Fostering Environmental Competence in Elementary Students through a Fine Particulate Matter Education Program

최근 환경, 건강, 배려의 지속가능한 식생활로 교육 패러다임 전환이 이루어지고 있는 가운데 학생 스스로 자신의 식생활역량을 진단하고 지속가능한 식생활을 실천할 수 있도록 교육할 필요가 있으나, 아직 지속가능한 식생활역량을 검사할 수 있는 진단도구는 부재한 실정이다. 이에 본 연구에서는 선행연구 분석, 전문가 자문, 예비조사를 거쳐 유아･초등학교 저학년생, 초등학교 고학년생 그리고 청소년 대상의 지속가능한 식생활역량 진단도구를 개발하였고, 현장 적용을 통해 대상별 식생활역량 실태를 파악하였다. 주요 연구 결과는 다음과 같다. 첫째, ‘지속가능한 식생활역량 진단도구’ 3종을 개발하였다. 이 진단도구는 2018년도에 개발된 ‘지속가능한 식생활교육 내용 체계’에 근거하여 환경, 건강, 배려 영역별로 진단항목을 설정하였으며, 유아･초등 저학년용 10개 문항, 초등 고학년용 15개 문항, 청소년용 20개 문항으로 구성하였다. 둘째, 개발된 진단도구의 현장 적용 결과에 따라 유형별 분류기준을 개발하였다. 영역별 점수를 기준으로, 환경, 건강, 배려의 영역별로 75% 이상 점수를 획득하였을 경우 각각 ‘환경친화형’, ‘건강한 식생활형’, ‘배려형’으로 분류하였다. 총점 기준으로는 ‘지속가능한 식생활 우수 실천형’, ‘지속가능한 식생활 실천형’, ‘식생활 개선형’의 3단계로 분류하였다. 셋째, 개발된 진단도구를 서울 지역 초, 중, 고등학생 1,255명을 대상으로 시범 적용 평가 결과, 전반적으로 청소년 집단이 초등학생 집단보다 지속가능한 식생활역량이 낮은 것으로 나타났으며, 학교급이 올라갈수록 ‘지속가능한 식생활 우수 실천형’이 줄어드는 것을 확인할 수 있었다. 본 연구에서 개발된 지속가능한 식생활역량 진단도구는 지속가능한 식생활교육 플랫폼인 ‘식생활교실’에 탑재되어 초등학생과 청소년들이 온라인상에서 스스로 지속가능한 식생활역량을 진단하고 지속가능한 식생활을 실천하는 데 유용하게 활용될 수 있을 것이다.Along with the paradigm shift toward sustainable food education focusing on environment, health and consideration, it is necessary to educate students to diagnose their food competency and practice sustainable diet. However, there are no evaluation tools developed so far. Therefore, three kinds of Sustainable Food Competency Evaluation Tool (SFCET) were developed for lower elementary students, upper elementary students as well as for adolescents in this study by the analysis of previous studies, advices from experts in food education, and preliminary test for these student groups. The main results of this study were as follows: First, three kinds of SFCET were developed based on the sustainable food education content system suggested by Kim et al.(2018). SFCETs for lower elementary students, upper elementary students and adolescents consist of 10, 15, 20 questions, respectively, including the areas of environment, health and consideration. Second, classification criteria for each group were developed according to the results of pilot application of the developed evaluation tools. The evaluation criteria by area were classified as ‘eco-friendly type’, ‘healthy diet type’ and ‘considerate type’, respectively, if the scores of 75% or more were achieved in each area of environment, health and consideration. The total score was divided into three stages: ‘excellent practice of sustainable diet type’, ‘sustainable diet practice type’ and ‘dietary improvement type’. Third, when the developed evaluation tools were applied to 1,255 elementary, middle and high school students in Seoul, the results showed that the overall adolescent group showed a lower sustainable food competency than the elementary student groups, and the higher the school level, the lower the ratio of ‘excellent practice of sustainable diet type’. The SFCETs developed in this study were uploaded on the sustainable food education platform ‘Food Classroom’ and could be utilized to help elementary school students and adolescents evaluate their own sustainable food competency and practice sustainable diets in their lives.

AimThe coronavirus disease 2019 (COVID‐19) pandemic has had a significant psychological impact on children and adolescents, increasing depression, anxiety, and suicide‐related behaviors. In Japan, suicide remained the leading cause of death among individuals aged 10–19 years, with rates rising after the pandemic onset. However, few studies have examined these changes in psychiatric outpatient settings. We aimed to determine whether the prevalence of suicide‐related behaviors and associated psychiatric symptoms—depression and anxiety—differed pre‐ and post‐pandemic among elementary and junior high school students attending psychiatric outpatient clinics.MethodsIn this retrospective case–control study, we analyzed registry data from a child and adolescent psychiatric outpatient clinic in Japan. Patients were classified into pre‐ and post‐COVID‐19 groups based on the visit date (cutoff: March 2, 2020). Clinical characteristics were assessed at the initial visit through interviews and standardized rating scales: Depression Self‐Rating Scale for Children, Spence Children's Anxiety Scale, and Attention‐Deficit/Hyperactivity Disorder Rating Scale‐IV. Group differences were examined using univariate and multivariate logistic regression analyses.ResultsBetween 2016 and 2022, 2878 patients were included. The prevalence of suicide‐related behaviors increased post‐pandemic, from 3.0% to 6.9% among elementary school students and from 15.5% to 21.2% among junior high school students. In the post‐COVID‐19 group, elementary students more often exhibited antisocial behaviors and hyperactivity/conduct disorder diagnoses. Junior high students more often exhibited anxiety symptoms, particularly social anxiety, panic, and trauma‐related fear.ConclusionSuicide‐related behaviors significantly increased after the COVID‐19 pandemic, with distinct clinical characteristics observed across age groups.

Technological advancement has reduced writing skills due to dependence on the internet, AI, and ChatGPT. This study aims to examine the effect of Problem-Based Learning (PBL) and learning motivation on elementary students’ writing skills. This study uses a quantitative research method using a quasi-experimental design. The population of this study was all 165 sixth-grade elementary school students. The sample selection in this study used a non-probability sampling technique with a sample size of 37 students. The data collection method used questionnaires and tests. The instruments used in this study were learning motivation questionnaires and tests. The technique used to analyze the data was inferential statistics. The results of this study indicate that the Problem-Based Learning (PBL) learning model has a significant effect on elementary school students' writing skills. The experimental group outperformed the control group in explanatory writing skills (p = 0.004 < 0.05). Highly motivated students in the experimental class achieved higher scores than those in the control class. Learning motivation also had a significant effect on writing skills (p = 0.029 < 0.05). It is concluded that PBL and learning motivation improve students’ writing skills.

The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research.

V raziskavi smo preučevali razlike v agresivnosti med spoloma in med različnimi starostnimi skupinami na vzorcih slovenskih učencev in dijakov. Zajeti so bili trije reprezentativni vzorci: mlajši učenci (učenci 4. razreda osnovne šole), starejši učenci (učenci 8. razreda osnovne šole) ter dijaki (dijaki 4. letnikov programov splošne mature). Analize so temeljile na rezultatih lestvice agresivnosti LA, ki meri splošno agresivnost in štiri specifične vrste agresivnosti: telesna agresivnost (TA), besedna agresivnost (BA), notranja agresivnost (NA) in agresivnost v odnosu do avtoritete (AA). Z dvosmerno analizo variance smo ugotovili pomemben učinek spremenljivk spola, starosti ter pomembne učinke interakcije obeh spremenljivk (spol in starost) na agresivnost učencev in dijakov. Ugotovili smo pomembne razlike med spoloma v skupini starejših učencev in v skupini mlajših učencev, ne pa tudi dijakov. Učenci, tako starejši kot mlajši, so bili bolj agresivni v primerjavi z učenkami. Starejši učenci so bili v primerjavi z mlajšimi učenci bolj besedno agresivni, bolj telesno agresivni, bolj notranje agresivni in bolj agresivni v odnosu do avtoritete. Dijaki so bili v primerjavi z obema skupinama učencev manj telesno agresivni, manj besedno agresivni, bolj notranje agresivni, v agresivnosti v odnosu do avtoritete pa so se nahajali med obema skupinama učencev. Vzorec razlik med različnimi skupinami je skladen z izsledki strokovne literature, ki ugotavljajo višjo agresivnost pri moškem spolu in različne razvojne poti za različne vrste agresivnosti, kar so potrdili tudi naši podatki. Raziskava je podala pomembne primerjave agresivnosti na slovenskih vzorcih in obenem odprla nova raziskovalna vprašanja, vezana predvsem na merjenje in preverjanje bolj posrednih oblik agresivnosti, ki so značilnejše za ženski spol in dijake.

<p>Pentingnya siswa memiliki kreativitas terletak pada kemampuan mereka untuk berpikir inovatif dan mengatasi tantangan, sehingga upaya di tingkat SD untuk meningkatkan kreativitas sangatlah esensial agar siswa dapat mengembangkan potensi ini sejak dini<strong>.</strong> Tujuan penelitian ini adalah memberikan pengetahuan tentang model, metode, media serta games dalam pembelajaran yang dapat diaplikasikan oleh guru guna meningkatkan kreativitas siswa Sekolah Dasar. Metode penelitian ini menggunakan metode SPAR-4-SLR (<em>Scientific Procedures and Rationales for Systematic Literature Reviews</em>). Basis data yang digunakan adalah google schoolar. Aplikasi untuk menggambarkan data visualisasi peneliti menggunakan vosviewer. Berdasarkan 54 artikel terpilih, peneliti mengidentifikasi berbagai model, metode, media serta permainan dalam pembelajaran yang dapat meningkatkan kreativitas siswa sekolah Dasar. Model pembelajaran yang dapat digunakan adalah PJBL, kooperatif tipe <em>picture and picture</em>, Problem Based Learning (PBL), <em>Creative Problem Solving</em> (CrPS), RADEC, SAVI, e<em>xperiential learning</em>, <em>Contextual Teaching and Learning</em> (CTL), dan talking stick. Lalu metode yang dapat digunakan <em>mind mapping</em>, STEAM, inkuiri terbimbing, dan LSQ (<em>Learning Start With Question</em>). Lalu Penggunaan media pembelajaran visual, audio-visual, dan multimedia. Serta permainan dalam pembelajaran seperti tangram, playdough, dan ludo dapat meningkatkan kreativitas peserta didik. Berdasarkan hasil penelitian dan kesimpulan, peneliti selanjutnya disarankan mengembangkan media pembelajaran interaktif yang lebih menarik untuk meningkatkan kreativitas siswa sekolah dasar.</p><p> </p><p><strong>Efforts to improve the creativity of elementary school students: A systematic literature review and bibliometric analysis</strong></p><p> </p><p><strong>Abstract</strong>: <em>The importance of students having creativity lies in their ability to think innovatively and overcome challenges, making efforts at the elementary school level to enhance creativity, which is essential for developing this potential from an early age. The goal of this research is to provide knowledge about models, methods, media, and games in education that teachers can apply to enhance elementary school students' creativity. This study employs the SPAR-4-SLR (Scientific Procedures and Rationales for Systematic Literature Reviews) method. The database used is Google Scholar, and Vosviewer is utilized for data visualization. Based on 54 selected articles, the researcher identified various models, methods, media, and games in education that can enhance elementary students' creativity. The models that can be used include PJBL, cooperative learning type picture and picture, Problem-Based Learning (PBL), Creative Problem Solving (CrPS), RADEC, SAVI, experiential learning, Contextual Teaching and Learning (CTL), and the talking stick method. Additionally, methods such as mind mapping, STEAM, guided inquiry, and LSQ (Learning Starts With a Question) can be employed. The use of visual, audiovisual, and multimedia teaching media, as well as games like tangram, playdough, and ludo, can also increase student creativity. Based on the research findings and conclusions, future researchers are recommended to develop more interactive and engaging educational media to further enhance elementary school students' creativity.</em></p>

The low mathematics learning outcomes among elementary school students, particularly in the topic of decimal numbers, are caused by a lack of active student engagement, limited variation in teaching methods, and minimal integration of technology in the learning process. The aim of this study is to analyze the effectiveness of the Project-Based Learning (PjBL) model assisted by the digital media Mentimeter in improving elementary students' mathematics learning outcomes on the topic of decimal numbers. This research employed a quasi-experimental method with a pre-test post-test control group design, involving 186 fourth-grade elementary school students. The sample was selected through random sampling, with Class IV A as the experimental group (27 students) and Class IV B as the control group (15 students). Data were collected through observation, interviews, tests, and documentation. A t-test was used to analyze the data. The t-test results showed that among the 32 tested students, the tvalue was 7.074 and the ttable was 1.683, indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted, revealing a significant difference between the two groups. This study implies the importance of integrating project-based learning models with the support of interactive digital media such as Mentimeter to create a more engaging, participatory, and meaningful learning experience for elementary school students, especially in mathematics education.

This study aims to examine the effectiveness of the application of Value Clarification Technique (VCT) on the democratic attitudes of fourth grade students at SDN Kertajaya IV Surabaya. The method used in this research is Quasi Experimental with Nonequivalent Control Group Design. This study involved two groups of students, namely the experimental group treated using VCT and the control group treated using conventional learning. The research instrument used was a questionnaire to measure students' democratic attitudes before and after treatment. The validity of the instrument was tested through expert judgment and empirical tests, while data analysis was carried out using an independent t test after normality and homogeneity tests were met. The results showed that there was a significant difference in democratic attitudes between the experimental and control groups. The experimental group using VCT showed greater improvement in democratic attitudes than the control group. The average pre-test score of the experimental group was 66.06, which increased to 73.72 in the post-test. While in the control group the average pre-test score was 67.00 and increased slightly to 68.25 in the post-test. Data analysis using the t test showed that the t value was 2.166 with a significance of 0.035 (<0.05), indicating that the use of VCT was significantly more effective in improving students' democratic attitudes than conventional methods. This study concludes that the use of VCT in Civics learning is effective in improving the democratic attitudes of elementary school students. The implementation of VCT can help students understand and internalize democratic values better than conventional learning. Research recommendations include wider application of VCT in Civics education, training for teachers, as well as further research to examine the effectiveness of VCT in various educational contexts.

The lack of nutrient was happened because of the low of quality and quantity of nutrient supply, and because of infection also. Nutrient supply like vitamin A, Fe, and Zn are the components which influence someone's nutrient status. The citizen of outskirts city usually identify by poverty. Vitamin A has a role in the mobilization of Fe reserve in human body to synthesize the hemoglobin. Fe and Zn which were given together can absorb well if Fe doses was not more than Zn. The research to new students of elementary school's nutrient status in NTT Province in general, and in Kupang particularly was rare until now. To know nutrient status of new students of elementary school basically is important to keep up with the development of students' study process as long as their education period in elementary school. To know the relationship of Zn, Fe, and vitamin A supply to the new students of elementary school's nutrient status in outskirts of Kupang city, NTT Province. This is a quantity of research with observational design cross-sectional. The research will be done in Kupang City in 2 months. The populations of this research are 3993 students of class one at the elementary school (this populations counted according to the number of class one data on 2013, in Kupang City. It means that all of the elementary students in Kupang City were not included in this account). Minimum sample which was needed in this research were 98 students. To anticipate the drop out students, then needed to add 10%, so the number of sample which was needed in this research are 108 students. To take 108 students was used random sampling technique. The criteria of the sample are: the new elementary school students (not repeat students) on the time of measuring didn't in sick condition and had not physic difference (hadn't hunchbacked). Fe supply has a relationship to nutrient status (IMT/U) with p-value less than 0, 05 (p=0,019), Zn supply also point out the relationship to nutrient status (IMT/U) with p-value 0,038, and vitamin A has a relationship to new students of elementary school's nutrient status with p-value 0, 005. There is a relationship between Fe supply with nutrient status (IMT/U), there is a relationship between Zn supply with nutrient status (IMT/U), there is a relationship between vitamin A supply with nutrient status (IMT/U). to the next researcher, besides measuring Fe supply, pay attention also macronutrient. Education organizer (school) need to pay attention to student's nutrient problem, because the students who have nutrient problem tend to have problems on their ability to accept subject matter in class.

The aim of the present study was to examine the effects of an instructional self-talk intervention on elementary students’ (M age = 10.82 years, ±0.72) motor performance in a soccer task. Participants were 45 elementary students who were randomly assigned into two groups one experimental and one control group. A three-day practice was administered to the two groups, with the experimental group using instructional self-talk. Repeated measures analysis of variance revealed that from baseline to final measure both groups improved their performance; however, the improvement of the self-talk group was larger compared with that of the control group. This resulted in the two groups displaying significant differences in the final measure (p < 0.01). In general, the results provided support for the beneficial effects of self-talk intervention programmes for task enhancement, and in particular show that such interventions can be effective from the ages of elementary school students.

The low level of nationality awareness among primary school students, which resulted from inadequate learning, served as the research basis. A learning model was developed to facilitate this, namely the ethnosocial-based differentiated digital learning model. However, the previous learning model was not contextual, did not involve students, did not consider the students’ preferred learning methods, and did not connect the technology-based learning process. Although the ethnosocial-based differentiated digital learning approach has been deemed valid, further research was required to ascertain its impact on students’ nationalistic insight. This research aimed to determine how elementary students’ nationalistic insight was impacted by an ethnosocial-based differentiated digital learning model. Six hundred students participated in this quasi-experimental research. Test questions were utilized to assess their level of nationalistic insight. The normality, homogeneity, paired sample t-test, effect size, and independent sample t-tests were performed on the test results. The findings indicated that the ethnosocial-based differentiated digital learning model impacted elementary school students’ nationalistic insight. Comparing students who learned conventionally with those who used the ethnosocial-based differentiated digital learning model, the former showed a higher value of nationalistic insight. The findings of this study have value for how academics might help elementary school students develop their nationalistic insight.

The purpose of this study was to develop an experience-based sex education program to improve adjustment to puberty in elementary school students in the upper grades and to verify its effectiveness. Methods: This study had a pretest-posttest nonequivalent control group design. The subjects of this study were a total of 95 sixth-graders in Y city (experimental group: 48, control group: 47). The measurement variables were sexual knowledge, body image, self-esteem, and satisfaction with life. Four sessions of the experience-based sex education program to improve adjustment to puberty, consisting of 40 minutes per session, were provided to the experimental group. Results: Children's sexual knowledge, self-esteem, and satisfaction with life in the experimental group, which participated in the experience-based sexual education program to improve adjustment to puberty, showed a significant increase compared to the control group. However, there was no statistically significant difference in body image. Conclusion: This study presents the development of an experience-based sex education program for adjustment to puberty to overcome the shortcomings of existing sex education programs that are limited to sexual knowledge and attitudes, and also verified that the sexual knowledge, self-esteem, and life satisfaction of the elementary school students who were provided with the program improved meaningfully.

OBJECTIVESThis study investigated the prevalence of low back pain (LBP) and its risk factors among elementary-school students.METHODSIn this cross-sectional study, 693 elementary students from Hamadan city, western Iran, were selected by multistage stratified cluster sampling. Data were collected through interviews using questionnaires. Posture and psychosocial elements were assessed using the observational Rapid Upper Limb Assessment (RULA) checklist and the standard Strengths and Difficulties Questionnaire, respectively. Penalized logistic regression with the group smoothly-clipped absolute deviation regularization method was used for variable selection and data analysis (α=0.05). The chi-square test was also used.RESULTSIn total, 26.6% of the students (7-12 years old) reported LBP in the last month. Older age (odds ratio [OR], 3.08; 95% confidence interval [CI], 1.80 to 5.26), watching TV for more than 3 hours a day (OR, 2.62; 95% CI, 1.46 to 4.68), very short seat backrests (OR, 3.08; 95% CI, 1.61 to 5.90), excessively curved seat backrests (OR, 4.36; 95% CI, 2.08 to 9.13), very short desks (OR, 3.44; 95% CI, 1.61 to 7.35), a family history of LBP (OR, 2.49; 95% CI, 1.58 to 3.91), carrying a school bag on one shoulder (OR, 1.91; 95% CI, 1.03 to 3.54), and RULA scores of 3 (OR, 2.26; 95% CI, 1.13 to 4.50) or 4 (OR, 2.85; 95% CI, 1.37 to 5.91) were associated with LBP.CONCLUSIONSA high prevalence of LBP was found among elementary-school students. This study underscores the importance of recognizing vulnerable children and teenagers and developing interventional health promotion programs to prevent LBP based on an appropriate consideration of its contributory factors.

One of the problems faced by elementary school students is the difficulty of mastering the subject matter being taught. Efforts to increase mastery of the material were carried out by teachers, among others, by applying various varied learning models. The Problem Based Learning model is a learning model that is able to hone students' critical thinking. The purpose of this study was to analyze the effect of the Problem Based Learning model on science learning content on the critical thinking abilities. This study uses a quantitative approach to the experimental method. This research was conducted at elementary students using grade V as the research target for treatment by the Problem Based Learning learning model. The data analysis used was the t-test for sample correlation ratio data with the Wilcoxon Matched Pairs test analysis. The problem-based learning model to improve the critical thinking skills of science grade V elementary school students has a positive and significant effect. The results of this study conclude that hypothesis 1 (h1) is accepted. This shows that the Problem Based Learning model influences students' critical thinking ability, where students' critical thinking ability increase after being applied to a given subject.