학교급식 음료 선호도에 대한 초등학생과 영양사의 인식 비교

배문희,서선희,Bae, Moon-Hee,Seo, Sun-Hee 한국식품영양과학회 2007 한국식품영양과학회지 Vol.36 No.8

본 연구는 서울 지역 초등학생 705명과 초등학교 영양사 100명을 대상으로 설문지를 이용하여 학교급식에서의 음료 선호도에 대한 인식과 제공 실태를 파악하고 영양사와 초등학생간의 음료 선호도 인식의 차이를 비교 분석하였다. 이에 대한 결과는 다음과 같다. 학교급식에서 나오는 우유 선호도에 대한 초등학생의 의견은 보통이다(35.2%), 좋다(22.0%), 싫다(18.3%), 매우 좋다(12.2%), 매우 싫다(12.2%) 순이었다. 남학생과 여학생의 학교급식 우유 선호도에 유의적인 차이가 나타났으며 여학생(평균=2.79)보다 남학생(평균=3.24)의 학교급식 우유 선호도가 높았다. 학교급식에서 나오는 요구르트 선호도에 대한 의견은 매우 좋다(39.9%), 좋다(35.1%), 보통이다(20.1%), 싫다(2.9%), 매우 싫다(1.9%) 순으로 우유 선호도와 달리 요구르트 선호도는 높은 것으로 나타났다. 남학생과 여학생의 학교급식 요구르트 선호도에 유의적인 차이가 나타났으며 여학생(평균=3.88)보다 남학생(평균=4.26)의 요구르트 선호도가 높았다. 학교급식에서 나오는 과일주스 선호도에 대한 의견은 매우 좋다(53.5%), 좋 다(30.4%), 보통이다(13.9%), 싫다(1.3%), 매우 싫다(0.9%) 순이었다. 학교급식에 나오는 과일주스 선호도는 우유나 요구르트보다 비교적 높게 나다났으며 남학생(평균=4.37)과 여학생(평균=4.32)의 과일주스 선호도의 유의적인 차이는 나타나지 않았다. 초등학생의 과일주스 섭취빈도 조사 결과 설문 응답자의 41.8%가 과일주스를 일주일에 2-3번 섭취하고 설문 응답자의 21.5%가 한 달에 2-3번 섭취하는 것으로 나타났다. 과일주스를 마시는 동기로는 과일주스 맛을 느끼고 싶을 때(30.1%), 간식(27.3%), 갈증해소(24.2%) 순으로 나타났다. 초등학생이 가장 좋아하는 과일주스는 오렌지주스(34.1%), 사과주스(20.77%), 포도주스(17.5%) 순이었으며 가장 자주 마시는 과일주스로는 오렌지주스(57.3%), 포도주스(13.8%), 사과주스(8.1%) 순으로 조사되었다. 초등학생이 선호하는 과일주스와 가장 자주 마시는 과일주스 1순위로 모두 오렌지주스를 선택하였으며 사과주스와 포도주스는 선호도에 비해 섭취 빈도가 낮은 것으로 나타났다. 영양사를 대상으로 학교급식에서 과일주스 제공 실태 조사 결과 응답자의 과반수 이상이 한 학기에 1회 미만(61.0%)으로 과일주스를 제공한다는 것으로 나타나 학교급식에서 과일주스 제공빈도가 매우 낮음을 알 수 있었다. 감귤주스와 사과주스가 학교급식에서 자주 제공되는 과일주스로 꼽혔으며 영양사들은 학교급식에서 1인용 과일주스의 포장용기로 종이팩이 가장 적당하다고 대답하였다. 현재 57.8%의 학교 급식에서 1인당 125 mL의 사과주스를 제공하고 있고 14.7%의 학교급식에서 1인당 100 mL 의 사과주스를 제공하고 있는 것으로 나타났으며 영양사들이 인식하는 적당한 1회용 과일주스 양은 125 mL(58.1%). 100 mL(31.4%) 순이었다. 학교급식 메뉴로서 과일주스보다 요구르트를 더 선호하는 이유로 유산균 및 칼슘 보충가능, 저렴한 가격, 선호도 등이 대부분을 차지하였다. 영양사들은 초등학생들이 과일주스보다 요구르트를 더 좋아한다고 생각하고 있으며 실제 초등학생들의 과일주스에 대한 선호도는 우유와 요구르트의 선호도보다 매우 높았다. 초등학생의 우유 선호도에 대해 영양사들은 초등학생들의 실제 우유 선호도보다 초등학생들이 우유를 좋아하지 않는다고 인식하고 있는 것으로 나타났으며 영양사가 인식하고 있는 초등학생의 요구르 The purpose of this study was to investigate the difference between students' beverage preference and dietitians' perception in elementary school lunch program. This study was conducted in three phases: (1) questionnaire development and survey administration to elementary school students (2) survey administration to dietitians who were in charge of the elementary school food service, and (3) comparison of beverage preferences between elementary school students and dietitians. In phase I, 703 elementary school students in Seoul were surveyed from July 11 to July 19. In Phase II, 100 school food service dietitians in Seoul participated by mail survey from September 15 to October 30, 2006. Based on the results, elementary school students tended to show a neutral milk preference (mean=3.04), whereas dietitians perceived that elementary school students had lower milk preference (mean=2.67). Also dietitians perceived higher yogurt preference (mean=4.27) than the real elementary school students' preference (mean=4.02). T-test results showed the gender difference on milk and yogurt preference. Male students had higher milk preference (t=4.912, p<0.001) and yogurt preference (t=3.621, p<0.001) than female students. Elementary school students showed high fruit juice preference (mean=4.34); however, dietitians perceived lower fruit juice preference of students (mean=3.92). There was no gender difference on fruit juice preference. Though elementary school students had higher fruit juice preference, the frequency of fruit juice served in school lunch was quite low. Over half of the dietitians reported that they served fruit juice less than once a semester. The results of this study indicated the existence of distinctive difference between students' fruit juice preference and school lunch menu offerings.

창의·융합형 인재 개발을 위한 초등 역사 연극 만들기 연구

김이경 한국연극교육학회 2022 연극교육연구 Vol.41 No.-

This paper applies theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development to Rhizome-based thinking. The introduction presents the two study questions on the current status of theatre education in elementary schools and the need for such education. The first question is, ‘Can Rhizome-based thinking be incorporated into theatre education in elementary schools?’ The second question is, ‘What are some examples of Rhizome-based theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development?’ To answer these questions, the points where Rhizome-baed thinking could be incorporated into theatre education in elementary schools were reviewed. First, Rhizome-based thinking needs to be incorporated into theatre for elementary students by moving away from theatre centered around text and language. Second, the principles of Rhizome of moving away from the territory must be incorporated into theatre education for elementary schools to constantly generate new things that break away from the mold pf existing elementary school theatre. Lastly, the principles of ‘becoming’ need to be incorporated to focus more on the process rather than the result. In 2018 and 2019 when the researcher was workng as a specialized instructor, there were theatre-making for elementary students. The researcher conducted history theatre-making classes for two years at Elementary School A in Gongju, Korea. In 2018, the performance “The Gongsan Fortress is Alive (I am not alone” won the gold medla and in 2019 the ‘The Legend of the Roasted Bean Powder Rice Cake“ won the bronze medal in the overall category and two students were given awards for their acting. There are three types of historical theatre-making that incorporats Rhizome-based thinking for elementary school students: The plot and format, design, and collaboration. As for plot, the performances of 2018 and 2019 both added a sub-plot featuring the students’ stories of here and now, to the original narrative. Students became more proactive in the theatre-making as their own stories were added to the historical narrative. In terms of format, a variety of formats was used. Just as in the principle of moving away from the original territory in Rhizome-based thinking, new things were created. The theatre pieces of the two years both used songs to capture the historical narrative and stories. Students were able to learn about history in an enjoyable manner by singing along songs. The theatres of those two years also used various objects, such as desks, fans, small hand-held drums, snap bags and LED light bulbs. For the design, the desk was used, along with banners to have students experience that many elements, in addition to acting, could be used in theatre. In 2019, due to the more affluent budget, a choreographer and music specialist were invited to offer students meet with new instructors and generate new points. Students participated in the composing of the story and the lyrics within the Rhizome-based theatre-making. In 2018, it was only about creating one’s own dance moves and lyrics, but in 2019, it also included creating raps and expressing one’s own opinion about formats. These example show that Rhizome-based thinking where horizontal attitudes are applied to roam, move away from the territory infinitely and recreating new territory, can be applied to historical theatre-making in elementary schools. The researcher hopes that this study will serve as a basis for more varied approaches to the history theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development.

미래 역량으로서의 자기관리 능력에 영향을 미치는 학생 및 학교 특성: 초등학생과 고등학생의 비교

임효진 ( Lim Hyo-jin ),이새별 ( Lee Sae-byoul ) 한국아동교육학회 2019 아동교육 Vol.28 No.1

본 연구에서는 한국교육개발원의 「학교교육 실태 및 수준 분석 연구」 자료를 사용하여 초등학생과 고등학생의 미래 역량 중 자기관리 능력에 영향을 주는 학생 및 학교의 특성을 분석하였다. 연구를 위해 사용한 자료는 초등학생 5,690명, 고등학생 5,420명의 설문지 응답 자료로, 연구방법으로는 설명변수가 없는 기초모형부터 모든 변수가 투입된 모형6까지 2수준 위계선형모형(Two-Level Hierarchical Linear Model)으로 분석하였다. 연구결과, 자기관리 능력에 유의한 영향을 미치는 요인들은 초등학생과 고등학생이 대체로 유사하게 나타났다. 구체적으로 성별이나 가정의 문화 향유 정도 같은 배경 변인 외에도, 부모 요인(부모-자녀관계, 상호작용)이 정적인 예측력을 보였다. 또한 개인의 심리적 특성인 자존감, 학습관련 전략이나 동기 패턴 등도 통계적으로 유의하였다. 학교 급에 따른 차이로는 초등학생의 경우 진로성숙도가 자기관리 능력을 유의하게 예측하였고, 고등학생의 경우 학업성취 수준과 2수준 변수의 일부 역시 자기관리 능력을 유의하게 예측하는 차이점을 보였다. This study analyzed the characteristics of student and school characteristics that affect self-management ability of elementary school students and high school students using the data of the survey administered by Korean Educational Development Institute (KEDI). The data used for this study included 5,690 elementary school students and 5,420 high school students. A two-level hierarchical linear model was used for analysis from unconditional model with no explanatory variables to research model with all variables. Results showed that in general, the pattern of association between student and school characteristics and self-management among elementary school students was similar to that of high school students. In addition to background variables such as gender, family and parental factors (e.g. parent-child relationship, interaction) demonstrated a statistically predictive power. Self-esteem, which is the psychological characteristics, was statistically significant in both school levels, and the learning-related strategy and motivation were also statistically significant to predict self-management. In terms of the differences between elementary and high school, the level of self-esteem and career maturity was significant only for elementary school students while the achievement level and some of the level-2 variables were significant only for high school students.

역사과 예비교사를 위한 초등학교 교육실습-“경북대학교 사범대학 부설초등학교”의 사례-

이영호 역사교육학회 2006 역사교육논집 Vol.37 No.-

Elementary School Student Teaching for Future Teachers of History Education Major : Example of Kyungpook National University’s Attached Elementary School Lee, Young-ho Student teachers of history education major at the Teacher’s College of Kyungpook National University must complete the student teaching program at the attached elementary school as well as the student teaching program at the attached middle and high schools. Student teaching at the attached elementary school is observing practice for a short period of 1 week. However, the experience at the attached elementary school possesses an important meaning in the sense that the student teachers would not only experience the educational relevance with the secondary school but also would acquire the experience that cannot be obtained from the program at the secondary school. Especially, the student teaching program at the attached elementary school for the students of Teacher's College who are going to be the secondary school teachers in the future also has an importance in the sense that it is the only point of contact between elementary and secondary school under the current education system. The procedures of student teaching and the results of observing practice that student teachers of history education major must complete have been examined and then the effective instruction method has been sought after.

청소년들의 ‘자아상’에 대한 연구 -전남 초·중·고 학생을 대상으로-

최태산,공종례 한국인간발달학회 2010 人間發達硏究 Vol.17 No.2

The purpose of this study is to find out the difference in school students' own considerations about their self-image based on their gender, school (elementary, middle, high), educational grade, school and educational grade in gender, and educational grade in school. To achieve this end, the study surveys 617 students who participate in the study from elementary schools, middle schools, high schools located in Jeollanam-do. The study uses a questionnaire to examine students thoughts of self-image. This questionnaire is based on SIQYA revised by Hong Eun Ju (1997). All questions in the questionnaire have been updated from a previous study which referred to parents instead of teachers. The information was gathered in person from all participating schools. The collected data were analyzed through Cronbach α, t-test and ANOVA. The results of the study are as follows: First, by gender, male students reported higher scores than female counterparts in the field of emotional tone, mental health, relationship with friends. Second, by educational grade, elementary school students marked the identify best with self-image in all fields followed by middle and high school students. Third, by educational grade, students with medium to high grades are better than students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Fourth, by school in gender, male elementary school students and middle school students had better self-image than male high school students in the field of emotional tone, impulse control, relationship with friends, and disposal ability. And female elementary school students mark the identify best with self-image in all fields. fifth, educational grade in gender, male students with medium to high grades are better than male students with low grades in the fields of mental health and relationship with friends. Female students with medium to high grades are better than female students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Sixth, by educational grade in school, middle school students with medium to high grades are better than lower grade students in the fields of emotional tone and mental health. Elementary school students and high school students do not show difference in their self-image based on their educational grade.

초등학생이 지각한 학교 호감도 차이 분석: 경기도 혁신학교와 일반학교를 중심으로

김영주 ( Young Joo Kim ),이상신 ( Sang Shin Lee ),김종민 ( Chong Min Kim ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.3

지난 10년간 혁신학교는 양적과 질적으로 큰 변화를 겪고 있으나 학생들이 지각한 혁신학교 호감도에 대한 연구는 전무한 실정이다. 따라서 본 연구는 초등학생이 지각한 학교 호감도 척도를 개발 및 측정하여, 학교배경과 혁신학교 여부에 따른 학생의 학교 호감도 차이를 경기 혁신학교 8개교와 일반학교 8개교의 초등학생 695명 대상으로 분석하였다. 혁신학교 분석결과, 학급 수 측면에서 6학급 이하의 학생이 지각한 학교 호감도가 가장 높았고, 학급당 학생 수 측면에서는 19명 초과~25명 이하의 학급 학생이 지각한 학교 호감도가 가장 높았다. 반면 혁신학교와 유사한 특성을 가진 일반학교의 경우, 도시지역 학생이 지각한 학교 호감도가 농촌지역 학생이 지각한 학교 호감도 보다 높은 것으로 나타났다. 또한 2수준 다층분석결과, 혁신학교 학생이 지각한 학교 호감도가 학생배경변수와 학교배경변수를 통제한 상태에서 일반학교 학생보다 높게 나타났다. 특히 일반학교에서 도시학교의 호감도가 농촌학교보다 높은 반면, 혁신학교는 도시와 농촌학교 간에 차이가 없게 나타났는데 이는 혁신학교의 효과로 농촌지역 혁신학교 학생들의 학교 호감도가 높아졌다고 볼 수 있다. This study analyzed the differences in students`perceived positive feelings toward school in regard to innovative and traditional elementary schools. The results showed that in innovative elementary schools, first, students in smaller schools (less than six classes) had higher perceived positive feelings toward school than students in larger schools. Second, students in moderate-size classes (with more than 19 students but less than 25) had higher perceived positive feelings toward school than students in other size classes. In traditional elementary schools, students in urban areas had higher perceived positive feelings toward school than students in rural areas. In addition, multilevel analysis results indicated that students in innovative elementary schools had higher perceived positive feelings toward school than students in traditional elementary schools after controlling for student and school background variables. Based on the results, we suggest that future studies further examine innovative schools and their policies and identify additional research directions.

7차 과학교육과정에 제시된 용해, 빛, 전기 단원의 초등학교, 중학교 교과서 및 학생들과 교사들의 인식을 통한 내용 구성의 문제점 분석

원정애,이은경,백성혜 한국교원대학교 교육연구원 2008 敎員敎育 Vol.24 No.4

In this study, we analyzed the textbooks of the elementary and middle school science and investigated the elementary and middle school students' and teachers' perceptions on the dissolution, light, and electricity units of the 7th national science curriculum. The subjects of this study were 204 elementary school students and 155 middle school students who answered to the questionnaire. Eight elementary school students, 4 middle school students, 5 elementary school teachers, and 3 middle school science teachers among the subjects were selected for the semi-structured interviews. Main findings of this study were as follows: First, results of analyzing textbooks showed that in elementary school it was emphasized observing phenomenon through the experiments, while in middle school it was emphasized calculating by the formulae or graphs. But we couldn't find the differences of the scientific concepts introduced for explaining phenomena between elementary and middle schools, and there was no emphasis of scientific concepts. Second, middle school students' achievements didn't higher than elementary school students' even though they had been continued to learn the contents relative to dissolution, light, and electricity units of elementary school science. Middle school students perceived that science contents were repeated by the grade. So we found that the spiral curriculum were lacking in deepening and expanding of contents, and especially how to present contents wasn't suitable to students' cognitive development level. Finally, we recognized that students were difficult to understand and teachers were difficult to teach the contents of science. So we thought that it needed to study about proper connecting scientific concepts within science curriculum and about adequate methods for embodying spirits of 7th science curriculum. 이 연구에서는 제 7차 과학교육과정에서 개발된 용해, 빛, 전기 단원의 교과서 내용을 분석하고, 이 단원에 대한 초등학교와 중학교 학생들과 교사들의 인식을 조사하였다. 설문에 응답한 연구 대상자들은 초등학생 204명과 중학생 155명이었다. 이들 중에서 초등학생 8명과 중학생 4명, 초등교사 5명과 중학교 과학교사 3명을 선발하여 반구조화된 면담을 실시하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 교과서 분석 결과 초등학교에서는 실험을 통한 현상의 관찰을 강조한 반면, 중학교에서는 공식이나 그래프 등을 도입한 계산을 강조하였다. 그러나 현상을 설명하기 위해 도입하는 개념에서는 큰 차이가 없었으며, 이에 대한 중요성도 강조되지 않았다. 둘째, 중학생들은 초등학교에서 다루는 용해, 빛, 전기 단원에 관련된 내용을 지속적으로 배움에도 불구하고, 중학교 학생들의 성취도가 초등학생들의 성취도보다 높지 않았다. 그리고 중학생들은 과학 내용이 학년이 올라가면서 반복된다고 인식하고 있었다. 따라서 나선형 교육과정에서 추구하는 내용의 심화 확장이 부족하며, 특히 내용 제시 방법이 학생들의 인지 발달 수준에 적절하지 않음을 확인할 수 있었다. 마지막으로, 학생들은 과학의 내용을 이해하기 어려워하고 교사들은 이를 가르치기 어려워한다는 사실을 밝혔다. 따라서 과학교육과정 안에서 과학 개념을 적절히 연계하기 위한 연구와 7차 과학교육과정의 정신을 구현하기 위한 적절한 방안에 대한 연구가 필요하다.

코딩교육이 초등학생 컴퓨팅 사고력에 미치는 영향

이규완,남현욱 한국실과교육학회 2018 한국실과교육학회지 Vol.31 No.4

In this study, we constructed a coding education program and expected that the lesson program would have a positive impact on elementary school students' thinking ability. The purpose of this study is to investigate the effect of the coding education program on the computing thinking ability of the elementary school sixth graders. First, we constructed a coding education program that could be applied to elementary school sixth graders. Second, we tested the effects of coding education program on elementary school students’ The subjects of this study were 57 students from 2 classes in K-6 elementary school in Gwangju city, Gyeonggi-do. Participants were assigned in either experimental or control class. A total of 17 lessons were applied to the experimental group and the experimental group by using the actual teaching time and the creative experiential activity time, and the results were examined through the questionnaire to measure the computing competency of the two groups. The results of this study are summarized as follows. First, there was no significant difference between the pre-test and the post-test on the computing competency of the control group. It can be seen that the general classroom teaching method did not help elementary school students' thinking of computing. Second, there was a significant difference between the pre-test and the post–test in the control group. It can be seen that the coding education program was effective in improving elementary school students' thinking skills. Third, applying the coding education program has positive effects on elementary school students' algorithm and procedural thinking ability. Fourth, the results from the post-test of the two groups did not show a significant difference in order to investigate the effect of the general class instruction and the coding education program application on the improvement of elementary school students' thinking ability. However, there was a significant difference in improvement of algorithm and procedural thinking ability. Therefore, it can be concluded that the coding education program is effective for improving elementary school students' algorithm and procedural thinking ability rather than general class teaching. The results of this study show that the application of the coding education program has a positive effect on the improvement of the algorithm and procedural thinking ability among 6th grade elementary school students' computing thinking factors. Therefore, in order to improve the thinking skills of elementary school students, besides the coding education, it is necessary to develop a program to improve the thinking ability such as abstraction and data analysis, and conducting further study on in-depth study should be conducted. 본 연구에서는 코딩교육 프로그램을 적용하여 초등학교 6학년 학생의 컴퓨팅 사고력에 미치는 영향을 알아보고자 하였다. 본 연구의 대상은 경기도 광주시 K초등학교 6학년 2개 학급 57명이다. 6학년 6개 학급 중 2개 학급을 선정하여 실험집단 1개 학급과 통제집단 1개 학급을 선정하였다. 통제집단에는 일반 교과 수업을 하였고, 실험집단에는 코딩교육 프로그램을 실과시간과 창의적 체험활동 시간을 활용하여 총 17차시 적용하였으며, 두 집단의 컴퓨팅 사고력을 측정하기 위하여 검사지를 통하여 그 결과를 알아보았다. 이러한 연구의 결과를 요약하면 다음과 같다. 첫째, 통제집단의 컴퓨팅 사고력에 대한 사전검사와 사후검사 결과는 유의미한 차이를 나타내지 못하였다. 일반 교과 수업 방법이 초등학생의 컴퓨팅 사고력 향상에는 도움이 되지 못하였음을 알 수 있다. 둘째, 실험집단의 컴퓨팅 사고력에 대한 사전검사와 사후검사 결과는 유의미한 차이를 나타냈다. 코딩 교육 프로그램이 초등학생의 컴퓨팅 사고력 향상에 효과적이었음을 알 수 있다. 셋째, 코딩교육 프로그램을 적용한 결과 초등학생의 알고리즘과 절차 사고 능력에 긍정적인 효과를 미쳤음을 알 수 있다. 넷째, 일반 교과 수업과 코딩교육 프로그램 적용 수업이 초등학생의 컴퓨팅 사고력 향상에 미치는 영향을 구명하기 위한 두 집단의 사후검사 결과는 유의미한 차이를 나타내지 않았다. 하지만 알고리즘과 절차 사고능력 향상에는 유의미한 차이를 나타냈다. 따라서 코딩교육 프로그램 적용 수업이 일반 교과 수업보다 초등학생의 알고리즘과 절차 사고 능력 향상에는 효과적임을 밝힐 수 있다. 이를 종합해 볼 때 코딩교육 프로그램은 컴퓨팅 사고력 중 자료 분석 능력과 추상화 사고 능력보다는 알고리즘과 절차 사고 능력에 긍정적인 영향을 주는 것으로 파악되었다.

초등학생의 개인 및 학교 특성이 진로발달에 미치는 영향

이건남(Lee, Gun-Nam) 한국실과교육학회 2021 한국실과교육학회지 Vol.34 No.4

이 연구는 초등학생의 개인 및 학교 특성이 진로발달에 미치는 영향을 알아보기 위한 목적으로 수행되었다. 이를 위해서 질문지법에 의해 조사를 실시하였으며, 빈도분석, 기술통계, t검정, 상관분석, 회귀분석 등을 활용하였다. 연구 결과에 따른 주요한 결론은 다음과 같다. 첫째, 초등학생의 개인 특성 중, 진로발달에 학년별로는 5학년의 진로발달 수준보다 6학년이 높았으며, 통계적으로 유의미하였다. 거주지역별로는 도시지역 거주 학생의 진로발달 수준이 그렇지 않은 학생보다 높았으며, 통계적으로 유의미하였다. 한편, 성별로는 여학생이 남학생보다 진로발달 수준이 높았으나 통계적으로는 유의미하지 않았다. 둘째, 초등학생의 학교 특성 중, 진로발달에 대해 학교생활적응 정도, 진로교육 만족 정도, 학업성취 정도에 따라 통계적으로 유의미하였다. 각 수준 정도가 높은 학생이 그렇지 않은 학생보다 진로발달 점수가 높았다. 셋째, 회귀분석 결과, 초등학생의 개인 특성 변인보다 학교 특성 변인이 진로발달에 더 많은 영향을 미치고 있는 것으로 나타났다. 진로발달 전체 점수 및 진로발달 하위영역 3개 모두에서 모형1(개인 특성 변인 투입)보다 모형2(개인 특성 변인+학교 특성 변인 투입)의 설명력이 높았다. ‘학교생활적응’, ‘진로교육 만족도’, ‘학업성취’ 등 3개의 학교 특성 변인이 모두 통계적으로 유의미하였다. 제언은 다음과 같다. 첫째, 초등학생의 학교 특성 변인의 수준을 높이는 방안이 필요하다. 둘째, 초등학생의 다양한 개인, 학교, 지역사회 변인 등을 추가하여 연구를 진행할 필요가 있다. 셋째, 초등학생 대상의 진로발달을 측정할 수 있는 도구개발과 관련된 연구가 필요하다. The purpose of this study was to investigate the effect of elementary school students personal and school characteristics on their career development. To this end, the survey was conducted using the questionnaire method, and frequency analysis, descriptive statistics, t-test, correlation analysis, and regression analysis were used. The main conclusions according to the study results are as follows. First, among the individual characteristics of elementary school students, the 6th grader was higher than the 5th grader by grade in career development, which was statistically significant. By residential area, the level of career development of students living in urban areas was higher than that of those who did not, and it was statistically significant. On the other hand, in terms of gender, female students had a higher level of career development than male students, but it was not statistically significant. Second, among the school characteristics of elementary school students, career development was statistically significant according to the degree of adaptation to school life, the degree of satisfaction with career education, and the degree of academic achievement. Third, as a result of the regression analysis, it was found that the school characteristic variable had a greater influence on career development than the personal characteristic variable of elementary school students. The explanatory power of Model 2 (personal characteristic variable + school characteristic variable input) was higher than Model 1 (individual characteristic variable input) in the overall career development score and all three career development sub-domains. All three school-specific variables such as adaptation to school life , career education satisfaction , and academic achievement were statistically significant. Suggestions are as follows. First, it is necessary to increase the level of school characteristics variables in elementary school students. Second, it is necessary to conduct research by adding various personal, school, and community variables of elementary school students. Third, there is a need for research related to the development of tools that can measure the career development of elementary school students.

천안시 일부 초등학생의 학교급식 위생인식 및 위생지식과 위생수행도와의 관련성

윤해진,김명희,이제혁 동아시아식생활학회 2018 동아시아식생활학회지 Vol.28 No.3

In this study, the perception, sanitation knowledge, and hygiene performance of school foodservice hygiene were investigated through a survey of elementary school students in the 4th, 5th, and 6th grades in Cheonan. The elementary school students (50.1%) reported ‘hygiene’ as the most important aspect of school foodservices, and 36.9% of subjects recognized ‘clean foods’ as ‘hygiene in school foodservice’. Additionally, 93.8% of the subjects recognized the importance of hygiene in school meals. The most common method by which hygiene information was obtained was ‘school’ (38.1% of the subjects), and 79.6% of subjects had received sanitation education in elementary schools. A perceived need for hygiene education was recognized by 89.2% of elementary school students, and the nutrition teacher was more often selected as the preferred teacher for hygiene education in the sixth grade (63.9%) than the fourth (48.8%) or fifth grade (47.8%) (p<0.05). The average score of elementary school students for knowledge regarding foodservice hygiene was 7.18. In addition, the hygiene knowledge (7.25) of elementary school students with hygiene education at home was significantly higher than that (6.49) of subjects who did not receive hygiene education at home (p<0.01). Hygienic performance of female students was higher than that of male students (p<.05), and the hygienic performance of higher grade students was higher than that of lower grade students. There was a significant positive correlation between hygiene knowledge regarding school meals and school meal hygiene knowledge. Overall, the results of this study provide basic information regarding the importance of hygiene education for elementary students and the improvement of hygiene education associated with school meals.