2 to September 9, 2008, 322 elementary school children were surveyed using structured questionnaire. Emotional behavioral problem were measured using K-YSR. Result : In the distribution of three groups by emotional behavioral problems scores of subjects, normal group was 83.23%, borderline group was 9.32%, clinical group was 7.45% among 322 children. The emotional behavioral problem score of subjects showed attention problem .62(5.61), aggressive behavior .52(9.87), anxiety and depression .50(7.89), withdrawn .49(3.46), social problem .43(3.50), somatic complaints .35(3.17), thought problem .32(2.27), delinquent behavior .31(3.11) and total behavioral problem scores were .44(44.55). Also, total behavioral problem scores was not significantly difference by sex and grade, but the scores of girls students was higher compared with boys. Conclusion : This finding will be significant in that it can provide basic data for school mental health services, which can provide early intervention program for the students who belong to borderline and clinical groups.

• 대한수학교육학회지:학교수학
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• 제13권1호
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• pp.37-63
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• 2011

본 연구는 우리나라 다문화수학수업의 실태를 파악을 위해 다문화학생이 포함되어 있는 초등학교와 중학교 수준의 수학수업을 관찰 분석하였다. 초등학교 수학수업의 경우 '학생들의 삶과 맥락화', '수학적 대화' 범주에서 양적 질적 분석결과 다문화수학교육의 준거에 부합하는 수업이 이루어지고 있다는 것을 확인할 수 있었다. 그러나 '교사의 긍정적인 기대'범주에서는 양적 분석 결과가 긍정적이었던 반면 질적 분석을 통해 다문화 학생에 대한 교사의 불평등한 신념과 태도를 확인할 수 있었다. 중학교 수학수업의 경우 모든 범주에서 다문화수학교육의 목표를 성취하기에 적합하지 않은 것을 확인할 수 있었다. 연구 참여 교사들의 '다문화적 역량' 검사 결과는 수학교사가 다문화수학수업의 실천에 활용할 수 있는 자료와 교수법 등에 대한 연구와 지원이 필요함을 시사하였다.

• 대한통합의학회지
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• 제8권3호
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• pp.83-91
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• 2020

Purpose : To identify changes and relationships in the fat mass and obesity associated (FTO) gene polymorphism, body composition, and physical fitness from childhood to adolescence over a three-year period spanning elementary school to middle school (2015-2018) Methods : A total of 84 male student participants were divided into two groups based on FTO genotype: aa+at (group A) and tt (group T) and tracked down. Body composition, cardiovascular endurance, flexibility, muscle strength, power, and other characteristics were measured in the two groups in both 2015 and 2018, respectively, and the changes over the three-year period were analyzed and compared. Results : Increases in height and weight did not differ significantly between the two groups, but body mass index (BMI) was significantly higher in group A (p=.035). With regard to physical fitness, there was no significant difference in flexibility, but cardiovascular endurance, strength, and power were significantly higher in group T (p<.001, p=.063, and p=.040, respectively). Conclusion : Group A is more likely to become obese than group T because of their lower level of physical fitness and increased BMI relative to group T. This result supports previous studies showing that group A has a relatively low level of physical activity and a greater tendency to eat fatty foods as compared with group T. Therefore, we suggest that the FTO gene polymorphism should be identified early and that students educated on diet and physical activity to help prevent adult obesity.

• 과학교육연구지
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• 제41권1호
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• pp.98-110
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• 2017

이 연구의 목적은 대학부설과학영재교육원과 일반학교 수업에서 영재학생이 인식하는 교우기대감을 비교하기 위한 것이다. 경기도에 소재하고 있는 A 대학부설과학영재교육원의 영재 121명에게 친밀성, 능력 유사성, 도덕성을 하위 영역으로 하는 교우기대감 검사를 실시하였다. 연구 결과는 다음과 같다. 대학부설 과학영재교육원과 일반학교에서 영재학생이 인식하는 교우기대감은 친밀성, 도덕성의 하위 영역에서 통계적으로 유의한 차이가 있었고, 능력 유사성의 하위 영역에서는 통계적으로 유의한 차이를 보이지 않았다. 일반학급에서는 친밀성에 대한 교우 기대감이 높았고, 영재학급에서는 도덕성에 대한 교우기대감이 높았다. 또한, 교우기대감의 각 하위 영역의 일부 세부문항에서 통계적으로 유의한 차이를 보이는 교우기대감도 있었다. 그리고 대학부설과학영재교원의 영재학생은 지역교육청부설영재교육원과 단위학교 영재학급의 영재학생이 보이는 교우기대감과 다른 특징도 보였다. 연구 결과를 토대로 영재학생의 교우기대감이 주는 시사점에 대하여 논의하였다.

• 대한수학교육학회지:수학교육학연구
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• 제13권3호
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• pp.247-265
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• 2003

본 연구에서는 비례적 추론의 바탕이 되는 비 개념을 우리나라의 초등학교에서 어떻게 지도하여 왔는지를 분석하였다. 먼저 비 개념과 관련된 용어에 대하여 논의하고, 비 관련 개념을 그동안 어떻게 지도해왔는지를 알아보기 위해 교수 요목기부터 제7차 교육과정까지의 교과서에서 비 개념을 어떻게 기술했는지를 비판적으로 검토하였다. 이에 대한 대안으로서 오랫동안 현실주의 수학교육에 바탕을 두어 개발한 네델란드의 Wiskobas 프로그램을 통해 우리나라 비에 대한 지도의 방향이 어떠해야하는지에 대한 교육적 시사점을 찾아보았다. 그 시사점으로 비례적 추론을 개발하기 위한 프로그램의 조기 도입, 직관적이고 개념적인 비 개념 도입, 문맥 문제와 실생활 관련 문제 개발, 시각적 모델 사용의 필요성이 제기되었다.