• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.99-113
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• 2004

This study evaluated the effects of maternal food environment on food behavior and hyperactivity of preschoolers. The subjects consisted of 270 children aged 5-6 years and 330 their mother. The food behavior and hyperactivity of the children were measured simultaneously by both children's mother and their teachers using the same checklists. And maternal food environment was performed by self-administered questionnaire. Mother's food value was significantly influenced by their employment status and parenting behavior. but was not affected by the levels of their education and household income. Children's hyperactivity was significant influenced by their sleep status, mother's education level and parenting behavior(p<0.05). A significant difference was noted children's food behavior with the teacher's assessment upon the association with hyperactivity(p<0.05) but was not significantly related to it by mother's checklist. The mother's food value(p<0.001) and food behavior(p<0.05) were significantly related to the their children's food behavior and hyperactivity. These results showed that maternal food environment plays an important role in children's food behavior and hyperactivity.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.63-83
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• 2008

The purpose of this study was to investigate food involvement, dietary behavior and relationship according to the levels of nutrition knowledge. Data in this research was obtained by using the questionnaire which was given out to 528 subjects(boys 182, girls 346) in Naju city area. The awareness of dietary behavior of middle school students put the first priority on breakfast from among 3 meals a day, and they selected 'taste' as the most important criterion. The majority and above of subjects responded that they had ever delivered food at least more than 1 or 2 times a week. This research found that middle school students are tends to regard themselves as being rather close to obesity or fatness. Subjects were also aware that they have some problems with a unbalanced eating habbit and irregular timing of having meals, and more than 40% of the subjects responded that they obtain the most of information about food & dietary behavior through television. Significant difference was found in the food involvement with related variables such as sex, grade, the academic background of mother, self-perception of weight, the way of weight control, perception of problems requiring improvement. Dietary behavior related with variables showed significant difference. Variables are grade, perception of meal importance, selecting standard of food, method of weight control, improvement of eating habits. Dietary behavior is found highly relative with food involvement. Dietary behavior is found highly relative with food involvement. In conclusion, suggestions that could bring motivation to improvement is more essential to the nutrition education rather than knowledge oriented education.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.27-41
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• 2004

The purpose of this study is to analyze connection of the field on 'Nutrition and Food' among grades in the Practical Arts and Home Economics. The subject of analysis is 'Practical Arts' textbook in elementary school and 'Home Economics' textbook in middle school and high school. The Practical Arts textbook of 5th, 6th grade and 5 Home Economics textbooks middle school 1st, 3rd and high school. First of all, it is arranged the aim and contents, used analysis connection frame. The following contents are to summarize the result. First, 'Nutrition and Food' unit is presented nutrition, food, meals management in textbook. Second, aim in curriculum is agreed with contents in curriculum, but how to description in textbook is needed agreements. Third, contents in elementary school and secondary school is connection to develope, but contents in middle and high school are repetition. With the results analyzing connection among text contents, it is concluded that contents' connection has more developed and repeated. Specially, contents of Nutrition are mostly developmental contents, contents of Food are that one part is developmental contents and the other part is repeated contents.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.175-193
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• 2018

The course of home economics education is the one that fosters the ability to solve life problems. The life problem is permanent involving the individual, family, and society in overall. Thus, this study was to compose a class which applied the backward design model suggested by Wiggins and McTighe focusing on the usability of it in the educational filed of the home science to overcome the limitation of the education in the filed based on that critical mind. Therefore, this study developed the teaching·learning plan applying the backward design model to the 'Food and Nutrition' unit of the home economics education. It is expected that the unit and the teaching plan are used as materials for the class on the dietary life unit which is meaningful for learners in the educational field of the home economics education.

• Proceedings of the KSCN Conference
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• 2004.05a
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• pp.426.2-427
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• 2004

이 연구는 안동시 농촌지역 주민들을 대상으로 식생활 및 생활습관과 만성 질환 발생 양상을 조사하여 그 관련성을 분석하고, 이를 토대로 지역 주민을 대상으로 영양 교육을 하여 잘못된 식생활 개선을 도모하고자 수행된 사업 중 일부로, 고혈압 노인을 대상으로 영양교육자료를 개발하고 그 효과를 평가하기 위한 것이다. 실태조사는 농업을 생업으로 하는 경북지역 안동군 농촌지역 14개 지역의 50세 이상 장년 및 노년층 1,472명(전체인구의 약 6%에 해당)을 대상으로 만성질병과 식습관에 관하여 이루어졌으며, 그 결과 전체 대상자의 53.3%가 고혈압 환자로 다른 질병에 비해 이환율이 높았다.(중략)

• Journal of the Korean Society of Food Culture
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• v.36 no.1
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• pp.56-65
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• 2021

This study examined the background of the dietary life of North Korean defector adolescents born and raised in North Korea and their new South Korean dietary experiences after being settled in South Korea. The study included six North Korean defector adolescents enrolled in an alternative school located in Gyeonggi-do, South Korea. This study's qualitative research methodology included two-by-two group interviews, followed by individual interviews and field observation. The study period was from September 14 to October 26, 2019. Before entering South Korea, they primarily ate food pickled with soybean and salt, a cooking method by which foods are preserved because refrigerators were unavailable. After settling in South Korea, they had difficulty adapting to South Korean foods because of the unfamiliar ingredients and recipes. On the other hand, they quickly adapted to some foods, such as chicken. The participants reported that North Korean foods are generally light, whereas South Korean foods are sweet, salty, and spicy; hence, they do not taste delicious. The results suggest that attention be paid to menu improvement and the provision of nutritional education by schools and the government to prevent undernourishment or malnourishment because of unfamiliar ingredients and recipes.

• Journal of the Korean Society of Food Culture
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• v.38 no.5
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• pp.314-325
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• 2023

This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.49-60
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• 2005

In this study, environmental knowledge and consciousness and eco-friendly behavior related to dietary life of middle school students were examined. Male and female students in Gyeongsan and Daegu Metropolitan City were selected for the study. Total of 490 questionnaires were delivered and collected, and 445 of them were analyzed by using SPSS Win Ver 12.0. Percentages of students who checked' don't know the answer' in 20 environmental knowledge assessment questions were $14.4\~41.8\%$, and those who gave correct answer to these responded to how the answer were $40.1\~93.3\%$. The average score of environmental consciousness was 3.45 and that of eco-friendly dietary behavior was 2.9 out of 5. When dietary behavior was divided by three categories, such as food purchasing, eating. and dish washing, the score of food purchasing behavior was 2.7, those of eating behavior and dish washing behavior were 3.0, 3.1, respectively. In the relationship between environmental knowledge. consciousness. and eco-friendly dietary behavior, there was significant positive correlation between howledge and consciousness, but no significant relation between consciousness and behavior. It showed that environmental knowledge and consciousness didn't always lead to eco-friendly dietary behavior. Therefore, education for practical betlavior must be emphasized even though the knowledge and consciousness education on environment are important.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.39-56
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• 2018

The purpose of this study was to develop Home Economics(HE) teaching and learning process plans applied Problem Based Learning(PBL) focusing on 'food and nutrition' unit for students with intellectual disability and to evaluate the effects of the HE instruction on their food choice·management knowledge and problem-solving skills after implementing the instruction for students with intellectual disability. To develop HE teaching and learning process plans applied PBL focusing on 'food and nutrition' unit for students with intellectual disability, problems that arise in daily life to trigger interest of students were firstly developed. The selected problems and teaching and learning process plans were reviewed for validity by one home economics education professor and three teachers who are experts in special education. This study used the one group pretest and posttest design, sampling 6 students who are in special-education middle school with the intellectual disability. After HE instruction of 6 sessions applied PBL method, this study tested the effects of the instruction. The first three sessions taught how to choose and keep food. The fourth session taught purchasing food ingredients and keeping them for sandwiches. The fifth and sixth sessions let the students make sandwiches and give them to others. The instruments of the study comprised of tools for food choice and management knowledge, tools for problem-solving skills evaluation, self-evaluation sheets, evaluation form of course satisfaction for students, evaluation form of behavior in class for teachers, and daily observation journal and all tools. These instruments were proved to have reliability and validity. The results of this study are as follows. First, all six students who took HE instruction applied PBL method focusing on 'food and nutrition' unit scored 30 points higher out of 100 points after taking the instruction in food choice and management knowledge and scored 5 points higher out of 14 points in problem-solving skills on average. Therefore, it was interpreted that HE instruction applied PBL affected the food choice·management knowledge and the problem solving skills of students with intellectual disability. Secondly, the students with intellectual disability participated actively in HE instruction applied PBL focusing on 'food and nutrition' unit and expressed satisfaction. Three special education experts evaluated HE teaching·learning process plans applied PBL focusing on 'food and nutrition' unit to be well-developed. This study showed that HE instruction applied PBL focusing on 'food and nutrition' unit allowed the students with intellectual disability to acquire comprehensive skills in choosing, keeping, and making safe food and helped them solve problems of their life by themselves. Therefore I suggest that Home Economics should be adopted as a formal subject matter in special school curriculum for students with intellectual disability.