전북 일부 도시지역 고등학교 기숙사에 기거하고 있는 남·녀 50명을 대상으로 1일 열량, 탄수화물, 단백질, Na, K, Ca및 Fe의 섭취량을 음식물 분석과 식사조사 방법에 의해 평가하고 식염함량과 탄수화물, 단백질 및 혈압과의 상관관계를 알아보았다. Na의 섭취량은 1일 평균 남학생이 6, 539.59㎎(NaCl로서 16.64g), 여학생이 4, 240.51㎎(NaCl로서 10.79g)이었고, K는 1일 평균 남학생 2, 559.21㎎, 여학생 1, 696.21㎎, Ca는 1일 평균 남학생 549.57㎎, 여학생359.81㎎으로 남학생은 권장량의 68.7%, 여학생은 권장량의 51.4%이었다. 그리고 Fe는 1일 평균 남학생 13.56㎎, 여학생 8.82㎎으로 남학생은 귄장량의 75.3%, 여학생은 권장량의 49.0%이었다 음식물중 NaCl섭취율은 대부분 국 종류에서 섭취하였고, 남학생은 순두부찌개에서 2.03g, 여학생은 감자된장국에서 1.74g으로 가장 많이 섭취하고 있었다. 그리고 반찬 중에 끼니 제공되고 비교적 Na함량이 높은 김치에서는 예상외로 1일 평균 남학생 2.18g, 여학생 1.80g을 섭취하고 있었다. NaCl의 섭취량과 탄수화물 및 단백질 섭취량과의 상관관계를 살펴보면, 탄수화물에서는 높은 양의 상관관계(p<0.001, r=0.6554)를 보였으며, 단백질 섭취에서도 양의 상관관계(p<0.01, r=0.3837)를 나타냈다. NaCl 섭취량과 혈압과는 아무런 상관관계를 보이지 않았으며 1일 섭취하는 식사의 NaCl분포는 밥에서 0.90%, 국에서 38.99%, 반찬에서 53.51%, 간식에서 0.6%이었다.

전북의 일부 도시지역 고등학교 기숙사에 기거하는 남·녀 학생 80명을 대상으로 1990년 8월중에 이들의 영양섭취 실태를 3일간 조사하였다. 에너지 섭취량은 1일 평균 남학생의 경우 2, 246.9㎉ 여학생의 경우1, 584.9㎉로 권장량에 크게 못미치는 것으로 나타났다. 아침, 점심, 저녁의 에너지 섭취량은 남학생이 각각 553.5㎉, 683.4㎉, 1, 023.0㎉이었고 여학생이 372.9㎉, 391.8㎉, 820.2㎉로 모두 저녁식사량이 많은 것으로 타나났다 단백질 섭취량은 남학생이 1일 평균 95.3g, 여학생이 62.9g이었고 탄수화물 섭취량은 남학생 368.1g 여학생 259.6g 이었다. 지방 섭취량은 남학생 45.6g, 여학생 32.8g이었다. 총열량 섭취 구성 비율은 탄수화물, 단백질, 지방이 남학생의 경우에 각각 65.0, 16.8, 18.2%이었고 여학생이 65.5, 15.9, 18.6% 이었다.

It has been reported that students hold various intuitive ideas about classroom experiences as well as natural phenomena. In addition, students may hold intuitive ideas about some means of science instruction. Two everyday devices, such as a humidifier and an electric heater, were investigated in terms of students' intuitive ideas. A total of 36 students (nine students from each of the following level; fifth-, eighth-, eleventh-grades, and college) were selected from the Central Texas Area. The researcher interviewed each subject. Less than 30 percent of the subjects believed that prolonged use of an electric heater in a closed small room will lead to the decreament of humidity in the room. However, only two students were aware that increased temperature lowers the humidity. Students held two major intuitive ideas about humidifier: human-centered and air-centered. The subjects who held human-centered views about humidifier believed that a humidifier clears human throats and lungs, or helps people to breathe easier. The subjects whose ideas were categorized as air-centered responded that a humidifier generates oxygen, cleans air, or provides moisture into the air. Higher grade students held more sophisticated ideas about electric heater and humidifier. Students' intuitive ideas about electric heater and humidifier were qualitatively different from those expected. Therefore, everyday devices which may be frequently used for science instruction should be investigated in terms of students' intuitive ideas. At the same time intuitive ideas about such devices should be incorporated into the planning of science instruction, curriculum design, and teacher education.

The purpose of this study is to analyse the type of student's misconceptions on earth science concepts and its sources in grades 7 to 9. The test questionnaire was develpoed to investigate their misconceptions to the selected students. The following conclusions were drawn. 1) The sellected students had the various types of misconceptions on earth science concepts. 2) There were no grade differences in the patterns of the misconceptions. 3) The sources of student's misconceptions were resulted from the poor development of cognitive structures, the influences of environments, the error of information processing. 4) The misconceptions were not changed and corrected easily.

This study investigated the effects of variations in the kinetic structure on the science knowledge acquisition and analyzed the kinetic structure of a sience classroom communication. According to the rationale of the kinetic structure theory, a communication with high structure would facilitate greater knowledge acquisition than that with low structure. To testify that hypothesis, a modified non-equivalent pretest-posttest control group design was used. Four classes(8th grade), two classes for each sex, were selected. On the topic of 'Moon and Macs', two tape-recorded lessons differing in the kinetic structure were developed. Each lessons played 14 minutes long. One of them was high structure(B￣₁ = 0.48) and the other was low structure(B￣₁ = 0.19). The results showed that the students with high structure lesson achieved greater than those with low structure lesson(F = 7.03, p $lt; .01). But when the results were analyzed by sex, only boy students' achievement showed a significant difference between low and high structure groups(F = 9.54, p $lt;.01). The results of this study suggest that a high structure communication will facilitate the science learning in the case of boy students. On the other hand, an actual classroom communication on the topic of `Moon and planets' was tape-recorded from a middle school science class(9th grade) and lasted 45 minutes long. It was analyzed by Anderson's and Kim's methods of the kinetic structure analysis. The grand mean fundamental coefficient of the whole communication was 0.20, and the grand mean weighted coefficient was 0.84. This communication showed high mean progression density(D￣s= 0.88 with (NAC)￣=1.14). Thus, in general, this verbal communication had low structure and high progression. Therefore, it can be concluded that this classroom communication will give the students some difficulties in their learning.

The objective of the study was to evaluate nutritional balance for fast foods selected by middle and high school students using INQ (Index of Nutritional Quality). A thousan students that is 0.09% of the population (middle and high school students in Seoul) were surveyed from January 21 to February 10 in 1989. A total of 835 subjects excluding incomplete answer were analyzed. All statistical data analyses were conducted using the SPSS. Fifty kinds of fast foods were analyzed for nutrient values calculation. INQ and % of std. values of selected fast food combination were calculated, and % of std. were charted with each first letter of menu items by using GW-BASIC program. Satiety of fast foods was low in hamburger and pizza chain, high in noodle chain. 66.3% of the subjects ate fast foods snack, 29.2% for meals and 6% for beverages. Protein content of hamburger sold in Korea by American brand name was insufficient compared to the data published in the U.S. for the same brand's menu item. As a result of INQ evaluation, the desirable case of both 'nutritious' and 'fitness for a meal' was only appeared in selecting several menu items at once. A total of 59% of combined fast foods surveyed were revealed as 'nutritious'. Both 'nutritious' and 'fitness for a meal' was 10.4% and 'nutritious' was 48.6%, 'Unfitness for a meal' but 'nutritious' was 48.6% and 'undernutritious' was 37%. Thus a total of 85.6% was 'unfitness for a meal'. 'Undernutritious' but 'fitness for a meal' was 3.5%

Research studies about students' intuitive ideas in earth science were classified into two categories, classical and actional views, according to researchers perspectives on prior knowledge. The topics of the studies reviewed here are $quot;the earth and the sun$quot;, $quot;earth science$quot;, $quot;season$quot;, $quot;air pressure$quot;, and $quot;water in the atmosphere.$quot; Several intuitive ideas showed quite strong stability across task context. Cultural influence on a few intuitive ideas were reported and should be studied further. Students may commonly hold various intuitive ideas about some instruments used for instruction. For example, humidifier may be used for the relative humidity class. Students views about humidifier seems to be quite different from those of the teachers, and should be studied further.

Students' understanding of atmospheric pressure concept was investigated by using the questionnaire method. The results indicated that students' understanding of atmospheric pressure concept was superficial and very various. Despite students' correct answers, their understandings are partial and they have many misunderstandings which are often associated with scientific terms. Especially many students didn't understand the method of measurement, definition and the reason of variation with altitude of atmospheric pressure. The implications of these findings for science teaching are discussed.

지난 십여년 동안 학생들의 자연 현상에 대한 직관적 견해가 활발하게 연구되어 왔다. 그러나 지구과학 분야에서는 소수의 개념만이 연구되었다. 학생들의 직관적 견해 연구 대상으로 지구과학의 가능성이 이론적 및 실증적 견지에서 고찰되었다. 그 결과 지구과학의 연구 대상인 여러 자연 현상에 대하여 학생들이 많은 직관적 견해를 보유하고 있을 가능성이 매우 큰 것으로 밝혀졌다. 이미 발표된 지구과학 분야의 직관적인 견해에 대한 연구들이 현재 이 분야의 연구 진척 상황의 이해 및 지구과학 교수 학습에 활용을 위해 소개 되었다. 직관적 견해의 과학 학습에의 중요성과 지구과학의 전국민의 과학적 소양 함양 및 초·중등과학 교과 과정에서의 중요성, 지구과학 분야에 대한 학생들의 직관적 견해 보유 가능성, 그리고 대부분의 지구과학 분야에 대한 직관적 견해 연구의 부족함 등을 감안하면 앞으로 지구과학 분야에 대한 학생들의 직관적인 견해는 계속적인 연구가 요청된다.

This study was conducted to research on the nutritional status of vegetarian boys high school students, to keep abreast with the international trend of stressing the vegetarian diet, thereby analyzing the degree of the influence of their dietary habit on their growth. The object of the study were 62boys high school students who are lacto-ovo vegetarians, and the author adopted three popular research methods. questionaire physical test and blood test Though vegetarian diet is helpful for the prevention of coronary and heart diesedse of the adults, but it is not enough for the students who are needed lot of protein and calorie.