The purpose of this study was to identify the effects of nutrition education on elementary school students based on the theory of multiplex intelligence. Of the 56 elementary school students that participated in this survey, 37 (66.0%) had no siblings. The number of students whose mothers had jobs and those whose mothers did not work were 37 (67.9%) and 18 (32.1%), respectively. Food consumption with ordinary diets was normal in 23 students (41.1%) and the average frequency of snack intake and eating-out was determined to be twice a day (41 students, 73.2%) and once or twice per week (36 students, 64.3%), respectively. The most popular type of food consumed when eating-out was ‘fast foods’ in 28 students (50.0%). It was determined that on average, 39 students (69.6%) snacked between lunch and dinner time and 31 (55.4%) selected snacks based on information obtained through ‘mass media’. Analysis of the effects of nutrition education revealed an increase in the number of correct answers to the question ‘foods with high nutritional value are high calorie foods,’ with significant difference, but not in other questionnaires. In addition, the correct information for calcium (p<.05), good dietary habits (p<.001), food poisoning (p<.05), and six groups of nutrients in foods (p<.001) improved after nutrition education, with significant differences. As a result, the ratio of correct answers increased after nutrition education, with a significant difference (p<.001). After the education, the experimental group had a higher total score than the control group, with significant difference (p<.01).

In this study, we investigated the dietary habits, snacks, and self-purchasing snacks (SPS) intake behaviors of 519 elementary school students (boys=239, girls=280). Obesity was significantly higher (p<0.05) in boys (24.8%) than in girls (14.7%) and the proportion of underweight subjects was higher compared to normal or other weight groups for both the boys and the girls. There were 7.5% of the subjects in the group that always skipped breakfast, and the main reason of skipping breakfast was insufficient time (51.9%). The snack intake frequency was once or twice per week for 23.1% of the subjects and three or four times per week for 25.1%. The SPS intake frequency was the subjects zero for 35.6% of the highest level of the responders, while 6.8% of the respondents took more than once SPS per day. 59.6% of the respondents consumed SPS due to hunger while 15.0% consumed SPS out of boredom. The SPS was purchased from supermarkets in 34.5% of the cases, from convenience stores in 24.1% and from snack corners in 20.0% of cases or from a store near school in 14.5% of the cases. Analysis of SPS behaviors according to obesity index showed that parent’s opinion of ‘permission to buy SPS as needed’ had a significant effect in 64.5% over weight subjects compared to only 53.7% in underweight groups. The subjects who used more than 3/4 of their pocket money to buy SPS was higher in the overweight groups (16.4%) than in the underweight groups (7.0%) and normal weight groups (9.8%). The favorite snacks and SPS were milk and yogurt for 45.7% of the subjects, fruits for 42.7%, ice cream for 26.4%, fruit juices for 23.8%, sweet stuff for 16.4%, frozen dessert for 8.9%, and chocolate or candy for 8.1% in descending order. The intake frequency of milk, yogurt, and fruit juices was higher in the underweight groups, but the intake frequency of sweet stuff, frozen dessert, and chocolate or candy was higher in over weight groups. The intake of frozen dessert was more than four times higher in the overweight groups than in the underweight groups. In conclusion, dietary habits, snacks, and SPS intake behaviors were similar between the boys and the girls and obesity groups, but most students appeared to have a high preference for intake snacks and SPS. Therefore, education for appropriate snacks intake habits will be beneficial for improving their dietary habits and health.

The purpose of this study is to evaluate the changes in perception concerning nutrition labeling and students' availability of processed foods and is to investigate parents' awareness of nutrition labeling through the 'Education program on safety management of children's dietary life' conducting directly to the fifth grade elementary school students (4,105 persons) by the nutrition teacher in each school. The part that checked when purchasing processed food before and after the students' education, the name of manufacturer (p<0.05), raw material and content (p<0.001), food additives (p<0.001), nutritive components (p<0.05) etc. were significantly improved. An idea about nutrition labeling has increased after the education, the question items in 'it is reliable' (p<0.001), 'satisfied' (p<0.01) were significantly increased particularly. In spite of one time education, it showed positive changes such as it can be possible to get desired nutrition information. Thus, although it was one time training conducted in the situation that can not be carried out formal education due to school environment, a variety of practical education of children's dietary life is required targeting comprehensive senior students, the education is considered to be conducted for children as well as parents.

This study investigated spelling errors in English stories written by 206 students in an elementary school implementing Korean/English immersion education. Errors were analyzed using crosstab and MANCOVA. Findings are as follows. Spelling errors occurred in 4 categories in order from the most frequent to the least: substitution, omission, addition, and transposition. The error occurrences differed depending on grade level changes: lower grades (Grades 1-3) vs. higher grades (Grades 4-6). The students in both grade levels made more errors in substitution and omission: these error types were significantly decreased as they progressed to the higher grade levels. Errors in addition and transposition showed much fewer occurrences for both grade levels, and these errors did not show a significant decrease because of their rarer occurrences. Overall, the students’ spelling ability increased remarkably as they progressed in grade levels in the immersion environment.

This study investigates the effect of strategies-based English reading programs on reading proficiency and affective domains of underachieving elementary school students. Eight fifth-grade students were selected and assigned to either the phonics/vocabulary learning group or the vocabulary/sentence learning group for two hours a week for 16 weeks. To address the research questions, data were collected from four main sources: English reading tests, questionnaire surveys, students’ learning logs and in-depth interviews with the students. The results of the study revealed that the English reading programs had positive impact on the students’ understanding of the relationship between letters and sounds, word recognition ability, and sentence reading. As students accumulated successful reading experiences, their self-confidence, interest in reading, and class participation increased while anxiety decreased. The study also revealed that there were differences in using strategies among students in each group, with higher level students tending to use higher-dimensional strategies with more variety than less able students. In conclusion, the leveled English reading programs customized for underachievers appear to be effective in assisting underachievers in their English reading skills.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

본 논문은 초등학교 고학년을 대상으로 전통회화기법을 활용 한 옻칠교육을 통해 전통의 올바른 계승과 창의적 사고력 및 표현력 향상을 위하여 전통회화 교육에 대한 현황을 분석하고, 옻칠교육의 효과를 검증하고자 하였다. 첫째, 전통회화 교육에 대한 현황 분석을 위하여 교육과정 분 석과 학생을 대상으로 실시한 설문 결과에서 나타난 전통회화 교육의 문제점은 전통표현의 답습과 감상에 치우진 소극적인 수업 형태, 실제 수업에서 전통회화 영역의 낮은 비중 및 학생 들의 전통회화에 대한 인식의 변화가 시급하였다. 둘째, 전통회화기법을 활용한 옻칠교육은 전통회화의 특징을 해치지 않으면서 창의적 표현이 가능한 기법을 응용하여 초등 학생을 대상으로 적용하였다. 이는 새로운 표현기법과 전통 표 현기법의 장르별 통합 형태이며 연구한 기법 및 재료를 바탕으 로 실제 수업에 적용하여 수업자료를 제작하였다. 전통회화 기법을 활용한 옻칠교육의 교육적 효과는 다음과 같 다. 첫째, 다양한 기법과 재료를 통해 창의적인 사고력과 표현력이 향상되었다. 자유로운 기법과 재료의 활용은 창의적 사고력 향 상을 돕고 새로운 표현기법과 전통 표현기법의 통합적인 응용 을 통해 자신의 의도를 보다 효과적으로 표현 할 수 있는 표현력이 향상되었다. 둘째, 표현력 향상은 미술의 타 영역 표현에서도 전통회화의 재료와 기법을 응용 할 수 있을 것으로 기대된다. 또한 학생들 이 즐겁게 수업에 참여할 수 있는 흥미 유발에도 도움이 되었 다. 셋째, 전통회화기법을 활용한 옻칠교육은 초등학생들이 옻칠화 에 대한 관심과 흥미가 높아졌다.

The aim of this study was to investigate the actual conditions underlying frequency of eating breakfast and nutritional attitudes in elementary school students in Chungnam area. Students had the highest ratio for eating breakfast everyday and spent 10-20 minutes eating breakfast. Students went to bed at 10-11 PM and woke up at 7-7:30 AM in the morning on average. The biggest reason for skipping breakfast was insufficient time in the morning. Additionally, favorite breakfast menu of subjects was a Korean style meal. The number of elementary students that recognized necessity of nutritional education was highest among subjects. Favorite educational method of subjects was education by teachers. Additionally, number of female students that recognized effect of breakfast on health status was significantly higher than boy students. Ratio of eating breakfast everyday was dependent on BMI value. Most subjects preferred video learning materials as the main nutritional education method. Overweight subjects showed the highest ratio for eating with loss of willpower compared to other students when they skipped the breakfast. Female subjects ate a greater variety of foods compared to male students, and showed better nutritional attitudes towards a desirable dietary life than male subjects. To prevent undesirable food habits and improve intake of various nutrients, systematic nutrition education is required to regulate breakfast of elementary students.

The aim of this study was to investigate the relationship between intake experience of mother’s milk intake/baby food intake, present eating habits, and atopy symptoms in elementary school students in Chungnam province. More frequent intake of mother’s milk was associated with less atopy symptoms. Subjects who had good attitudes for baby food in the past had less unfavorite foods. In addition, subjects that ate fruits and vegetable-baby food had better eating attitudes for a balanced diet. Unbalanced diet was associated with worse behavior characteristics. Frequency of eating breakfast affected behavioral characteristics. As this study had regional and size limitations, it is necessary to further investigate the relationship between past intake experience of mother’s milk/attitude towards baby foods and present eating habits/physical growth. Based on these results, past intake experience of mother’s milk/attitude towards baby foods might affect present physical growth/development and eating habits of subjects.

This research aims to develop and apply an English class program for elementary school students from multicultural families, in order to allow children from multicultural families who lack an understanding of language and culture (both their mother tongue and Korean) to participate successfully in regular English classes. For the purpose, 6 third-year students from multicultural special classes were observed and analyzed to identify difficulties experienced during regular English classes. Their difficulties were classified into lack of background knowledge and basic English words, insufficient use of learning strategies, lack of academic language understanding, and lack of self-confidence. To solve these difficulties, an English class program for elementary school students from multicultural families was developed and applied, based on the theory of multicultural education and the sheltered instruction model. The results are as follows: The introduction of an English class program for elementary school students from multicultural families is presumed to have had a positive effect on students’ English abilities and confidence. Based on this program, more special English teaching programs for the children from multicultural families are expected to be developed for their successful English learning.

This study examined the effects of teaching contextual inference and word association strategies on 5th grade elementary school students' vocabulary knowledge development. A total of 56 students participated in the current study, as divided into either the contextual inference group or the word association group. The vocabulary proficiency levels of the participants were also considered and the students in each group were further divided into either the upper level group or the lower level group. The participants experienced six treatment sessions, and in each session they had to study five vocabulary items using each of the two vocabulary learning strategies. The posttest and delayed posttest results indicated that both strategies were effective for the vocabulary knowledge development of the upper level group as well as the lower level group. Some possible implications for elementary school English classrooms in Korea are discussed.

본 연구는 초등학생에게 행복힐링코칭 프로그램을 적용함으로써 학교생활에서 발생되는 아동의 정서·행동상의 문제개선과 학교적응성을 높이고, 코칭활동을 통해 주관적으로 느끼는 행복한 학교환경을 개선하고 학교생활에서 행복감을 높이는 근거자료를 제공하는데 목적이 있다.연구대상은 초등학교 4,5,6학년을 대상으로 아동과 코치가 1:1면대면 방식으로 주1회 60분에서 90분씩 총10회기 동안 코칭을 실시하였다. 행복힐링코칭 프로그램을 통해 아동의 정서·행동을 개선하고, 학교폭력으로 발생되는 정서적 문제를 해결하는데 도움을 줄 수 있었으며, 자기이해, 대인관계개선, 계획과 실행력향상 및 자기효능감을 높여 아동의 학교행복감을 증가시키는데 긍정적인 영향을 주었다고 볼 수 있었다. 이러한 결과는 향후 행복힐링코칭 프로그램을 전국적으로 확대 실시할 수 있는 설득력을 확보한 것으로 볼 수 있고, 향후 학교폭력예방과 치료, 아동의 정서·행동문제 개선, 친구·가족·교사와의 관계개선, 학업성취, 진로지도, 교사역량계발, 학부모교육 등 다양한 분야에서 코칭이 학교현장에 확대·적용 실시될 수 있도록 지속적인 연구와 프로그램계발이 필요함을 발견할 수 있었다.

본 연구는 초등학생의 농촌체험 활동이 전반적인 만족도에 미치는 영향관계를 분석하였다. 주요 분석결과를 정리하면 다음과 같다. 첫째, 농촌체험의 참여목적은 체험활동의 의미, 부모나 친구의 권유, 숙제의 순으로 나타났다. 둘째, 농촌체험의 만족도인 종속변수와 흥미성, 다양성, 쾌적성, 친밀성의 독립변수간의 영향관계를 분석한 결과, 흥미성, 다양성, 친밀성은 채택되었지만 쾌적성은 기각되었다. 셋째, 농촌체험의 참여동기에 따라 흥미성, 다양성, 쾌적성, 친밀성은 차이가 있었다. 또한 흥미성은 주변관광과 농촌호기심, 권유, 학교숙제, 체험활동 의미의 집단 간, 다양성은 주변관광과 체험활동의 의미, 권유, 학교숙제의 집단간, 친밀성은 농촌에 대한 호기심 집단과 권유 집단간에 유의한 차이가 있었다.

The purpose of this study was to estimate the preference, intake frequency and eating behavior for kimchi as well as analyze the differences by gender among fourth to sixth grade students (n=410) in a Chungnam region. Approximately 64% of the students liked the spicy taste of kimchi, 75.9% liked the saltiness, and 48.5% liked well-fermented kimchi. The disliking factors of kimchi were its sour taste (38.5%), strong scent (20.1%), and salty taste (15.4%). The most preferred type of kimchi was Baechukimchi, followed by Kkakduki, Yeolmukimchi, and Chonggakkimchi. Further, the most frequently consumed type of kimchi was Baechukimchi, followed by Kkakduki, Chonggakkimchi and Yeolmukimchi. Oisobaki, welsh onion kimchi, sesame leaf kimchi, Gatkimchi, Nabakkimchi and Baekkimchi were rarely consumed. About 34% of the students consumed 5 to 7 pieces of kimchi per meal, and 84.1% enjoyed eating kimchi, mostly because of its good taste (61.3%). The reason for not eating kimchi was because other side dishes are more delicious (30.2%). About 80% of the students responded that they prepared kimchi at home. Moreover, 74.3% of the students eat kimchi much more at home than at school. Improvements to be made for kimchi at school were as follows: less salty (34.9%), less spicy (27.6%), and sweet (22.5%). In conclusion, students enjoyed eating kimchi because of its good taste. Further, they showed preference for Baechukimchi, Kkakduki, and Yeolmukimchi and consumed them frequently. Because kimchi appears to be more preferred and more frequently consumed, it is necessary to develop a menu using kimchi along with the proper eating guidance for helping students consume various types of kimchi at school or at home.

The purpose of present study was to explore the reading fluency of elemenatary school students in Korea. To achieve the purpose of this study, 150 sixth grade students were selected from two schools of Gyeonggi province and their reading fluency was evaluated. Assessment of reading fluency was administered as follows: students were asked to read orally a reading text for one minute, which was developed for this study and the teacher checked their reading performance according to assessment criteria developed by Zutell and Rasinski (1991). Reading fluency dealt with four subcategories: decoding accuracy, reading rate per a minute (WCPM), expression, and comprehension. Mean score at each subcategory and its aspect were analyzed, expression element were compared between the lower and higher group, and finally co-relation between reading fluency and comprehension were examined. The results showed that while most students gained higher score in decoding accuracy or reading rate, their expression was lower. Among four sub-categories of expression, i.e. expression and volume, phrasing, smoothness, and reading rate, score of expression and volume was the lowest. Most students read text with little expression or enthusiasm in their voice. On the basis of the result, some ideas for teaching fluency were suggested.

본 연구에서는 초등학생들의 식습관 및 기호도를 조사하고, 저학년과 고학년의 식습관 및 기호도의 차이점을 분석하였다. 1. 일반사항 조사 대상자는 남학생 435명, 여학생 435명이었고, 학년별 인원은 1학년이 120명, 2학년 150명, 3학년 151명, 4학년 150 명, 5학년 149명, 6학년 150명이 응답하였다. 식구 수는 4~5 명이 가장 많았고, 주거 형태는 아파트가 가장 많았다. 2. 식습관 조사 식사의 규칙성은 항상 그렇다가 가장 많았고, 주로 아침을 결식하는 경우가 가장 높게 나타났다. 고학년과 저학년의 차 이를 분석한 결과, 저학년은 점심을, 고학년은 저녁을 결식하 는 것으로 나타났다. 음식을 남기는 버릇에서는 항상 남긴다 가 가장 높았고, 음식을 먹을 때 가장 중점을 두는 것은 차려 진 대로, 맛있는 음식, 영양가 있는 음식, 위생적인 음식 순이 었다. 저학년의 경우는 영양가 있는 음식이라는 응답이 가장 높게 나타났으나, 고학년은 그냥 차려진대로 먹는다가 가장 높게 나타났다. 식사 종류에서는 여학생이 남학생보다 밥을 더 많이 먹는다고 답하였다. <음식을 골고루 먹는가>에서는 가끔 그렇다가 가장 많았고, 학년이 낮을수록 음식을 골고루 먹지 않는 것으로 나타났다. 식사 중 TV 시청이나 독서 여부 에서는 가끔 그렇다가 가장 많았고, 맵고 짠 음식 선호에서도 가끔 그렇다가 가장 높게 나타났으며, 저학년보다 고학년이 맵고 짠 음식을 더 선호하는 것으로 나타났다. 자신의 비만 정도에서는 고학년이 저학년보다 자신이 비만하다는 응답을 많이 하였다. 하루 운동 정도에서는 30분이 가장 많았고, 고 학년이 운동을 더 많이 하는 것으로 나타났다. 식사 준비자에 따른 식습관 태도 변화에서는 어머니가 식사를 준비하는 경 우 아침 식사가 규칙적이었으며, 음식을 적게 남겼다. 3. 기호도 조사 밥․면․국류에서 쌀밥, 자장면, 라면 등을 선호하였고, 콩 밥, 팥밥, 호박죽 등을 기피하였다. 국류는 떡국, 갈비탕을 가 장 선호하였고, 순두부찌개를 저학년이 더 싫어하였으며, 된 장국의 기호도가 비교적 높게 나왔다. 찜․조림․구이․볶음 류에서는 튀김이나 찜 조리방법을 선호하였다. 구이․전에서 는 연근전, 밀전병쌈, 녹두전을 기피하였다. 볶음․튀김류에 서는 돈가스를 가장 선호하였고, 연근튀김, 단호박튀김을 선 호하지 않았으며, 나물류에서는 취나물, 오이, 도라지무침 등 을 선호하지 않았다. 김치류에서는 배추김치를 가장 선호하 였으며, 저학년과 고학년의 유의적인 차이는 없었다. 본 연구는 대상 아동이 대전지역 초등학교 학생들로써 우 리나라 전체 초등학생에게 적용할 수 없다는 제한점이 있었 다. 그러나 저학년과 고학년, 남학생과 여학생의 다양한 식습 관과 기호도의 차이점을 알 수 있었다. 따라서 초등학생을 대 상으로 올바른 식생활지도와 올바른 식품의 선택을 위한 영 양교육을 하기 위해서는 이들의 특성을 고려하여 실시하는 것이 보다 효과적이라 사료된다.

The purpose of this study was to compare the eating experience and preferences for seafood among elementary school students in Gyeonggi-do. A survey was carried out on 383 elementary school students. As for the eating experience of seafood, the students were aware of and had eaten ‘Scomber japonics (Go-deung-eo) (96.3%)’, ‘Anadara broughtonii (Jo-gea) (95.8%)’, ‘Ommastrephes sloani pacificus (O-jing-eo) (98.7%)’, ‘Panulirus japonicus (Sea-ou) (98.4%)’, ‘Porphyra tenera (Gim) (99.5%)’, ‘Shrimp, soused (81.2%)’, ‘Eo-muk (98.7%)’, and ‘Anchovy, dried (98.7%)’. As for the preferences for seafood, ‘like (67.6%)’, ‘fair (21.5%)’, and ‘dislike (7.3%)’ were observed. Concerning the frequency of seafood consumption, 4th grade students showed higher frequency of ‘1~2/week’ compared to others (p<0.05). 6th grade students showed higher frequency of ‘3~4/week’ compared to others (p<0.05). In terms of preferable cooking methods for seafood, ‘grilling (35.0%)’, ‘soup (23.0%)’, and ‘raw fish (19.8%)’ were observed. Boys showed a higher preference for ‘grilling’, ‘frying’ and ‘raw fish’ compared to the girls (p<0.05). Girls showed a higher preference for ‘soup’, ‘braising’ and ‘steaming’ compared to the boys (p<0.05). As for the seafood intake by eating place, ‘home (60.1%)’, ‘eating-out (18.3%)’, and ‘school lunch menus (12.8%)’ were observed in that order. Therefore, in order to increase the consumption and intake of seafood, students should attempt to achieve proper intake though information of nutrition and consistent nutritional education.

One of major education process flaws in the Lembaga Pendidikan Tenaga Kependidikan (LPTK) or Teacher Training Institute in Indonesia is portrayed in the implementation of the Program Pengalaman Lapangan (PPL) or Apprentice Program that has not optimally developed candidate’s proficiency to be competent teachers. Therefore, this research is intended to construct a teaching and learning model of practical teaching that can improve pedagogical competence as the ultimate goal to be achieved by future teacher candidates. The main subjects of this study were undergraduate students of the Elementary School Teacher Education program conducting their PPL in Indonesia University of Education and Lampung University. Based on the analysis of Wilcoxon Signed Rank Test, on the level of significance of 95% (α = 0,05), the model produced from the research and development process and called theModel Pembelajaran Praktik Mengajar Reflektif (MP2MR) was verified to help improve students competence based on the following benefits,(a) teaching and learning and evaluation designs focused on standardized achievements (b) individual and contextual implementation of problem-solving based process of teaching and learning, and (c) priority to intrinsic evaluation.

The purpose of this study was to compare the preferences for seafood in school lunch menus among elementary school students in Gyeonggi-do. A survey was carried out on 303 male/female elementary school students. As for the preferences for seafood in school lunch menus, ‘like (47.2%)’, ‘fair (30.7%)’, and ‘dislike (22.1%)’ were observed in that order (p<0.01). Concerning the appropriateness of seafood serving frequency, ‘1~2/week (44.9%)’, ‘3~4/week (33.7%)’, and ‘everyday (10.2%)’ were observed in that order. When the preference of favorite seafood was evaluated using a Likert scale (strongly like 5-points, strongly dislike 1-point), ‘crustacea (4.34)’, ‘mollusk (4.21)’, and ‘processed food (4.11)’ were observed in that order. In terms of cooking methods for seafood, 5th grade students showed higher frequency of ‘grilling’ and ‘frying’ seafood compared to others (p<0.05). As for the occurrence of seafood leftovers, 4th and 6th grade students showed higher frequency of ‘sometimes’ than 5th grade students (p<0.001). As for certain desires for seafood in school lunch menus, ‘improvement of taste (39.3%)’, ‘various kinds of seafood (20.1%)’, and ‘variable cooking methods (18.5%)’ were observed in that order. Therefore, in order to increase the intake of seafood, students should attempt to achieve proper intake though nutrition education.