• Proceedings of the KSCN Conference
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• 2003.05a
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• pp.110-110
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• 2003

본 연구는 7차 교육 과정 기술ㆍ가정 교과의 식생활 단원에 대한 중학생들의 인지도를 성별, 학교소재지별, 학교형태별로 평가 분석하여 추후 식생활 단원의 교육과정 개발에 기초자료를 제공하고자 한다. 본 연구의 설문조사는 7차 교육과정 식생활 단원을 이수한 전북지역 중학교 1학년생들로 도심지역 (도심 A) 남녀공학 360명, 도심주변지역 (도심 B) 남녀공학 360명, 소도시 남학교 180명, 여학교 180명 등 총 1080명을 대상으로 하였다. (중략)

• Proceedings of the KSCN Conference
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• 2003.05a
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• pp.109-109
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• 2003

본 연구는 학교급식이 교육의 일환으로 이루어질 수 있도록 하는 기초 자료를 제공하고자 가정의 식생활 관리자로서 자녀들의 식습관에 가장 큰 영향을 주는 어머니를 대상으로 하여 가정에서의 식생활 관리와 학교급식과 영양교육에 대한 인식 및 요구도를 알아보아, 자녀와 어머니에게 필요한 교육과 학교에서 제공할 수 있는 교육방안을 제시하고자 하였다. 대상자는 서울시 강서교육청 소속 57개 초등학교 중 지역차이를 고려하여 4개 학교 3,4 학년 학부모 400명을 대상으로 설문지를 이용하여 조사하였으며, 이 중 362부를 분석에 이용하였다. (중략)

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.153-166
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• 2022

The purpose of this study is to develop and evaluate a dietary education program to improve the caring ability and multicultural acceptance of middle school students. Based on the instructional system design of ADDIE model, the dietary education program was developed to contain five sessions including four theoretical lectures and one lab session. Visual thinking technique was used to train students to express their thoughts and emotion by writing and drawing. The dietary education program was conducted for four weeks (from November 19 to December 14, 2018) at a middle school located in Seoul on a total of 69 middle school students, out of which 34 were assigned to an experimental group and 35 were assigned to a control group. Separate paired t-test were conducted for the experimental group and the control group, respectively, to determine the changes in caring ability and multicultural acceptance scores before and after the dietary education. There were significant increases in caring ability (dietary-, emotional-, behavioral- and cognitive caring) and multicultural acceptance (diversity, relationship and universality) scores among the experimental group after the dietary program. However, no differences were observed among the control group. The results indicate that the dietary education program can be an effective tool to improve caring ability and multicultural acceptance of middle school students.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.81-81
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• 2009

중학교 식생활 단원 교육은 신체적 성장이 왕성한 청소년기에 접어진 학생들이 올바른 식생활을 하여 건강 유지 및 정상적인 성장발달을 하는데에 꼭 필요한 내용이다. 그리하여 본 연구에서는 학생들이 식생활단원 교육을 통해 교육내용의 활용정도나 전반적인 식생활 태도에 미치는 영향을 조사하고자 대전지역에 소재하는 4개 중학교 3학년 학생을 대상으로 2008년 12월 5일~16일까지 설문지조사를 실시하였다. 조사대상자의 성별은 여학생이 48.9%, 남학생이 51.1%이고 학생들의 부모의 연령은 40-49세가 각각 81.4%, 86.7%를 차지하고 부모의 직업에서 아버지는 사무직(34.4%)이 가장 많고 어머니는 가정주부가 44.5%로 가장 많았다. 부모의 학력은 대부분 고졸이상이며 가족형태는 핵가족이 90.5%이고 부모의 한 달 총수입은 500만 원 이상이 32.6%로 가장 많았다. 식생활단원 교육 후에 식생활에 대한 관심정도는 '관심이 생긴 편이다'(36.4%), '그저 그렇다'(33.8%)가 많았고 남 여 학생의 경향이 비슷하였다. 교육 후 가장 변화된 점은 '간단한 조리를 할 수 있게 되었다' 가 38.6%로 가장 높은 반면 '아무 변화가 없다'도 34.4%나 되었다. 식생활 태도에서는 5점 likert 점수에서 '식사시간이 규칙적이다'(3.36), '골고루 섭취한다'(3.39), '식사준비를 돕는다'(3.07)에서 보통 이상의 점수로 양호한데, 한편 '내가 먹은 음식의 영양분과 열량에 관해 알고 있다'가 2.57로 잘 모르는 편이고 '다이어트 보조음식이나 약을 먹는다'가 1.48로 그렇지 않은 편이었다. 식생활단원의 활용도에서는 5점 likert 점수에서 '성분과 유통기한을 확인한다'(3.93), '간단한 음식을 직접 만들 수 있다'(3.80)가 높은 점수이었고, 남학생이 여학생보다 '성분과 유통기한 확인한다'(P<.01), '조리기구는 안전하고 위생적으로 사용할 수 있다'(P<.05)에서 유의적으로 높았다. 이 활용도에 대한 학생들의 가정환경과의 상관성에서는 부모의 학력이 고졸 이상에서 중졸이하보다 유의적으로 높았고(P<.001), 부모의 직업의 경우, 아버지가 무직인 경우, 어머니가 가정주부인 경우에 직업을 가진 부모의 학생들에 비하여 유의적으로 활용도가 낮았다(P<.01). 부모의 한 달 총수입과의 상관성에서는 400~500만원 미만의 경우에 다른수준보다 유의적으로 활용도가 높았다(P<.05). 따라서 식생활단원 교육에 의해 변화가 없는 학생들도 상당히 많아 교육방법의 개선이 필요하며 그 활용도가 가정환경과 상관성이 있음을 파악할 수 있었다.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.143-157
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• 2021

This study analyzed and verified the effects of a dietary education program for Korean young adults in single-person households. The dietary education program was conducted for five weeks (from November 10 to December 8, 2020) for Korean young adults in single-person households living in Seongbuk-gu, via four face-to-face education sessions and one online education session, including both theoretical lectures and practice. The effect of the dietary education program was analyzed through the Nutrition Quotient (NQ) questionnaire for adults provided by the Korean Nutrition Society, a dietary evaluation checklist questionnaire developed by the researchers, and photovoices. The average of 'Nutrition' score increased from 51.81 to 53.20, but there was no statistically significant difference. However, there was a significant change in the 'Moderation' category (p<0.05). As for the researcher-developed dietary evaluation, the average of the 'Importance' area rose from 3.77 to 3.99, but there was no statistically significant difference. The average of the 'Practice' area rose from 3.03 to 3.57, significant results were found (p<0.05). When the pre-/post-tests were compared by the sub-categories, four elements of 'Importance', i.e., balanced meals and avoided foods, and all five elements of 'Practice' were significantly improved (p<0.05). A total of 200 photovoices were analyzed according to Social Cognitive Theory. As a result of the analysis, the deterrents that help people eat healthy homemade food were 48% environmental factors, 30% behavioral factors, and 22% individual cognitive factors. The deterrents found to hinder participants from eating healthy homemade food were 72% environmental factors and 14% individual cognitive and behavioral factors. The results suggest that the dietary education program for Korean young adults in single-person households can be an effective tool that promotes self-motivation, behavioral changes, and improvements of the surrounding environment.

• Culinary science and hospitality research
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• v.22 no.3
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• pp.155-165
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• 2016

This study investigated general educational quality, satisfaction and loyalty related to dietary life among K university students in Busan. SPSS version 20.0 was employed to conduct various analyses, namely frequency, factor, reliability and regression. A number of results were discovered. First, factors of nutrition education quality (knowledge, interest, instructor) had a positive influence on satisfaction. Second, factors of satisfaction with nutrition education quality had a positive influence on loyalty. Third, the three factorsof nutrition education quality had a positive influence on loyalty. Of the the three nutrition education quality factors, the knowledge factor exhibited the strongest effect on satisfaction among, while the Interest factor had the strongest impacton loyalty. As a result, consideration must be given the factors that act on nutrition education quality.

• Proceedings of the EASDL Conference
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• 2009.11a
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• pp.1-9
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• 2009

• Proceedings of the EASDL Conference
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• 2009.11a
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• pp.33-44
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• 2009