• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.12
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• pp.2049-2067
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• 2013

The purpose of this study is to present a more effective nutrition education activation plan. As a result of investigating the dietary education operating situation, 58.9% underwent direct education, and 89.5% underwent food life education through traditional food culture succeeding business operation. The results from investigating the recognition regarding dietary education are as follows. The activation level by education types was as low as 2.24 points, the necessity was as high as 4.54 points, the difficult point in performing food life education was 'overwork' with 4.43 points, and the teaching activity ability level was 'can effectively prepare a teaching guidance plan' at 2.96 points. As a result of investigating the nutrition consultation operating situations, 62.8% underwent it and all of the students as well as some parents and teachers performed it. The consumed time per consultation for effective nutrition consultation was 10~20 minutes, the required education equipment and data were 'consultation program' with 40.3%, and the important content during consultation was 'contents related to eating habits' with 70.5%, which was recognized as the most important.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.101-115
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• 2000

This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.33-50
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• 2010

This study was conducted as a preparation for the operation of 2007 revised curriculum and an effort towards professional development for Home Economics teachers in clothing life culture area. The aim of this study was to develop an teacher training program based on the clothing life culture in three kingdoms period, apply it to teacher training, and evaluate the program by analyzing the purpose of participation, trainee expectation and gratification, change of recognition level about Han culture, trainee satisfaction, and willingness to apply to teaching and attend further training program. The characteristic of the training program was that it consisted of both highly qualified lectures on professional contents and practices with school classroom level, and it dealt with the ancient korean clothing as its central subject. The purpose of the training program was to elevate the recognition of Han culture and increase the possibility of application in the classroom situation. It showed that the trainees participated with high intrinsic motivations, aiming to improve their professionalism in subject content and expecting various subject content. It also showed that the trainee gratification was very high in professional knowledge of clothing culture area, and the trainees were gratified in most evaluation items. As to the recognition level of korean culture, even before the training program, it was generally higher than average. After the program, it increased meaningfully. Through the training program, the trainees became feel prouder of Han culture and people and themselves as Home economics teachers. The contents of the program were considered very helpful for the improvement of professionalism and the design of instruction and learning activity. It was revealed that Home Economics teachers had very high expectations of the development of instruction-learning models which could enable them to experience new and interesting ideas, help enhance their professionalism, and be applied to their teaching. Therefore, continuous development and operation of the teacher training program relating to the life culture such as clothing, food, and housing life are needed.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Horticultural Science & Technology
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• v.30 no.5
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• pp.586-595
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• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.135-152
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• 2021

The purpose of this study was to examine the effectiveness of the curriculum implementation of 「Food Safety and Health」, a Home Economics elective course, for high school students. Accordingly, several units of the 「Food Safety and Health」curriculum were piloted in six high schools in Chungbuk, Gyeonggi, Daejeon, and Sejong, and 1,199 questionnaires collected from students who participated in the classes were analyzed. The results are as follows. The 「Food Safety and Health」class had a significant effect on improving the total score of 'food safety and health' knowledge of high school students and scores for sub-dimensional area. Compared to the pre-test, the overall rate of correct answers for the post-test has increased by 7.99%p, and schools that implemented the relevant unit class relatively more had higher improvement scores. In addition, the 「Food Safety and Health」class has positively changed the eating behavior of high school students, and had a significant effect on having a habit of eating a variety of foods evenly. High school students who participated in the 「Food Safety and Health」class evaluated their classes very positively (4.27 out of 5 points), and responded that the content of the class was interesting, easy to understand, and helpful for their diet in daily life. According to the responses to the open-ended questions, students responded that the class was helpful in acquiring food-related knowledge in their real lives, while there were so many limitations for experiencing lab class and group activities due to COVID 19. In preparation for the high school credit system, this study is meaningful that it has expanded the elective courses in home economics area, as well as the right to choose subjects for high school students.

• Journal of Hospice and Palliative Care
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• v.9 no.2
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• pp.67-76
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• 2006

Purpose: The purpose of this study was to develop education program for physicians who work at hospice palliative care settings in Korea, to practice abridged education program extracted from the full contents of the proposed education, and to improve the quality of hospice palliative care service. Methods: To develop the education program, questionnaire for hospice education need assessment (total 79 items) was distributed to 125 organizations practicing hospice service via mail and the data was collected from 1 Sep. to 10 Oct. 2004. Another questionnaire for hospice education importance assessment was asked to the palliative specialists from Sep. 23 to 17 Oct. 2004. Based on the analysis of the questionnaires, and reviewing various references and actual hospice palliative education programs of other countries, the education programs were developed. Results: Ore-day-Hospice education 2004 was conducted based on the suggested education program, and it was practiced four times on a national basis (2 times in Seoul, and once in Busan and Gwangju, respectively). 47 physicians attended the education program. The education program lasted about 7 hours, comprising 5 hours of common lectures for all attendants regardless of their professions and 2 hours of specific seminar for physicians only. Attendants positively responded to the contents of the education program. But they pointed out that the program should be offered on weekday and it should be more in-depth and more discussion based lesson. Conclusion: The suggested education program was not fully conducted yet. After practicing the abridged education program, more in-depth and discussion oriented rather than lecture-based education were suggested. It may be argued that the proposed education, which requires much longer period education, should also reflect the evaluation of the 1-day education program to successfully implement the proposed education program.

• Proceedings of KOSOMES biannual meeting
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• 2004.05b
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• pp.127-150
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• 2004

목포해양대학교 현행 4개 학부의 교육과정은 1997년도에 전면 개편되어 학부 단위로 무난히 실시되고 있지만, 해사계열의 특수성과 해양공학계열의 학부별 전공 구성의 차이점 등으로 인하여 일률적 학부운영방침을 대학 전체에 동일하게 적용하는 것은 다소무리가 있었다. 해양계 특성화라는 대학의 목표를 향하여 각 학부의 교육목표와 전공특성을 살리면서 사회와 관련산업계의 시대적인 요구를 만족시키기 위하여 학부운영을 효율화$\cdot$극대화할 수 있는 체제 정립 방안을 연구하고 있다. 1차 년도의 연구결과에 의하면, 해상운송시스템학부는 효율적인 학부운영체제의 개선 및 운영시스템 개발을 위하여 학부 특성 및 전공 구성에 대한 분석을 통하여 문제점을 발견하고 해결방안을 모색함과 동시에 학생들의 전공 선택권을 최대한 보장할 수 있는 효율적인 학부 운영 체제를 구축하는 방안을 제시한다. 기관시스템공학부는 현행 의무복수전공제도의 문제점 분석과 해결 방안 강구를 위하여 전공들간의 인계성을 강화하며 활성화할 수 있는 방안을 모색하고 해양경찰학 전공의 운영 및 지도 방안을 연구한다. 또한 해기품질관리 관련 규정 등의 분석을 통해 교육 및 훈련에 대한 질적 향상을 꾀하고 해기품질 향상을 위한 교육평가시스템을 개발하고 구축하고자 한다. 해양전자$\cdot$통신공학부는 전공간의 연계성 구축과 효율적 운영방안을 모색하기 위하여 학부제 및 복수전공제와 관련하여 설문조사 문항을 개발$\cdot$분석하고, 해양전자공학 전공 교과목 정비 및 교재 개발을 시도하고 있다. 해양시스템공학부는 전공구성의 특성을 고려한 탐색과목의 설치 및 산업체 실습과 연계한 학점인정과목의 검토를 위하여 현행의 전공소개 프로그램을 분석하고, 졸업생의 취업을 분석하며 산업체의 요구사항을 조사하고 있다.산 알고리즘의 정당성을 보였다. 맞이하고 있음을 볼 수 있다. 국내광업이 21C 급변하는 산업환경에 적응하여 생존하기 위해서는 각종 첨단산업에서 요구하는 소량 다품종의 원료광물을 적기에 공급 할 수 있는 전문화된 기술력을 하루속히 확보해야 하며, 이를 위해 고품위의 원료광물 확보를 위한 탐사 및 개발을 적극 추진하고 가공기술의 선진화를 위해 선진국과의 기술제휴 등 자원산업 글로벌화 정책이 절실히 요구되고 있음을 알 수 있다. 또한 삶의 질을 향상시키려는 현대인의 가치관에 부합하기 위해서는 각종 소비제품의 원료를 제공하는 광업의 본래 목적 이외에도 자연환경 훼손을 최소화하며 개발 할 수밖에 없는 구조적인 어려움에 직면할 수밖에 없다. 이처럼 국내광업이 안고 있는 여러 가지 난제들을 극복하기 위해서는 업계와 정부가 합심하여 국내광업 육성의 중요성을 재인식하고 새로운 마음가짐으로 관련 정책을 수립 일관성 있게 추진해 나가야 할 것으로 보인다.의 연구 결과를 요약하면 다음과 같다. 첫째, 브랜드 이미지와 서비스 품질과의 관계에서 브랜드이미지는 서비스 품질의 선행변수가 될 수 있음을 증명하였으며 4개 요인의 이미지 중 사풍이미지를 제외한 영업 이미지, 제품 이미지, 마케팅 이미지가 서비스 품질에 영향을 미치고 있음을 알 수 있다. 둘째, 지각된 서비스 품질과 가격 수용성과의 관계에서, 서비스 품질은 최소 가격에 신뢰서비스 요인에서 정의 영향을 미치고 있으나 부가서비스, 환경서비스에서는 역의 영향을 미침을 알수 있고, 최대 가격에 있어서는 욕구서비스 요인은 정의 영향을 미치지만 부가서비스의 경우에는 역의 영향을 미치고 있음을 알 수 있다. 셋째, 서비스품질과 재 방문 의도와의 관계에 있어서 서비스품질은 재 방문 의도에 영향을 미침을 알 수 있다. 따라서 브랜드 이미지는 서비스품질의 선행변수가 될 수 있으며, 서비스품

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.35-49
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• 2007

The purpose of this research was to analyze the contents of Housing Studies in Home Economics Education of Secondary School published in master's or doctorial theses and journals since 1985. The 24 research papers were analyzed by the type and time of publication, research subjects, data collecting methods, respondents & sample size, and statistical methods. The data were presented by tables with frequencies. The results showed that the most Housing educational research has been done as a type of theses and the number of published papers on Housing has been increased in somewhat. Over time there were two main theme of Housing educational research: general perception of housing and teaching - learning plans. Research methods, respondents and sample size, and statistical methods were obviously differed by the two research theme of Housing educational studies. This research suggested to broaden the research subjects as well as research methods beside to increase the number of studies on Housing area in Home Economics Education.