This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

본 논문에서는 초등학교 1학년에서 5학년 아동 112명을 대상으로 규칙적인 메트로놈 소리에 대한 손가락 태핑 반응을 측정하여 청각-운동 동조화 능력의 발달적 측면을 연구하였다. 실험 결과 5학년으로 갈수록 응답 정확도가 증가하였으며, 학년별 차이는 BPM 120 빠르기 (500ms 시간 간격)에서 가장 유의미하게 나타났다. 5학년으로 갈수록 자극과 응답 간 시간 차이가 줄어들고 응답 변화도가 낮아졌다. 또한 3년 이상 악기 교육을 받은 3, 4학년 아동의 경우 BPM 120 빠르기에서 유의미하게 더 일관된 응답을 보여주었다. 본 연구는 최초로 한국의 초등학생을 대상으로 규칙적 리듬에 대한 운동 반응을 측정하였으며, 실험 결과 초등학생은 BPM 120 빠르기를 중심으로 청각- 운동 동조화 능력이 발달하며 악기 훈련이 이 발달을 더 촉진하는 것을 보여준다. 언어 처리에서도 대략 500ms 간격의 시간적 규칙성을 파악하는 것이 중요하며, 언어 장애 아동의 경우 이 간격에 대한 태핑 반응 정확도가 떨어지는 것으로 나타나 음악 교육을 통한 태핑 능력의 향상이 언어 처리에도 도움을 줄 수 있음을 시사한다.

This study focused the recognition and preference of Korean traditional food of elementary school students, in order to make effective educational materials about Korean traditional foods for the elementary school students. According to the responses of 356 elementary school students participating in this research, they understood the concept of traditional Korean food and recognized positively, but did not have much interest. However, the more they liked Korean food, the higher their interest in Korean traditional foods and the higher utilization rates of Korean traditional foods. Most elementary school students enjoyed Korean traditional food occasionally, especially soup, jjigae, tang and jeongol. Elementary school students suggested that complicated recipes should be improved for the succession of Korean traditional foods and that the class for cooking traditional foods in schools should be expanded.

This study is to investigate the correlation between language aptitude and vocabulary levels of 5th graders of a Korean elementary school. The participants of the study were 39 elementary school students in Daejeon Metropolitan City. Language aptitude was elicited using LLAMA B, D, E and F classified respectively into memory retention, sound recognition, sound-symbol correspondence, and inference and application. A vocabulary size test modified from the vocabulary size test (Nation, 1990) was injected to the students to investigate their vocabulary levels. A correlation between each LLAMA score and vocabulary size of students was tabulated for their correlationship along with their statistical significance of 95% probability rate. The findings are: Positive correlations were found between each language aptitude ability and vocabulary ability. Among them, the correlation between memory retention and vocabulary ability is only statistically significant. This finding implicates that memory retention is an important factor to learn and retain new words, and learning vocabulary with pictures is recommended to reinforce the connection between meanings and forms of new words.

This study was undertaken to examine the knowledge about food culture and intakes of traditional food in Korean and Japanese elementary school students. In 2012 and 2013, a total of 265 students were surveyed, consisting of 73 Korean fifth graders and 192 Japanese sixth graders. The questionnaire comprised of queries on general items, the recognition and sampling of traditional and celebration foods, the knowledge about the partner country's food culture, and the frequency of consuming the partner country's foods. As a result of this study, the frequency of consuming their own country's traditional foods for Korean children (3.1 out of 5.0 points) and Japanese children (3.2 out of 5.0 points) was similar to each other. Japanese children reported to eat Korean foods (2.9 points) more frequently than those of Korean children to eat Japanese foods (2.4 out of 5.0 points) (p<0.001). However, the Korean children reported to have more experience on given typical Japanese foods than Japanese children reported about Korean foods. Further studies are needed for the perception on traditional foods in Korean and Japanese children. The results of this study can be used as a basic data to succeed and develop traditional food cultures.

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.

The objective of this study was to analyze the awareness and satisfaction regarding Korean traditional foods in elementary, middle, and high school students. In a survey of 1,030 students, 55.9% of the total respondents stated that traditional Korean food is 'Korean food that uses unique Korean recipes' (p<0.001). In terms of awareness of traditional food, most middle and high school students responded that the mass media was the biggest influence, while elementary students said that their parents were the most pervasive influence. In terms of satisfaction with traditional food served in school, 13 menus had the highest popularity among elementary school students. Most elementary school students preferred Korean traditional foods compared to middle and high school students. The awareness and satisfaction regarding Korean traditional food in elementary, middle and high school students.

The purpose of this study was to analyze the perception of teaching Korean folk-dance in elementary schools. For this purpose, four teachers conducting physical education in elementary school were interviewed on three topics; the general perceptions on Ko

The study investigates whether different English learning contexts result in different grammar development in learners’ shared mother tongue, Korean. The research instrument included a sentence completion task of collocational expressions in Korean dialogues, a multiple-choice test of grammar in Korean sentences and dialogues, and a sentence composition task using double nominative structures. The participants were 26 students at the age of 8 to 9 year old in the EFL context, 21 in a type of immersion program, and 19 in the ESL context. The results showed little difference among the three groups in the collocation sentence completion task and the multiple-choice test, but a clearly significant difference between the EFL students and the ESL students in the double nominative sentence composition task. The students who had been learning English in English culture showed more limited knowledge in the writing sentences with such peculiar but common structures in Korean language, compared with those who had been learning English in a Korean cultural context. In the complementary correlation analysis of the scores in the sentence composition task with a double nominative structure, the length of residence in Korea proved the strongest correlation, implying that the longer students live in Korea, the better they perform. The study provides the pedagogical implication that the curriculum of a mother tongue for bilingual learners could need to intervene with more emphasis on enhancing learners’ grammatical development, including language-specific structures.

본 연구는 1,2학년 국어와 수학 교과서의 한자어를 구성하는 한자를 조사하여 그 실태를 파악한다. 한자어 조사 방법은 학년별로 국어와 수학 교과서에 나타난 한자어 총수를 조사한다. 그리고 1음절 한자어, 2음절 한자어, 3음절 한자어, 그 이상 음절 한자어의 수와 종류를 분류한다. 그 다음은 한자어를 구성하는 한자의 난이도를 조사하는데, 그 기준은 교육부 선정 한문교육용 중학교 900자와 고등학 교 1,800자, 이 1,800자를 벗어난 한자로 구분한다.

This study analyzed Korean traditional foods and western foods in the field of 'dietary life' in Practical Arts curriculums, and developed the fusion-food cooking activity program for elementary school students. Firstly, potatoes, dumplings coated with bean paste, simple side dishes are discussed in the first curriculum. The second curriculum discussed only traditional foods and the third curriculum considered more traditional foods than western foods including bread. From the fourth curriculum to the sixth, traditional foods were mainly discussed and both traditional foods and western foods were mentioned evenly in the seventh and revised 2007's curriculum. Secondly, this study developed 'fusion-food cooking activity' program which helps students not only to learn the meaning, kinds, history, and related customs of Korean traditional foods; kimchi, Korean pizza, rice cake, but also to learn and practice cooking fusion-foods covering traditional foods.In conclusion, it can be assumed that the 'fusion-food cooking activity' program developed in this study improves interest in Korean traditional foods amongst elementary school students, and helps students to understand the reputation and value of traditional foods. Therefore fusion-foods cooking activity containing traditional foods which are not discussed in this study should be studied and developed more in the future.

이 연구의 목적은 초 중 고등학교 과학 교과서 글의 구조적 특징을 종합적으로 분석하여 학생들이 상급 학교로 진학하면서 경험하게 되는 과학 교과서 글의 변화 양상을 살펴보는 것이다. 연구 자료로 제 7차 교육 과정에 의해 개발된 초 중 고등학교 과학 교과서의 '화산과 지진' 관련 단원의 글을 선정하였으며, '텍스트 구성적 의미', '상호 관계적 의미', '내용과 논리 관계 의미'의 측면에서 글을 비교 분석하였다. 연구 결과, 과학 교과서의 글은 학교급에 따라 글의 구조를 비롯한 언어적 특징이 다르게 나타나며, 학생들이 상급 학교로 진학하면서 이러한 글의 구조적 특징 차이에 의해서도 과학 교과서를 읽고 이해하는 것이 어렵고 생소하다고 인식할 수 있음을 문제로 제기하였다. 또한 과학을 학습하는 과정에서 과학의 언어가 지니는 구조적 특징에 대한 과학 교사의 중재자 역할이 필요함을 제안하였다.

이 논문은 초등학교 한문 과목이 개설되는 것을 전제로, 초등학교 한문 교육의 체계와 내용을 구상해 본 것이다. 특히 2007년 개정 한문과 교육과정과 연계하여 초등학교 한문 과목 교육과정의 체계와 내용을 구성해 보려고 하였는바, 이는 과 목의 명칭에서부터 교육과정의 체계와 내용에 이르기까지 한문 과목의 정체성을 분명히 하고자 하는 의도 때문이기도 하다. 초등학교 한문의 내용 체계(안)는 2007년 개정 중․고등학교 한문 과목 교육과 정의 내용 체계를 그대로 따르되, 내용 요소는 일부 수정하였다. 곧, 한문 영역의 경우, ‘읽기’와 ‘이해’ 에서는 한문 텍스트를 ‘短文’, ‘산문’, ‘한시’의 세 종류로 나누고, 이 각각에 대한 ‘읽기’, ‘이해와 감상’을 내용 요소로 선정하고, ‘문화’에서는 ‘전 통 문화의 이해와 계승’, ‘한자문화권의 상호 이해와 교류’를 내용 요소로 선정하 였다. 한문지식 영역의 경우, ‘한자’에서는 ‘한자의 특징’, ‘한자의 짜임’을 내용 요 소로 선정하고, ‘어휘’에서는 ‘단어의 형성’, ‘어휘와 의미’를 내용 요소로 선정하고, ‘문장’에서는 ‘문장의 구조’를 내용 요소로 선정하였다. 영역별 내용은 2007년 개정 중․고등학교 한문 과목 교육과정의 영역별 내용 의 제시 방식을 그대로 따르되, 일부 하위 학습 요소를 초등학교 한문의 내용 체 계(안) 및 학년별 수준에 의거하여 재조정하였다. 초등학교에 한문 과목을 신설하는 방안으로는 다음의 두 가지가 있을 수 있다. 첫째는 정규 교과로 개설하는 것이다. 둘째로는 창의적 재량 활동의 汎敎科학습 과목으로 개설하는 것이다. 바람직한 한자 교육을 위해서는 어떤 형태로든 초등학 교에 한문 과목이 정규 교과로 개설되어야 할 것이다. 이외에 초등학교에서 한자 교육을 강화하는 방안으로는 국어 교과에서 한자 교육을 실시하는 방안, 교과서마 다 주요 학습 용어에 한자를 倂記함으로써 모든 교과에서 한자 교육을 실시하는 방안 등이 있을 수 있다.

This study investigated elementary school students' perception, preferences, and intake of Korean traditional foods, focusing specifically on kimchi, tteok (rice cake), and eumcheong (beverage) varieties; and compared them by gender, living with grandparents, mother's occupation, and meal preparation by the grandmother. The subjects were 287 6th grade elementary school students in Busan. The results were as follows: 80% of children were interested in Korean traditional foods. 40% believed that their intake of Korean traditional foods was decreasing because these foods were not palatable to them. The majority of them, however, said they would continue to eat Korean traditional foods as they had done (54.7%) or eat more than before (36.6%) in the future. The children thought that Korean traditional foods were rich in nutrition and good for their health. The children had the highest preference for Baechu-kimchi among varieties of kimchi, and they had high preferences for Songpyeon, Galaitteok, and Injulmi. They had high preferences for Sikhye, citron tea, and adlai tea. Over 80% reported consuming Baechu-kimchi and Kkakdugi three to four times per week. They had eaten Injulmi the most frequently among the tteoks, while over 80% had eaten the other types of tteok only once or twice per month. Adlai tea, citron tea, and Sikhye were drunk more than once per week. In general, we noted no significant differences in the children's perceptions, preferences, and intake of Korean traditional foods by gender, living with grandparents, mother's occupation, and meal preparation by grandmother, with the exception of several items. The students had a very positive perception of Korean traditional foods. They had higher preferences for and had more frequently consumed the more familiar Korean traditional foods. It is therefore suggested that if the children had opportunities to experience Korean traditional foods more frequently and variously at home or in restaurants, they would appreciate Korean traditional foods even more, and develop higher preferences for these foods.

Spelling is a complicated skill, which is difficult to acquire even for native language learners. During the early stages of learning to read, children use various orthographic strategies to spell and their spellings show different developmental characteristics. This present study examines Korean elementary school students" English spelling. This is a cross-sectional study: three hundred and fifty seven students" spelling data was collected from 4th, 5th and 6th grade students and analyzed for comparison from the developmental spelling view. The data was analyzed into two categories: accuracy of spelling at each grade and the children"s invented spellings. Results showed that the EFL children"s spellings have developmental features similar to native language learners or ESL learners. The fourth graders omitted vowels and substituted letter names instead of short vowels. As the grades increase, the salient features of spelling were changed; whereas the fourth graders showed low level achievement in CVVC words, the six graders" spelling presented increased achievement in the same category. However, they have different aspects in detail, e.g. Korean learners acquire diphthongs earlier than CVck, which is unusual compared to the native English learners. Finally, a conclusion was drawn from the data and instructional suggestions are provided.

The purpose of this study was to explore the effectiveness of strategy training in teaching English for Korean elementary school students. It also attempted to provide some empirical data for more successful strategy training in elementary English education. Sixty six fifth grade elementary school students from two intact classes (33 each) participated in the study as the experimental group and the control group. For 17 weeks, the experimental group was given strategy training in addition to traditional instruction, while the control group was taught in the traditional way only. Some of the major findings are as follows: 1) Strategy-trained group did not show significantly better improvement over the traditionally-taught group in their English proficiency; 2) Strategy-trained group used all categories of learning strategy significantly more frequently at the end of the experimental period than traditionally-taught group; 3) Both the quantity and quality of strategy use was affected by the learner's English proficiency. From these results it was concluded that a strategy training program for elementary school English learners could be fruitful and viable. Suggestions for further studies are presented along with limitations inherent in the present study.

이 연구는 7차 교육과정 초등학교 전 학년의 18개 전 과목 교과서 72권의 한자어를 한자로 변환하여 한자어의 빈도와 이들 한자어에 쓰인 한자 빈도를 조사하기 위한 연구의 결과 보고이다. (1) 초등학교 1학년˜6학년 총 18개 과목 교과서에 나온 한자의 종류는 2,687자이다. 가장 높은 빈도를 보인 1위 한자는 ‘數’이다. 총 2,687자의 개별 한자 중 교육용 1,800자에 포함되는 한자는 1,665자이며, 포함되지 않은 한자는 1,022자이다. 또한 교육용 한자 1,800자 중 초등학교 교과서 한자어에 나타나지 않은 글자도 135자나 된다. (2) 초등학교 교과서 18종에 나온 개별 한자어의 총수는 12,787이다. 한자어 출현 빈도가 가장 높은 과목은 ‘국어’ 교과로 특히 ‘읽기’ 교과이다. 한자어에는 교과별 특성이 반영이 되어 있다. 국어와 사회 교과서에는 빈도의 차이가 뚜렷하지 않고 많은 한자어가 고루 사용된 반면, 수학과 과학, 도덕 교과서에는 특정 한자어의 빈도가 매우 높게 나타나는 경향이 있다. 100위 안에 드는 한자어를 어휘적 특성에 따라 살펴보면, ‘親舊, 數, 個, 內容, 方法, 生活, 活動, 模樣, 點’ 등 10위 안에 드는 고빈도 한자어의 대부분이 명사이다. 이상의 한자어와 한자 조사 결과는 앞으로 한자한문교육은 물론 국어 어휘교육에도 유용하게 기여할 수 있을 것이다.