• The Journal of Korean Obstetrics and Gynecology
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• v.29 no.1
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• pp.53-68
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• 2016

Objectives: This study is to identify the effect of sex education by school doctor of Korean medicine on elementary school students from fourth to sixth-grade. Methods: Eighty three students who received four sex eduction lectures by school doctor of Korean medicine were assigned as experimental group while 132 students who did not receive any sex education were assigned as control group. This study observed the changes in students’ sexual knowledge and sexual attitude before, after and three months after the sex education program. Results: Experimental group showed positive changes on sexual knowledge (male p=0.000, female p=0.046) and sexual attitude (male⋅female p=0.000). Three months after the conclusion of sex education program, the follow-up evaluation showed decline in effect of education, which suggests a need for continuous sex education. As students showed high level of satisfaction, we expect school doctor of Korean medicine can improve knowledge on health and further increase familiarity in Korean medicine by this kind of sex education Conclusions: Sex education by school doctor of Korean medicine for elementary school students from fourth to sixth grade has effectively changed sexual knowledge and attitude. Further, it is necessary to research the effect of sex education on elementary students over long-term period.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.199-216
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• 2007

The purpose of the present study was to analyze the types of errors made by students in the figure domain at the stages of first and second semester of 4th grade in elementary school that include the definition and the properties of figure, to identify the causes of such errors, and to help the teaching of the 4th grade figure domain. When the trends of errors were analyzed for each question, the most common error was the wrong use of theorems or definitions, and its main causes were student's low level in geometry and limited concept images. Thus, it is necessary to make them have clear understanding of these concepts and terms and students need to do various activities suitable for their level in geometry. In addition, figure images presented in the mathematics textbooks and the mathematics practice book have limitations. Thus, figures of various positions and lengths should be presented and described accurately, and the books should be redesigned for various practical activities.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.15 no.6
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• pp.16-23
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• 2016

This study was carried out to investigate how grade level and experiences when taking courses affect the creativity of engineering students in a Korean college. The sample group consisted of 372 engineering students of which 49.5% were first graders, 15.6% second graders, 22.6% third graders, and 12.4% fourth graders. They conducted self-report measures on a domain-general and domain-specific view of creativity. The engineering creativity test, developed by Kang and Yune (2015), is based on the domain-specific view of creativity and consists of four sub-factors: creative attitude, knowledge research, interest in engineering, and team work ability. The domain-general creativity test consists of three sub-factors. Analysis of the results led to the following conclusions: First, we found significant differences in engineering creativity between students depending on experiences in taking courses and tests; and, second, we discovered significant differences in integrative creativity among students depending on experiences in taking courses and tests, and/or grade level. These conclusions suggest that we should develop and apply appropriate strategies to enhance creativity in engineering education.

• Nutrition Research and Practice
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• v.14 no.5
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• pp.532-539
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• 2020

BACKGROUND/OBJECTIVES: The aim of this study was to assess the effect of nutrition education received by fourth- and fifth-grade teachers in state schools in Famagusta, Northern Cyprus, on their students. SUBJECTS/METHODS: The aim of this study is to assess the effect of nutrition education received by fourth- and fifth-grade teachers (n = 27) in state schools in Famagusta on their students. Participants (n = 718) were selected through a regional pilot scheme. The teachers were instructed on nutrition by the researcher and provided with a researcher-prepared nutrition education book "I Am Learning about Healthy Nutrition". Before receiving their nutrition education, the teachers were pretested to assess their baseline nutrition knowledge. Following receipt of their nutrition education, a posttest, which included the same questions as those in the pretest, was administered to the teachers to assess the effectiveness of the training session. Similarly, students were asked pretest researcher-prepared questions to evaluate their baseline nutrition knowledge level. The teachers were then given a period of three to four weeks to instruct the students in nutrition education. Following this instructional period, a posttest that included the same questions as those in the pretest was administered to the students. RESULTS: The results showed that there were significant differences between the pre- and posttest scores of both teachers and students; in both groups, the nutrition knowledge level increased (P < 0.05). CONCLUSIONS: These results show that the provision of nutrition education training to teachers positively affected the nutrition knowledge level of both teachers and students.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.758-769
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• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.411-426
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• 2012

The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.

• Culinary science and hospitality research
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• v.20 no.5
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• pp.59-66
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• 2014

The purpose of this study is to analyze the level of career development competency recognized by the specialists who major in food service currently. To achieve the purpose of this study, the five two-year-courses technical colleges in Kyeonggi-do, Daejeon, Daegu Metropolitan City which include food service department were selected. And total 280 samples of enrolled students were extracted and the 256 students were treated statistically besides the 24 students who responded dishonestly. The analysis results are as follows. First, the male students showed partially higher career development competencies than female students. Second, the second grade students showed partially higher career development competency than the first grade students. Third, the specialists whose family income is over 5 million won showed the highest career development competency, and the students in 3-5 million won and less than 3 million won followed them in order. Fourth, there were differences in competencies of lifelong learning, networking, collecting and utilizing the job information, and self-understanding, and career transition, and the specialists with more qualifications showed higher competency than those who with less qualifications. Therefore, it is necessary to develop a various career education program to enhance career development competencies of food service specialist by individual characteristic.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.599-609
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• 2017

The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

• Journal of Korean Ophthalmic Optics Society
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• v.8 no.2
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• pp.105-109
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• 2003

This study surveyed the family relations of glasses wearer who were 80 primary student among 1321 students. They live in Iksan city, Jeon buk Province. The questionnaire of this study were the first wearing time, relations with parents, relations with brother and sister, and changing visual acuity. The question about when they were the first wearing glasses was answered 26% of all answerer at first grade, each 20% at second grade and third grade, 16.2% at preschool, 15% at fourth grade, and each 1.2% fifth and sixth grade. The Question was the relations between students' wearer and their parents about wearing glasses, 37.5% of wearer answered their parents didn't wearing glasses, 32.5% for mother was glasses wearer, 20% for mother and father were wearer, and 10% for father was wearer. In case of the relations between students' wearer and sister or brother about wearing glasses, 33.7% of wearer answered their brother or sister wearing glasses but the others only wearing glasses oneself. Visual acuity of the students' wearer was checked during wearing glasses. 58.7% of wearer answered their visual acuity didn't change, 35% for worse and 6.2% better visual acuity.