• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of Nutrition and Health
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• v.41 no.1
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• pp.77-88
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• 2008

This research was carried out a to investigate the food habit and preference of parents' social and economic level with 681 children (145 of Kindergarten, 300 of Children, 236 of Adolescences) in Seoul and Gyeonggi area using question naires. The parents' income level divided into 2 groups, less than 4 million won and equal or greater than 4 million won. Most of the middle years were over-weighing but kindergarten and adolescences had standard weights. The majority of parents had Bachelor degrees, most of father were office workers, majority of mothers of kindergarten with parents' income level less than 4 million won were professional women and mothers of the rest of the groups were mostly house wives. The middle years with parents income level less than 4 million son were skipping meals most frequently, but other groups didn't show much differences in their eating habits. All age groups showed that they like meats the most and dislike vegetables the worst. All age groups also showed that they mostly eat out 1-2 times a week and the next was 3-4 times a week. All age groups preferred ice creams, fruits, juices and snacks for their desserts. The middle years with parents' income equal or greater than 4 million won also showed high preference on strawberry and chocolate flavored milk, burgers and pizzas. The food s that preferred to eat when dining out were Chinese foods (Ja-jang-myeon and sweet and sour pork) for kindergarten group, Korean foods (kalbi and bulgogi) for the middle years with parents' income level less than 4 million won, family restaurant food (steak and rib) for the middle years with parents' income level equal or greater than 4 million won and Korean foods (kalbi and bulgogi) for the adolescences. The preferred cooking methods were roast (fish and sea weeds) for the kindergarten, roasted meat for the middle years, Kimchi and bean paste pot stew for the adolescences with parents' income level less than 4 million won and roasted meats for the adolescences with parents' income level equal or greater than 4 million won. The results showed that the adolescences with higher parental income lever preferred meats.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2004.10a
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• pp.17-58
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• 2004

뉴저지주 보건교육/건강 증진정책을 논하기전에 건강증진과 보건 교육사의 뜻을 먼저 기술하기로 한다. 건강증진이란 일상 사회생활과 행동과학의 응용에서 시작하며 교육의 효율적 작전 및 기술, 질병 역학 조사, 개인 및 가족단위 건강 위해 행위 절감, 사회연관 구축망 조성, 그리고 적게는 이웃, 더 나아가 조직체계 및 지역 사회의 네트웍 실시등을 실시한다. 보건교육 및 건강증진 전문가란 ' 전국 보건교육 인증 위원회(NCHEC) ' 에서 채택된 다음 7개 활동 영역에서 개인적, 그룹, 각주단위, 그리고 범 국가적 조직에서 종사하는자로 한다. 개인 및 지역사회 보건 교육 필요성 분석- 계회, 실행, 효율성 평가, 사업 진행 조정, 자문, 컴뮤니케이션 등의 활동범위를 들 수 있다. 공인 보건 교육사(CHES)란 대학 및 대학원에서 보건 교육학 소정의 필수 과목을 이수하고 학.석사 소지자로서 ' 전국 보건 교육 인증 위원회 ' 에서 그 자격을 인정 받고 공인 자격 시험에 합격한자로 한다. 합격자는 자기 성명뒤에 CHES란 칭호를 부치며 매 5년마다 75단위이상 인정된 전문 직업 보수 교육을 받아야 한다. 보건 교육사 고용 분야는 연방, 주, 지방 정부의 보건 교육사(10-15%) 및 건강 증진 전문가로 종사하며; 이들은 지역 사회 조직화, 프로그람 기획, 공공사업 마켓팅, 메디아, 컴뮤니케이션 자질을 갓추어야 하며; 상해 예방, 학교 보건, 지역 사회 영양 실태 향상, 그 외 모든 건강 증진과 질병 예방에 일익을 담당 하여; 의사, 간호사, 약사, 영양사,환경 위생사드의 전문분야종사자들괴 한팀이 되어 지역 사회 보건 사업에 기여한다. 쥬저지 보건 교육사들은 주법령 8조 '||'&'||' 보건행정 표준 시행령 ' 에 따라 포괄적 보건교육/건강증진 프로그램을 개발하여 총체적으로 조절 관장한다. 특희 ' 미국 학술원 의료 연구원 ' 에서 제정한 ' 10대 필수 공중 보건 사업 ' 에 기준을 두고; 1) 개인 및 지역사회 필수 보건 여건 분석 평가, 2) 보건 교육 이론에 따른 사업 계획 설정, 3) 교육 전략과 보건문제 발굴에 따라 일반 대중 대상 보건 교육 실행 (프로그람 기획, 연수 교육, 미디어 캠페인, 공중보건 향상책 옹호), 4) 사업 진행 과정 정리, 그 결과에 대한 영향력과 결과 평가, 5) 프로그램진행, 인사 및 예산관리 참여, 6) 근무향상을 위한 보수교육 프로그램 개발, 7) 보건 의료 업무 종사자 상호 협조성 향상 훈련, 8) 지역 사회자원 밭굴, 9) 적절한 고객 의뢰 체제 시행, 10) 위기 관리 컴뮤니케이션 체제 개발실시, 11) 일반 대중에게 공중 보건 향상 고취, 12) 각종 협력 지원금 신청서 작성 제출, 13) 문화/인종적으로 적절한 시청각 교재 발굴, 15) 질적 및 양적 보건교육/건겅증진책 연구 실시, 16) 비 보험 가담자, 저 보험자, 빈곤자, 이민자 색출 선도, 17) 관활 구역내 상재하는 각 건강증진 프로그램 밝혀 내서 불필요한 중복 회피등이다. 그 외에도 보건 교육사들은 사회 복지 단체인 미국 암 협회, 미국 심장 협회,미국 폐장 협회 등 각종 사회 복지 비영리단체 와 자선 사업 단체들과 긴밀희 협조하거나 그 단체 임직원으로서 건강 증진 사업에 종사한다. 병원 및 의료기관에선 임직원 보수 교육, 환자의 질병 예방및 건강증진 교육, 그리고 의료 사업장내 건장 증진업무에 종사한다. 건강 유지 의료 기관(HMO)에선 예방주사, 정기검진 촉진등을 통한 입원일수 절감, 응급실 사용도 절감등으로 의료비 감축, 삶의질 향상상에 종사한다. 사업장 보건 교육사는 스트레스 관리, 금연 및 흡연 중단선도, 체중 절감, 종업원 건강증진 생활화참여 유치, 컴뮤니케이션 개발, 마켓팅, 질병 예방등에 그 전문 직업적 노하우를 사업체 건강 증진 프로그램 개발에 접목한다. 뉴저지 2010년대 건강 증진책은 5대 목표 설정하여 현재 시행하고 있다. 특이한점은 2001년 9.11사태 이후 연방정부와 주정부의 상당한 예산 지원을 그랜트 지원금 형식으로 받아 연방, 주정부, 지방 정부, 의료 기관등에서 일사 불란하게 생물/화학/방사성 테러에 대비하는데 보건 교육사들은 시민 인지도 향상과 위기관리 컴뮤니케이션 영역에서 활약한다. 총체적인 보건 교육/건강 증진책은 다음 천년간 뉴저지 건강증진 백서와 미연방 정부 건강증진 2010에 준하여 설립한 뉴저지 건강 증진 2010 에 의한다. 그 모델을 보면; 1) 생활 습관 향상으로 위해 행위 절제; 적절한 영양 섭취 와 과체중화 차단 불필요한 투약 절제와 그 관리 흡연 탐익 절감, 금연, 흡연관련 신체/정신적 피해 관리/치료 습관성 약물 중독 조기발견 예방 낙상 예방 폭력, 의도적/비의도적 상해 예방 2) 심장질환, 암, 뇌졸중, 당뇨, 폐염, 인프루엔자등 주사망원인 질병 조기 발견 예방 책 마련; 독감.폐렴 예방 주사 실시 3) 보건 교육 대상과 표적 설정 특히 보건사업 참여 동반자 발굴하여 그 동참과 책임분담 책려; 주. 지방 정부기관, 의료 종사자, 의료 보험 업자, 대학 등 교육 기관, 연구 기관, 교육자, 지방 보건소, 지역 사회 비 영리단체, 종교 단체 및 교역자 등의 참여 촉구., 지역 사회 비 영리단체, 종교 단체 및 교역자 등의 참여 촉구.

• Journal of the Korean Dietetic Association
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• v.11 no.2
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• pp.205-215
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• 2005

Health is easily overlooked because it doesn’t be changed good or bad due to sudden effort or indifference unexpectedly but kept in daily life. Especially, schoolchildren period, an important lifetime to develop both physically and mentally needs to be helpful to promote the growth of the body and keep well-balanced mind through balanced and nourishing diet. The purpose of this study was to develop nutrition education contents for discretional activities in elementary school. The present educational contents about food and nutrition was analysed in the curriculum of elementary school. The results showed the Korean language(20.8%) included an highest ratio in educational contents about food and nutrition, the next was the courses of physical education and wise life(18.1%, each). As the educational contents about food and nutrition in the textbook were dealt with food information (20.8%), Health․Disease(15.3%), and correct dietary habits by order. We could found more contents in the text for the higher classes than for the lower classes. But the most of the contents appeared lack of structure, profundity and continuity for the systematic nutrition education in its entirety. The developed nutrition education contents for discretional activities in this study consist of korean dinning cultures and foreign dinning cultures, correct dinning etiquette, how to choose healthy food, personal sanitary and health, nutrients and food tower, and problem for children’s nutrition as main subject. This six main subjects were composed of 23 subtitles. The teaching manual consisted of the educational goal, background, teaching plan and effect-evaluation plan, and the notice point for the effective lesson. The teaching plan was made for 30 hours and consisted of cooking course, singing/making lyrics, games in nutrition, debate on dietary habit, and role play etc which are oriented to practical learning. We intended to develop this program that attempts to improve in dietary habit of schoolchildren. It is because once formed an adults dietary habit is difficult to change. Schoolchildren’s period is the best adjustable stage. Therefore, nutrition education in elementary stage can change to dietary habit and build the awareness of health.

• Journal of dental hygiene science
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• v.11 no.3
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• pp.189-197
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• 2011

Objectives : The systematic health education to form the basic healthy lifestyle should be realized from elementary school, so oral health education at elementary school can determine the whole lifetime oral health. The elementary school health teacher's recognition and behavior who in charge of health promotion of students is important. Therefore, the study was conducted to enhance oral health education. Methods : Total 114 people among of 131 from health teacher Gwangju elementary school. Survey system is configured by referring to PRECEDE model. Results : In behavioral diagnosis the proportion of oral Health Education is less than 10%(58.8%), mostly educated in activity time (86.0%), the health teachers educate when it is needed(53.5%). In predisposing diagnosis in the eight areas of health education, the oral health education is ranked as fourth, fifth. Even in the next year project, the oral health education ratio was 21.9 percent. In enabling diagnosing every year the Oral health education training experienced rate is 13.2%, satisfaction rate is 33.3%. In reinforcing diagnosing disability element in the regular education course are the lack of oral health-related information (46.7%), lack of materials needed for education (30.6%), lack of training opportunities (21.4%). Conclusion : In further research, oral health education textbooks, materials and methods should be developed. At the foundation of there developments, the elementary oral health education program should be more fully developed and conducted and also the evaluation of its effectiveness will need.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.621-630
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• 2013

This study, after education for nursing students through texts on hand washing, PPT materials and practices, will investigated the types of the subjects' attitude toward hand washing and attempt to provide basic data needed for nursing education and nursing practice program. As the methods of this research, Q methodology was applied, and 20 sophomores in the Department of Nursing Science as P-sample from October 8, 2012 to October 15, 2012 were asked to distribute Q-sample of 9-point Q-sample distribution, and the collected data were processed with principal factor analysis method by the PC QUANL program. As a result of the research, their attitude toward hand washing was classified into 3 types. The three factors extracted all had eigenvalues greater than 1.0 and explained approximately 56.67% of the variation in responses 40.41%, 10.14% and 6.11% respectively. Type 1 was the ones with the increased number of hand washing; Type 2 was the ones who recognize the need of hand washing education; and Type 3 was the ones who dry hands after washing. In conclusion, the significance of the classification of the types of the attitude after the hand washing education is that with the development of programmes of nursing education and nursing practice, individualized intervention strategies should be differently provided.

• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.103-119
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• 2010

This study aims to figure out the characteristics of the mathematical ability of multicultural Korean elementary school learners. This was done by analyzing the results of a mathematics diagnostic test given to multicultural Korean first and second year elementary school students. The findings of this study mainly support the following three. First, it was indicated that, regardless of whether the students are multicultural or not, more second-year students had difficulty in understanding mathematics than the first-year students. Specifically, a higher percentage of second-year students were below the reference point (cut-off point) than was the case in the first-year learners, which pattern of the overall Korean students was consistent with that of multicultural Koreans. Second, concerning the sub-fields of mathematics, higher proportion of the students fell below the cut-off point in 'numbers and arithmetics' area than in 'measure and geometry,' which pattern was again the same with the multicultural students. Third, it was implied that, in addition to mathematically more complex questions, linguistically complex sentential representations contributed to increasing the difficulty of the test items. It is suggested that care be taken to enhance linguistic processing and to employ well-defined terms.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.51-58
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• 2011

Recently, STEM education and improvement in creativity took a lot of attention in local and foreign educational programs, and the robot education is regarded as one of the answers which can achieve the objectives. The robot education is quite active locally in various ways including robot classes for after school program in elementary schools, a number of robot competitions, and education for the gifted. Under these circumstances, the qualification test for robot technology is developed to provide a standard for evaluating professional knowledge on robotics and is currently under consideration to be one of the government-approved qualification tests. However, compared to the robot classes for after school program, this test is not well recognized by most teachers in elementary and middle schools. This paper addresses and analyzes the current status of the test, in particular, backgrounds, qualification standards, organizing committee, intention of presenting questions, examples of problems used in the test, and demands raised by applicants, etc. Base on the analysis, some suggestions are made to establish a solid standard for evaluating robot technologies. It is suggested that the level of difficulty and contents covered should be properly adjusted considering the level of applicants. In addition, it is essential to provide well organized supplementary material for students and wide range of contents on robot technology. Finally, some efforts including cooperating with the robot classes for after school program should be made to invigorate the test.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.1
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• pp.51-65
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• 2016

A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.