• Clinical and Experimental Pediatrics
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• 제50권4호
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• pp.381-385
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• 2007

목 적 : 우리나라에는 전통적으로 내려오는 한약에 대한 선호도가 매우 강하여 남용의 우려가 있다. 이로 인한 의료비 지출 증가 우려와 의료질서의 왜곡현상 마저 생기고 있으나 이에 대한 자료가 부족하여 저자는 초등학교 학생들의 한약 이용 실태에 대한 연구를 실시하였다. 방 법 : 광주 소재 3개의 초등학교 1,508명의 학생들을 대상으로 설문조사를 시행하였다. 설문지가 회수된 905명의 학생들을 대상으로 분석하였다. 결 과 : 남아는 421명, 여아는 484명이었고 출생 후 자녀에게 한약을 먹여본 경우는 590명(65.2%)이었으며, 학년별로는 1학년 74.1%, 2학년 63.0%, 3학년 64.8%, 4학년 63.3%, 5학년 65.5%, 6학년 61.9%였다. 한약의 평균 복용 횟수는 3.2회였으며 6학년은 3.3회, 5학년은 3.9회, 4학년은 3.7회, 3학년은 2.7회, 2학년은 2.7회, 1학년은 2.6회였다. 한약 1회 복용시 평균 비용은 5-10만원이었다. 처음 한약 복용 평균 연령은 55개월이었으며, 6학년은 67개월, 5학년은 58개월, 4학년은 54개월, 3학년은 55개월, 2학년은 51개월, 1학년은 47개월이었다. 한약 복용 이유의 가장 흔한 것은 '병이 없지만 몸이 허약해 보여서'였다. 한약 복용 후 효과를 보았다고 생각한 경우는 63.7%였고, 부작용이 발생한 경우는 4.5%였다. 결 론 : 초등학교 학생들의 한약 복용 비율이 높았으며, 저학년으로 갈수록 한약 복용 비율이 증가하고, 초회 복용 연령도 훨씬 낮아지고 있다. 따라서 임상 의사들이 한약복용에 대해 더 많은 관심을 가지고 연구되어야 할 것으로 생각된다.

• Journal of Nutrition and Health
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• 제39권1호
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• pp.50-57
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• 2006

The aim of this study was to evaluate the food and nutrient intakes in 5th to 8th grade school boys and girls. A total of 1,333 students were recruited from 1 elementary and 1 middle school, both located in Seoul. The data on food and nutrients intake were collected by 3-day food record. The food intake was calculated as the percentage of total energy intake according to 21 food subgroups. The consumption of noodles, and meat's products (including ham and sausage) groups were higher in 7th and 8th grade than 5th and 6th grade. On the other hand consumption of vegetables and milk & its products groups were lower in 7th and 8th grade. As results, calcium, riboflavin, and vitamin C intakes were lower in 7th and 8th grade students. Dietary patterns by cluster analysis resulted in $77\%$ of subjects with traditional pattern based rice and kimchi, and $23\%$ with modified pattern. All students regardless of grades showed high fat intake, above 20 percent energy intake from fat, and high cholesterol intakes. In conclusion, there was significant difference between 5th and 6th grade primary school students and 7th and 8th junior school students regarding food and nutrient intakes; It should be necessary to provide proper nutrient education and monitoring in order to establish good dietary profile.

• 대한화학회지
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• 제48권4호
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• pp.414-426
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• 2004

이 연구는 9학년 과학교과서의 화학분야 탐구영역(탐구과정, 탐구활동)을 제7차 과학교육과정에서 제시한 탐구요소들에 근거하여, 교과서별, 단원별로 분석하였다. 연구의 목적은 제7차 과학교육과정에 제시된 탐구요소들이 중학교 최고학년인 9학년 과학교과서의 탐구영역에 반영된 정도를 알아보고, 다양한 탐구학습을 위한 교육적 시사점을 찾고자 하는데 있다. 9학년 과학교과서의 탐구영역에 대한 전체적인 탐구요소들의 분석에서, 기초탐구요소들은 분류를 제외하고는 제7차 중학교 과학교과서들에 비교적 잘 반영되어 있으나, 통합탐구요소들은 자료해석이 거의 절반을 차지하였다. 이와 같은 현상은 탐구과정과 탐구활동의 분석에서 유사하게 나타났다. 특히, 제7차 과학교육과정의 탐구활동유형으로 신설된 과제연구와 견학은 거의 반영되어 있지 않았다. 제7차 과학교육과정은 과학과의 교수방법 해설에서, 9학년을 탐구의 수준에서 고학년 과정으로 구분하고 있으나, 통합탐구요소들과 탐구활동의 유형들은 다양하게 반영되어 있지 못하다. 그러므로 9학년의 탐구학습은 본 연구의 자료를 바탕으로 탐구영역을 재구성하여 다양하게 운영하는 것이 바람직하다. 앞으로 통합탐구요소들과 탐구활동유형들이 9학년의 탐구영역에 활용되는 정도와 비율에 관한 연구가 계속되어야겠다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제11권2호
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• pp.95-103
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• 2008

제7차에서 2007년 개정 수학과 교육과정으로 이행하면서 이에 따라 개발된 교과서를 2009년부터 실행하게 된다. 개정안으로 이행함에 따라 수학과 교육내용의 일부는 학년 간에 이동하였다. 이로 인하여 교육과정 이행 시기 속에 있는 특정 학년도 학생들은 별도의 조치가 없이 도입된다면 일부 내용의 탈락이 예상된다. 본 논문은 2007년 개정 교육과정 이행 시기에 있는 학년별 수학과 교육내용의 이동을 분석하고 이행 시기에 있는 특정 학년도 학생들이 겪게 되는 학년 간 내용 이동에 따른 문제점을 분석하였다. 첫째로, 2007년 개정 수학과 교육과정 이행에 따라 학년 간 이동하는 수학과 교육내용을 영역별로 살펴보고, 둘째로, 2007년 개정 교육과정의 실시 시기에 따라서 특정 학년도 학생들에게 나타나게 될 학년 간 이동에 따른 교육 내용의 탈락을 분석하였다.

• 한국식생활문화학회지
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• 제16권2호
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• pp.158-169
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• 2001

This study was undertaken to assess grade and gender differences in dietary behavior, food preference and perception about body image of students in 4, 5 and 6th grades in elementary school in Kwangju. Anthropometric data showed that mean height and weight were $137.98{\pm}6.79cm\;32.69{\pm}6.09kg$, in the 4th grade, $144.11{\pm}6.91cm,\;36.88{\pm}7.60kg$ in the 5th grade and $151.52{\pm}7.47cm,\;42.68{\pm}8.06kg$ in the 6th grade. Height and weight of male and female students of each grade were very similar to those of the Korean standard Growth data. Females in the 5th and 6th grades were taller than those in male students, which suggested the height growth spurt in females. Furthermore, both genders showed marked variability even in the same group. All the three different obesity indices(BMI, Rohrer and % of ideal body weight) showed higher value in males than in females consistently. Male respondents desired taller and heavier body shape while females perceived they were heavy and desired only taller and thinner body image. There were significant differences in satisfaction with height, weight and body image by grade(p<0.05). 36.7% of subjects responded that they did not eat despite hunger. In higher grade they felt guilty after eating sweet things. Strikingly, it was noted a small number of students tried to take a diet pills or vomited on purpose. Data on food preference showed that female did not like sweet food and pork. While male students preferred red meat and chicken. Thus result indicated that there was a great difference in food preference by gender.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.17-30
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• 2001

The 7th Science Curriculum of Korea is applied in elementary schools from 2000, and the New Science Curriculum of Japan is applied in schools from 2002. In this study, we made a comparison between the 7th Science Curriculum of Korea and the New Science Curriculum of Japan in relation to Elementary school in aspects of construction, aim, and contents. The major findings of this study are as follows. 1. The New Science Curriculum of Japan presents a specific aim, treatment of content, and process skills according to grade, but the 7th Science Curriculum of Korea does not classify them according to grade. Hence the 7th Science Curriculum of Korea emphasize on the sequence between grades. 2. In aim of Science Curriculum, the 7th Science Curriculum of Korea show more emphasis on the practical application than the New Science Curriculum of Japan. 3. In construction of content, a area of science content is handled with gradual advance in several grades and several areas of content are treated in a grade in the 7th Science Curriculum of Korea. On the contrary, a area of content is treated intensively in a grade in the New Science Curriculum of Japan. Therefore, the 7th Science Curriculum of Korea shows more reflection of connection and hierarchy between grades. 4. The statements of the 7th Science Curriculum of Korea are centering around specific matters and include specific activities, but the New Science Curriculum of Japan focuses on concepts to team and does not state specific activities.

• 복식
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• 제56권2호
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• pp.147-154
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• 2006

In this study 1, the dyeability and sun protection characteristic of the fabrics dyed with pine needles extract was investigated. In the test of color difference, the surface color of all the dyed fabric of both cotton and silk came to light as greenish yellow. In the test of dyeing colorfastness, the colorfastness to sunlight of dyed cotton fabric was below 2nd grade and the one of dyed silk fabric was below 3rd grade. The colorfastness to laundry for the degree of discoloration showed a difference as to mordants, but the colorfastness to laundry for the degree of contamination was excellent as all the dyed fabrics were 4th-5th grade. The colorfastness to perspiration was excellent as the degree of discoloration was more than 3rd grade and the degree of contamination was more than 4th-5th grade. The colorfastness to rubbing showed the excellent result as all the dyed fabrics were 4th-5th grade. In the test of sun protection factor(SPF), the cotton and silk fabrics dyed with $FeSO_4{\cdot}7H_{2}O$ mordant showed very high sun protection characteristic as the SPF was each 36.1 and 42.5. In the test of sun protection rate for UV-A and UV-B, the cotton and silk fabrics dyed with $FeSO_4{\cdot}7H_{2}O$ mordant showed the very high sun protection rate of more than $90\%$.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.93-110
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• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.187-200
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• 2002

The purpose of this study is to examine how well students can acquire scientific knowledge from the process and activity presented in the textbook. This is achieved by analysing of comparison on the material area in the 6th and 7th national curriculums' 3rd and 4th grade science textbooks. The method of this study is to analyse the contents, teacher's instruction and illustrations of the textbooks in the material area in both 6th and 7th national curriculum's 3rd and 4th grade science textbooks. Following is the result of the study. First, compared to the 6th national curriculum's content. 7th national curriculum is composed by phenomenon and activity focused. This considers student's developmental stages and abilities of concentration so one topic in the textbook is divided into 16 small contents. Therefore the textbook content of the 7th curriculum seems to have desirable changes. Secondly, teacher's instruction in the textbook of the 7th curriculum has impartial distribution in part Ⅰ and part Ⅱ according to Homey's analysis. This shows that some problems of writing textbooks that were pointed in the 6th curriculum have been improved. Thirdly, the content of the textbook emphasizes inquiry process as the 6th curriculum did. The 7th curriculum, however, more deeply deals with expecting and inferring. Finally, the analysis of illustration shows that the proportion of motive induction is high. This is also desirable approach to give students more interests in studying science.

• 한국의류학회지
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• 제33권2호
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• pp.319-330
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• 2009

The contents of clothing and textiles area of elementary home economics textbooks from 1948 to 1955 were investigated. Home economics of elementary school education in those days corresponds to practice acts of elementary school education in present. Practical acts has the all-around concepts of the agriculture, industry and home economics Also the knowledge or skill for actual life are teamed. Practical acts education was started from lessons of sewing for women under title of 'jaebong'. It can be said that practical acts education was started from clothing and textiles area. The home economics elementary textbooks of the year 1948 were composed of 21 units for 5th grade and 22 units for 6th grade. The textbook for 5th grade of 1953 was composed of 19 units, and one for 6th grade of 1955 was composed of 18 units. The clothing and textiles area accounts for 38.6% in 5th grade textbook, for 32% in 6th grade textbook of 1948 and for 31% in 5th grade of 1953 and 6th grade textbooks of 1955. The textbook contents of clothing and textiles area were classified into five fields of sewing, knitting. patching, embroidering and care. In 1948, textbooks were placed a great deal of weight on sewing field education as 7 units of 15 units. The 7 units for sewing fields have suitable connection to develop. But, in the case of knitting, patching or care, just groundwork of each field was included for application to actual life without vertical connection. The contents of textbooks for clothing and textiles area in 1953 and 1955 were much alike with those in 1948.