• 한국학교ㆍ지역보건교육학회지
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• 제1권1호
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.

• 한국생활과학회지
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• 제14권1호
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• pp.35-46
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• 2005

This study investigates the differences in parent-related stress, social support, and school adjustment according to self-esteem of children with disabled and non-disabled parents. The data were collected from 176 students between 4th and 6th grade in Chungbuk area. For a data analysis, mean, frequency, percent, three-way ANOVA, and Pearson's correlation were used. The results show that children's perceived parent-related stress, social support, and school adjustment are varied according to their self-esteem. Those with higher self-esteem were found to have tusker perception level in social support and school adjustment. On the contrary, they were found to have lower level in parent-related stress. The findings indicate further that girls have a closer relationship with their teachers than boys and that children with disabled parents have a closer relationship with their teachers than those with non-disabled parents. However, as opposed to prediction, parental disability itself caused no difference in the level of parent-related stress.

• 대한간호학회지
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• 제33권1호
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• pp.60-70
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• 2003

Purpose: The study is designed to develop an educational CD-Program for prevention and control of obesity among primary school students. Method: The study is conducted from June 15, 2000 to April 15, 2002. Based on the course of program development suggested by Dick and Cray (1990), the study followed the planning, development, education and evaluation of a program. Result: The developed CD-Program consists 2 parts each for lower and higher grades of primary school students. The introduction part of the first trial for lower grade students uses quiz to encourage their motivations, the body proceeds with motion pictures and animations to trigger their interests. The introduction part of the second trial for the lower grades consists of remembering the exhibition lecture. The first trial for higher grades of primary school students builds on the contents of the low grades. Its body part, how to determine obesity and calculate ones own obesity, puts ones own weight and height in by the mouse. For the second trial of the higher grades, the body consists of life-style, diet, and regiments. Conclusion: The merits of this CD-Program are that to be possible an interaction between teachers and students.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• 대한공업교육학회지
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• 제38권1호
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• pp.87-103
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• 2013

이 연구는 공학계열 예비 교사들이 가지는 공학 태도와 교사효능감을 파악하고 그 차이의 유효성을 분석하였다. 그리고 공학 태도와 교사효능감의 상관관계 분석을 통하여 공학계열 예비 교사교육의 질 개선 방안을 제시하고자 한다. 이에 따른 연구의 결론은 다음과 같다. 첫째, 공학계열 예비 교사들의 공학 태도는 보통(3.00)이하, 교사효능감은 보통 이상(3.00)으로 나타났다. 둘째, 전공과 학년은 공학 태도 및 교사효능감 간에 유의한 상관관계가 있는 것으로 나타났으나, 성별 요인은 유의한 차이를 보이지 않았다. 셋째, 공학 태도와 교사효능감 간의 상관관계는 특정한 하위 영역에서 통계적으로 유의하게 나타났다. 이에 공학계열 예비 교사를 양성하는 교육기관에서는 공학적 특성인 실천 및 행동적 특성과 학습자의 수준을 고려한 현장 중심의 교사 양성 교육과정을 운영하고, 예비 교사들이 그 교육과정을 성실하게 이수할 수 있도록 교육적 지원을 한다면 공학 태도와 교사효능감은 졸업 시까지 점차적으로 향상 될 것이다. 또한 성별 요인은 유의한 차이가 없었으므로, 여성 또는 남성 예비 교사들만을 위한 별도의 교육프로그램을 개발 운영할 필요가 없을 것으로 사료된다.

• 영어어문교육
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• 제7권1호
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• Journal of Nutrition and Health
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• 제51권5호
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• pp.433-444
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• 2018

전국 초등학교 영양교사를 대상으로 학교 기반 당류 섭취 줄이기 영양교육 프로그램에 대한 실태 및 요구도를 조사하여 초등학교에서 활용할 수 있는 어린이 당류 섭취 줄이기 교육 프로그램 개발의 기초자료를 마련하고자 하였다. 2017년 7월에 온라인 설문으로 이루어진 조사에 전국의 영양교사 230명이 최종적으로 참여하였다. 어린이 대상 당류 섭취 관련 영양교육 실태를 조사한 결과 당류 섭취 저감화를 주요 주제로 영양교육을 실시한 비율은 각각 33.9%였고, 교육 대상 학년은 4학년과 3학년이, 교육 회차는 연 1회, 영양교육 자료 수집 경로는 식약처 등 보건 관련 정부기관이 가장 많았다. 어린이의 당류 섭취 줄이기 관련 영양교육의 필요성에 대하여 81.8%가 필요하다고 답하였고, 정부 차원의 어린이 당류 섭취 줄이기 교육 프로그램의 개발 및 보급의 필요성에 대하여 99.1%가 필요하다고 하였다. 어린이의 당류 섭취 줄이기 영양교육이 가장 필요하다 생각하는 대상은 1학년이 가장 높았으나, 영양 교육이 현실적으로 적합하다고 응답한 대상은 3학년이 가장 높았다. 당류 섭취 관련 영양교육 프로그램에 대한 요구도 조사에서 초등학생 대상 당류 영양교육에서 꼭 다루어야 할 내용은 저학년의 경우 당류 섭취와 건강문제, 당류 함량이 높은 식품, 당류 섭취 줄이기 실천 행동으로 나타났고, 고학년의 경우 당류 섭취와 건강문제, 단맛 중독, 당류 영양표시 확인, 당류의 적정 섭취량, 당류 섭취 줄이기 실천행동의 비율이 높았다. 초등학생 대상 당류 영양교육에 효과적이라고 생각하는 교육방법으로는 저학년과 고학년 모두 실험활동이 가장 높았고, 다음으로 저학년은 교육 동화를 활용한 교육, 동영상/인터넷을 통한 교육으로 나타났으며, 고학년의 경우는 조리실습을 통한 교육, 동영상/인터넷을 통한 교육 등의 순으로 나타났다. 초등학생 대상 당류 영양교육에 효과적이라고 생각하는 교육매체는 저학년은 실물 또는 모형이 가장 높았고, 고학년은 실험키트가 가장 높게 나타났다. 교실 내 자유 활동 시간에 자율 참여에 의한 당류 섭취 줄이기 교육이 이루어질 수 있도록 유도하기 위한 매체로 저학년과 고학년 대상 모두에서 게임과 동영상의 비율이 높았다. 이상의 결과를 통해 초등학교에서 영양교사를 중심으로 한 당류 섭취 저감화 교육이 일부에서 시행되고 있으나, 교육 시간이 짧고 활동 유형이 제한되어 있었다. 또한, 초등학교 영양교사들의 당류 섭취 줄이기 영양교육의 필요성에 대한 인식과 요구는 매우 높은 것으로 나타났으며, 초등학교에서의 영양교육은 체험활동으로 이루어지기 때문에 저학년과 고학년에서 모두 실험 및 실습을 중심으로 한 교육 프로그램에 대한 요구가 높았고, 자율활동 시간을 활용한 교육 방법에 대하여서는 공통적으로 게임 교구에 대한 요구가 높게 나타났다. 따라서 초등학교 기반 당류 섭취 줄이기 영양교육 프로그램 개발과 보급의 시의성이 매우 높으며 개발 시 초등학생 및 교육 환경을 고려한 체험 활동 및 게임 교구 등의 개발이 이루어져야 할 것이다.

• 한국식품영양과학회지
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• 제28권5호
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• pp.1172-1179
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• 1999

The purpose of this study was to determine eating behaviors and nutrient intakes of 256 third grade primary school children(134:boys, 122:girls) in Kwangju. There were no significant differences in the heights, weights, physical circumferences measurements between the boys and girls, but the skinfold thickness measurements were significantly different. Most nutrient intakes were higher than the Rec ommended Dietary Allowances but the intake of energy, calcium, and vitamin E were lower than the RDA. The intakes of calcium, niacin, and vitamin E of the girls were significantly lower than those of the boys. With regard to meal volume, 13.6% of the subjects has been 'much'. With regard to meal speed, 24.6% of the subjects has been 'fast'. The study also found that 50% of the subjects skipped breakfast, 67.6% of the subjects had irregular meal times, 64.6% of the subjects ate snacks after dinner and 85.9% of the subjects ate snacks. These results show that the nutrient intake of children was related to snack eating more than regular meals. With regard to dietary behavior and nutrient intakes, meal volume, meal speed, skipping breakfast, eating snacks and eating snacks after dinner were major influences. But regularity of meal time was not influence on nutrient intakes. These results suggest that children's eating behaviors are in needs of correction. This reasserts the importance of nutrition education to children through teachers, parents and dietitians. The findings of this study should be applied to nutrition education to ensure better physical fitness of children.

• Child Health Nursing Research
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• 제8권4호
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• pp.422-434
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• 2002

This study was conducted with 512 students in 4 primary schools located at the inner and the outskirt of K city, Northern Kyungsang Province from November 6, 2001 to November 27, 2001(during 3 weeks). This study was a research about the difference of a bullying degree and tendency of both teasing and teased students. The purpose of the study was to help nursing teachers in charge of student consultation and treatment. The findings are as follows: First, for to whom students confess their worries, students in lower grade talked to their parents while students in higher grade talked to their close friends. The higher grader, the higher rate in solving their problems by themselves. For how many students are teased by their peers in groups, 52.0％ students answered 1 or 2 students in a class. For the reasons of bully, 37.0％ higher graders answered, very selfish and putting on airs after 29.6％ lower graders answered, ugly and bad at speaking. Second, for perception of peer relation, 81.3％ students participating in the study answered, very important. For a question whether students satisfy present relation with their friends by gender, 53.7％ boys were satisfied while 34.6％ girls were satisfied. Third, for difference in bullying by gender, boys mainly teased others by using words and physical power(p<0.000) while girls estranged others. When it goes to teased students, it was the case: boys were bullied physically(p<0.000) and linguistically while girls were hurt by estrangement. Having nothing direct to do with school achievement, nursing teacher should make good use of such an advantage that students tend to easily confess their worries to them and take care of psychological aspects of students in treatment. Furthermore, it needs to include contents of bully in the regular heath care education.