• The Korean Journal of Emergency Medical Services
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• v.9 no.2
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• pp.5-20
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• 2005

Purpose: This study is to examine the relationship between safety awareness and safety accident occurrence with elementary school students. Materials and methods: It selected 10 elementary schools under the supervision of Jeonnam Board of Education and sampled 700 students randomly from 2-3 classes in the 5th and the 6th grade. One preliminary survey was conducted to revise and complement the contents and forms of questionnaire with 70 students of a school from Apr. 1 to 6, 2004 and this study was conducted from Apr. 10 to 30, 2004. Total 700 questionnaires were distributed and 681 were collected (97%) and 602 were used for final analysis except 79 lacking responses. Data collected were analyzed with SPSS statistical program. Results: The average score of safety awareness of subjects by area was high as 2.72 points out of a possible 3. Area showing the highest safety awareness was safety from fire. Girl students had higher safety awareness than boy students. The fifth graders had higher safety awareness than the sixth graders. In safety awareness by the number of siblings, single son or single daughter showed the highest safety awareness. 53.2% of the subjects experienced accident for one year, the frequency of accident was mostly once and most of accidents were occurred at school. Accidents for the last year were higher in boy students, the sixth graders. According to relationship between safety awareness and safety accident, group with lower safety awareness in school safety(P < .022), traffic safety(P < .016), fire safety(P < .019), home safety(P < .007) and accident treatment and first aid(P < .003) had higher safety accidents than that with higher safety awareness. Conclusion: Development of safety education program by grade, that of parents safety education program, field experience and practice with students, teachers and parents and various safety education programs should be substantially and repeatedly accomplished for prevention education of safety accidents. In addition, to prevent and cope with safety accidents, safety education should be reflected on normal education, safety education textbook be developed, special safety education teachers be employed for safety education.

• Journal of the Korean Data and Information Science Society
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• v.18 no.2
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• pp.357-364
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• 2007

This article has tried to identify the preferred subjects of after school computer educations in elementary schools by means of the conjoint analysis. We surveyed the fourth, fifth and sixth grade students from the three schools in Seoul. It has been found that graphic related courses are most preferred, though such courses are taught in public schools. Based on this research, we propose a new curriculum for after school computer education.

• Korean Institute of Interior Design Journal
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• v.21 no.5
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• pp.12-22
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• 2012

The demand on design for human diversity is increasing in the field of spatial design. This study evaluated the spatial environment of G elementary school in point of universal design. The study was carried out by the observing and measuring method and the survey method. It focused on 53 universal design related items which consisted of 5 principles; accessibility, supportiveness, adaptiveness, safety, and equality. The subjects for the survey were 170 students from first to sixth grade of G elementary school. Findings were as follows ; 1) The elementary school had many barriers for the wheelchair users to use. 2) The width of door and passage between desks, and the front and back space in classroom were not wide to pass through. Also, the students responded that the size of desk, chair, and individual locker was not enough. That is, Some items of accessibility and supportiveness were not met in classrooms. 3) Most items related to restroom were evaluated negatively by the students. 4) The dining tables were arranged monotonously in a rows. This emphasized the institutional mood. 5) Some evaluations to their school environment were significantly different by their gender and grade.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.434-446
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• 2015

The purpose of this study was to investigate elementary school students' conceptions about the knowledge source and the mechanism about the greenhouse effect, and the relationship between the greenhouse effect and the global warming. Participants were 157 sixth graders (boy : n=79, girl : n=78) from six elementary schools located in the same city. The open-ended questionnaire was used to examine the students' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, although there is no the content on the greenhouse effect in the elementary school curriculum document, the children in this study indicated that the main source of their knowledge about the greenhouse effect came from 'school class' (31.8%); Second, although the children did not take a class about the greenhouse effect itself, 14.0% of children had a relatively high level of the mental model on the phenomenon; Third, more than 90% of the children did not have the correct understanding about the relation between the greenhouse effect and the global warming.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.127-137
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• 1997

The purpose of this study was to assess elementary student's ability of measuring length, area, and volume and reading metric scales. The findings of this study were as follows. All students were successful in measuring without scale, regardless of grades. But they were less successful in measuring the task using standard and nonstandard scales. Especially, in measuring area, lower grade students were not able to perform the task using nonstandard instruments, but higher grade students were able to perform the task. Measuring area using grade paper was least successful for sixth graders. In measuring volume, students under fifth grade read the upper scale when using graduated cylinder. In measuring by direct comparison, students were more successful in measuring length than in measuring area and volume using given material. The use of given nonstandard material was successful for 4th, 5th, and 6th grade students. In measuring using metric scale, lower grade students did not pay attention to the zero of the scale, but just read the end point. Higher grade students considered both zero and end points.

• Research in Community and Public Health Nursing
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• v.30 no.1
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• pp.57-68
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• 2019

Purpose: This study was performed to determine effects of a structure-centered cooperative learning safety education program based on blended learning for elementary school students. Methods: The study is developed in nonequivalent control group non-synchronized design. The subjects included 24 sixth grade students in the experimental group and 23 sixth grade students in the control group, respectively. To prevent diffusion of the experiment, it was carried out from May 20th to June 24th in 2015 with the control group and the other from August 26th to September 30th in 2015 with the experimental group. It was performed on experimental group after the structure-centered cooperative learning safety education program based on blended learning once a week for 6weeks. Data were analyzed by using descriptive statistics, paired t-test and independent t-test. Results: After the intervention, the experimental group showed significant increases in the self-directed learning attitudes and safety behavior compared to the control group except for the academic self-efficacy. Conclusion: The results indicate that the structure-centered cooperative learning safety education program based on blended learning program is effective in safety education for 6th graders.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.375-386
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• 2019

This study explores how elementary school students construct food pyramid prediction models using scientific reasoning. Thirty small groups of sixth-grade students in the Kyoungki province (n=138) participated in this study; each small group constructed a food pyramid prediction model based on scientific reasoning, utilizing prior knowledge on topics such as biotic and abiotic factors, food chains, food webs, and food pyramid concepts. To understand the scientific reasoning applied by the students during the modeling process, three forms of qualitative data were collected and analyzed: each small group's discourse, their representation, and the researcher's field notes. Based on this data, the researcher categorized the students' model patterns into three categories and identified how the students used scientific reasoning in their model patterns. The study found that the model patterns consisted of the population number variation model, the biological and abiotic factors change model, and the equilibrium model. In the population number variation model, students used phenomenon-based reasoning and relation-based reasoning to predict variations in the number of producers and consumers. In the biotic and abiotic factors change model, students used relation-based reasoning to predict the effects on producers and consumers as well as on decomposers and abiotic factors. In the equilibrium model, students predicted that "the food pyramid would reach equilibrium," using relation-based reasoning and model-based reasoning. This study demonstrates that elementary school students can systematically elaborate on complicated ecology concepts using scientific reasoning and modeling processes.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.307-322
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• 2020

This study analyzed the effects of 'app-based learning of observing and recording living things' on elementary school students' science-related attitudes. Samples of the study were composed of 24 sixth-grade students attending the science club of N elementary school in Seoul, Korea. The learning was conducted for 12 times over 7 months. 'TOSRA(Test of science-related attitude)' was used to quantitatively analyze the science-related attitudes of elementary school students. To find out more detailed characteristics, records of interview were also gathered and analyzed. The main results of this study are as follows. First, for the paired t-test of science-related attitudes, a statistically significant difference between the pre and post was found. As results of the interview, it was revealed that 'experiences of outdoor activities' greatly influenced the increase of science-related attitudes of the students. Second, in ANCOVA, according to 'gender' there was no statistically significant difference in score of science-related attitudes. But, there was statistically significant difference in science-related attitudes according to 'preferred science subjects' and 'whether individual interest has occurred about observing and recording living'. Based on the results of this study, implications for research of elementary biology education are discussed.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.406-415
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• 2016

The purpose of this study was to compare self-regulation and sociality between elementary scientific gifted students and general students. The subjective students are composed of fifth and sixth grade elementary school students. A survey on self-regulation and sociality had been conducted to 106 general students, 38 gifted class students and 43 students in science educational institute for the gifted. The results of this study were as follows: First, the results of ANOVA test showed that the scientific gifted students were significantly better than general students on all subscales of self-regulation and sociality. Second, the results of correlation analysis indicated that self-regulation and sociality and their subscales were all highly positive relationship on students in science educational institute for the gifted, gifted class students and general students. Third, the results of multiple regression analysis showed that the motivational factor of self-regulation gave the greatest effect to the sociality of students in science educational institute for the gifted, whereas, the cognitive factor of self-regulation gave the greatest effect to the sociality of the general students and gifted class students.

• Journal of Nutrition and Health
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• v.44 no.3
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• pp.212-221
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• 2011

This study was conducted to identify differences in growth based on the obesity index in sixth grade. Heights and weights of 141 students from first to sixth grades were collected from school records. Other information was gathered by survey, and the weight length index (WLI) was calculated. Subjects were classified into three groups: underweight (n = 57, UG), normal (n = 53, NG), and obese (n = 31, OG) using the WLI. Differences in weight, height, and growth velocity were compared among the three groups from the first to sixth grades. With regard to growth, the past physical status of the three groups was maintained. More than 50% of the OG was in the overweight range when they were in the third to fifth grades. Approximately 60% of NG was in the normal weight range between the first and fifth grades. More than 70% of UG was in the underweight range when they were in the first to fifth grades (p < 0.001). Growth velocity was faster in OG than that in NG and UG (p < 0.001). The annual growth rate of children was the highest when they moved from the third to the fourth grade (p < 0.001). The results indicate that general balanced diet education should be implemented in lower grades, because physical growth formed in lower grades tended to be maintained in senior grades. It would be better to educate students about diet to prevent obesity before the fifth grade when a major change in body structure has occurred.