• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.131-139
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• 2007

This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.13-26
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• 2016

Objective: The purpose of this study was to investigate the relationship between sleep duration and school adjustment of elementary-, middle-, high-school youth and to verify the mediating effects of parenting behavior. Methods: We analyzed the data from Wave 4 of the first-grade panel of elementary school and Waves 1 and 4 of the first-grade panel of middle school in Korean Children and Youth Panel Survey (KCYPS), including 1,703 fourth graders, 2,119 seventh graders, and 2,108 tenth graders. Multiple regression was used for the data analyses. Results: The results of this study were as follows. First, longer sleep duration was associated with a higher level of school adjustment in fourth grade. In contrast, longer sleep duration was associated with a lower level of school adjustment in seventh and tenth grades. Second, longer sleep duration was related to a higher level of discipline through reasoning in fourth grade. However, longer sleep duration was related to a lower level of parental monitoring in seventh and tenth grades. Third, the relationship between sleep duration and school adjustment was mediated by parenting behavior. Discipline through reasoning had a mediating effect in fourth grade, but the mediating effect of parental monitoring was found in seventh and tenth grades. Conclusion: These results suggest a differentiated approach on sleep duration in accordance with developmental stage and the need for parent education.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.137-146
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• 2019

The purpose of the study is to examine the effects of peer relationships and parental relationships on suicidal ideation in elementary school students and the mediating effects of anxiety in the process. For this purpose, 273 students in grades 4-6 of elementary school are examined for path analysis of peer relationship, convergent parent relationship, anxiety and suicidal ideation. The main results are as follows. First, anxiety of elementary school students is found to be fully mediating between peer relationship and suicidal ideation. Second, the anxiety of elementary school is found to be partly mediating between parental relationship and suicidal ideation. Therefore, in order to lower the suicidal ideation of the upper grades students of elementary school, developing various programs to reduce anxiety factors and apply them to the practice field is desired.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.12 no.1
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• pp.101-112
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• 2005

Purpose: To investigate the status of health education courses in elementary schools. Method: From September to December in 2003, 607 school nurses were surveyed by questionnaires. Results: 1) Of the schools, 32.1% had health education programs as part of the school health service. A higher proportion was found in schools in suburban and rural areas. Mass media in health education was used by 75% of school nurses. Regular classes were more frequently utilized in schools in rural areas, while the classes in health-related subjects were utilized in urban areas. For 20.6% of school nurses, there was a substitute person to provide health care while the nurse was in health education classed, but 94.2% of school nurses found they had to give up health education due to pressure from other health services. 2) Of the nurses, 97.0% felt the need to provide health education courses, but 60.6% insisted that their work load needed to be modified and supplemental personnel were necessary if health education courses were to be provided. 3) More than 30% school nurses responded that educational materials and media, and concern by teachers and administrators were insufficient. 4) School nurses suggested that the content for health education courses should include healthy life and dental health care for students in lower grades, dental health care, sex education and safety for students in middle grades, and sex education and drug abuse prevention for students in higher grades. Conclusion: There is an urgent need to provide health education courses in elementary schools but conditions in the schools are not satisfactory. For successful school health services, personnel supplement, modified work loads and sufficient educational materials and media should be in place before health education courses are provided.

• Journal of the Korean Society of School Health
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• v.21 no.1
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• pp.33-41
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• 2008

Purpose : The purpose of this study was to provide the basic data for p lanning oral health education in elementary schol. Methods conducted using a postal, self-administered questionnaire. A questionnaire containing 19 questions about oral health education which was provided by health teachers in elementary schol was used for data colle ction. Total response rate was 64.3% (119 out of 185). Results : Oral health education except one through textbooks was conduc of which taught oral health themselves. The contents of oral he alth education through special clas was mainly focusing on the tothbrushing method, dental caries, and the use of fluo ride. Acording to the grades clasified by the level of education, the order was the 3rd, 1st, and 2nd grade, which mea ns that the lower grades got more training than the h was acquired through the internet (72.2%), health-related organizations or academies (51.5%). Also, materi als for oral health education were obtained from health-related organizations or academies (67%), self-productio n (49.5%). According to the data during the past 5 years it was found that 13.4% health teachers had oral health-related that more traing neded to be conducted from 89.7% health tea chers. The most dificult problem in oral health education were insufficient time (56.7%). Conclusion : For effective oral health education, there needs a developmen t of targeted goal to achieve a systemic oral health education for each grades as wel as a ned for as health teachers to eficiently acquire knowledge and materials for oral health education, it is necessary to hold regular workshops for health teachers, and develop and distribute appro priate educational materials.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.43-63
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• 2006

This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.

• The Korean Journal of Community Living Science
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• v.24 no.1
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• pp.51-70
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• 2013

The purpose of the study was to analyze the determinants on the absence of after-school care among elementary students. This study is based on the National Children and Youth Panel Survey(2010) data and analyzed through Binary Logit Model and Multinominal Logit Model. The Following results were obtained: First, school grades, the number of siblings, mother's education, family type by parental employment, family structure, family type by parental nativity, and family income, all affected the absence of after-school care. Second, the absence days of after-school care was affected by different factors. 1day-2days a week in absence of after-school was more likely to increase among children with more siblings and an older father. On the other hand, spending over 3-4days a week without after-school care was more likely to increase among mothers with lower education, dual-earner families, multicultural families, lower family incomes, small cities and rural areas. Based on the results of this study, we agree with the generalization and the diversification of after-school care policy for elementary school students.

• Speech Sciences
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• v.12 no.2
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• pp.109-120
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• 2005

The purpose of this study was to examine the awareness level of the prolonged sound rules in elementary school students. The participants in this study were 148 elementary school students in grades 1 through 6. Their awareness level of the prolonged sound rules was evaluated on reading tasks composed of 40 words and sentences. An one-way ANOVA followed by Scheffe hoc tests showed the showed the statistically significant difference between the groups for the awareness level of prolonged sound rules. The younger the children, the larger differences in the awareness of prolonged sound rules. The awareness might affect their cognitive development and a systematic instruction may be helpful especially in lower graders. In conclusion, the findings of this study showed significant differences in the awareness level of the prolonged sound rules at both words and sentences level. It was also found that as the age of children increases, the awareness level of the prolonged sound rules tends to increase which appeared to be completed by the 3rd grade.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.45-56
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• 2015

This article examines the effects of a long term robot based instruction on the creativity of elementary students. To explain these effects, we conducted similar creativity test twice to 237 students of schools which had been designated as a robot based instruction model from 2011 to 2012. From these test results, the following three conclusions may be drawn: (1) The creativity of students who had participated in long term robot based instruction increased significantly, especially after the first test. (2) The fluency and originality as two of the sub-creativity factors are also accelerated significantly, especially after the first test. (3) The creativity of male and female students are all improved significantly but the test period factor and the interaction factor between male and female are not significant. (4) All elementary students of the lower grades(1st and 2nd grades), middle grades(3rd and 4th grades) and higher grades(5th and 6th grades) increased significantly but the test period factor and the interaction factor between the grades were not significant. On the other hand, the creativity improvement between lower-middle grades and higher grades is significant.

• Journal of Nutrition and Health
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• v.51 no.5
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• pp.433-444
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• 2018

Purpose: This study examined the status and needs of school-based nutritional education programs for reducing sugars intake in elementary schools. Methods: A total of 230 elementary nutrition teachers participated in this study through an online survey in July 2017. Results: Approximately one-third of the schools conducted nutrition education on reducing sugars intake as a main topic. The most frequent educated grade and education period were $4^{th}$ and $3^{rd}$ grade, and once a year. Most of the nutrition teachers answered that nutrition education related to reducing sugars intake for children was necessary. The nutrition teachers answered that first graders were the recipients in most need of nutrition education for reducing sugars but, realistically, third graders were the most suitable for nutrition education. The appropriate education topics were limited to the lower grades, such as sugars consumption related health problems, foods containing high sugars, and behaviors to reduce sugars intake; however, a wider variety of topics were selected for the upper grades. The experiment was considered to be an effective educational method for both the lower and upper grades. The most appropriate nutrition education media appeared to be a mock-up in the lower grades, and an experiment kit in the upper grades. Games and videos were highly considered to be effective media to educate students in reducing sugars consumption by voluntary participation in free time in the classroom in both the lower and upper grades. Conclusion: Nutrition education programs focusing on sugars intake reduction were conducted in some elementary schools, but the training time was short and the types of activities were limited. The perception and demand for nutrition education was very high. Therefore, the development and dissemination of elementary school-based nutritional education programs for sugars intake reduction is urgently needed. Moreover, to develop an effective nutrition education program, the education environment and demand in the field should be fully considered.