• Journal of Food Hygiene and Safety
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• v.9 no.2
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• pp.95-104
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• 1994

A study on food sanitation in school textbooks was performed for 7 months from October 1, 1992 through may 31, 1993. A total of 243 textbooks (77 from elementary school level, 52 from junior high school level and 114 from senior high school level) were reviewed and analyzed. This study was performed in order to develop better method for teaching the subjet of food sanitation to students effectively. The results are as follows: 1) A total number of pages of textbooks dealing with food sanitation were 48 pages (0.53%) in elementary level textbooks, 38.05 pages (0.31%) in junior high school level and 105.05 pages (0.34%) in senior high school level. 2) 104.05 pages were allocated for the subject of food storage, 33 pages for insect and rodent control, 32 pages for food poisoning, 15 pages for food contamination and 7 pages for kitchen hygiene. 3) Of the four categories of textbooks, the numbr of pages dealing with food sanitation were 145 in home economics, 31 in physical education, 12 in social studies and 3.0 in science. 4) Home economics and physical education textbooks allocated many pages in dealing with food sanitation. Home economics textbooks had 88 pages for food storage, 26.05 pages for food poisoning, 7 pages for food contamination, and 2 pages for kitchen hygiene. Physical education textbooks had 15 pages about food storage, 4 pages for food poisoning, 5 pages for food contamination, and 1 page for kitchen hygiene. 5) Social studies textbooks had 5 pages for food storage, 4 pages for insect and rodent control, 3 pages for food contamination. 6) The number of pages dealing with food sanitation in elementary school level textbooks were 20 in physical education, 13 in home economics, 12 in social studies, 3 in science respectively. 7) The number of pages dealing with food sanitation in junior high school level textbooks were 31.05 in home economics, and 7.00 in physical education textbooks. 31.50 pages were about food storage, 6 pages about food poisoning, 13 pages about insect and rodent control, and 1 page about kitchen hygiene. 8) The number of pages dealing with food sanitation in senior high school level textbooks were 101.05 in home economics and 4 in physical education textbooks. 64 pages were about food storage, 21.05 about food poisoning, 13 about insect and rodent control, 4 about kitchen hygiene, and 3 about food contamination. 9) Pictures, drawings and tables were used in explaining food sanitation in the textbooks, 32 drawings of a total of 38 cuts in elementary school level textbooks, 8 pictures of 10 cuts in junior high school level and 13 tables of 14 cuts in senior high school level were used. 10) 5th grade textbooks of elementary school did not have a subject on food poisoning. Other grade textbooks in elementary school level did not contain a subject on food contamination and insect and rodent control. It's recommended that these subjects be contained in the textbooks. 11) It is necessary to teach a subject on health or health and environment independently and contain food sanitation in the subject. It is recommended that a textbook on health or health and environment be published and taught to students. 12) It is recommended that teachers specialized in health education be assigened to schools to teach health related subjects. 13) It is recommended that book publishers use the latest information in the textbooks and technical terms be unified.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.5
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• pp.29-41
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• 2017

Recently, citizen participation and user - oriented design are becoming increasingly important in the urban space design process. The Children's Park has also begun to discuss the need to reflect children's opinions and needs as well as existing ways and means of participation to reflect these opinions and ideas. In this study, a design education program for children was constructed and user opinions accessed via this design education were reflected in design and applied to the Children's Park. The training program consists of five weeks of educational programs, textbooks and teaching methods related to existing research, design education for children and participatory design programs. This program was used as a pilot of Eogong-6ho Children 's Park(No. 6 Children's Park), located in Gwonseon-gu, Suwon, and reinterpreted the results of the workshop for 5th grade students at Sunil Elementary School. This design education program is distinguished from other workshop programs on how to organize and operate participating professors and textbooks, and has a program base that can reproduce the entire process. In addition, it is necessary to verify the effects of user participation through research, such as monitoring the use of children's parks after completion, as well as the application of more diverse design methodologies to children's parks and the way they reflect children's opinions.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.285-294
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• 2014

This study investigates the effects of formative assessment utilizing mobile applications on interest and self-directedness in science instruction. The study subjects are two 6th grade classes from H elementary school located in Incheon, and the experimental group and the comparative group are composed of 21 students, respectively. The students from the experimental group have been taught with mobile devices while the comparative group has been taught in methods consistent with the current teaching standards. For the sake of research, the results of the method applied to the mobile device focus group have been edited using Google Drive Forms, entered as QR codes and stored in order for them to later be utilized for teaching and learning process. In the process, the teacher has provided the students with feedback based on their answers. The students of comparative group are to solve the same formative assessment in paper. As a result, the teacher of the mobile device focus group has been able to go through twenty-nine questions on formative assessment in the teaching and learning process, confirm the correct answers five times and provide feedback twenty-five times for additional explanation. In the inquiry about interest, the mobile device group scored 4.64 points and the standard one scored just 1.99 points (p<0.01). Fifteen students answered in the interview that and the major reason why they scored high has been because it was fun to study with mobile devices. When it comes to self-directedness over the process of teaching and learning, the mobile device focus group has answered positively but the standard group has scored relatively low (p<0.01).

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.83-89
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• 2020

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.

• Journal of vocational education research
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• v.29 no.3
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• pp.107-132
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• 2010

The purpose of this study was to investigate the effects of learning achievement by comparing project approach group and the control group on the unit of growing flowers and vegetables in practical arts education. For this purpose, the experimental study on the unit of growing flowers and vegetables was achieved with 63 students(5th grade 2 classes) in S elementary school. The project approach model (Chung, Sung-bong) was applied to the experimental group, and the traditional model to the control group. To verify the effects of each class, nonequivalent control group post test-only design was applied 10 times. The SPSSWIN(ver 12. 0. 1) was used for analyzing the frequency and t-tests. The results of this study were as follows ; First, there was significant effect of learning achievement(cognitive domain) in the project approach groups. In addition, learning achievement of the experimental group has been showed significant difference about intellectual function and ability but not about knowledge. Second, there was significant effect of learning achievement(psychomotor domain) in the project approach groups. In other words, there has been showed significant difference in basic skill and integrated skill for growing flowers and vegetables but not in elemental skill for planting. Third, as the post test, there existed significant effect(affective domain) in the project approach groups. In other words, there was a meaningful difference in acceptance, value, belief, actualization but not in interest. Based on these results, It is believed that the project approach model in the unit of 'growing flowers and vegetables' is more effective than the traditional learning method in learning achievement of learners' cognitive, psychomotor and affective domain.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.45-64
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• 2009

The purpose of this study was to develope issue-centered teaching learning process plan for environment-friendly housing education and to apply it to the housing section of Technology Home Economics in a middle school. PRO-CON cooperative group model was used for the teaching learning process plans of 2-session lessons according to the ADDIE model. In the development stage, 7 activity materials and 20 teaching learning materials (4 reading texts, 12 pictures and photos, & 5 moving pictures) were developed for 2-session lessons. The plans applied to the 7 classes, 222 students, in the third grade of the G middle school in Gyeonggi-do during July 10th-17th, 2008. The results showed that the final pro-con was influenced by the rationals of juries' pro-con of each team and the representative's discussion besides one's environmental perspective. The intention to implement environment-friendly housing activities was significantly increased between before and after the lessons. The contents, methods, goals, and process of the 2-session lessons were evaluated over medium to somewhat higher levels. Those evaluations except methods and general satisfaction with the lessons were differed by sex, students' and their families' interests in environments but not by the type of housing. These results might support that pro-con cooperative group model of controversial issues on parking lot would be appropriate to environment-friendly housing lessons and could apply to broad issues on housing and various schools in other areas.

• Journal of the Ergonomics Society of Korea
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• v.36 no.5
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• pp.525-533
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• 2017

Objective: The aim of this study is to investigate maritime officers' strategies to avoid the ship collision in crossing situations. Background: In a situation where there is a risk of collision between two ships, maritime officers can change the direction and speed of the own-ship to avoid the collision. They have four options to select; adjusting the speed only, the direction only, both the speed and direction at the same time and no action. Research questions were whether the strategy they are using differs according to the shipboard experience of maritime officers and the representation method of ARPA (automatic radar plotting aid) - radar graphic information. Method: Participants were 12. Six of them had more than 3 years of onboard experience, while the others were 4th grade students at Korea Maritime and Ocean University. For each participant, 32 ship encounter situations were provided with ARPA-radar information. 16 situations were presented by the north-up display and 16 situations were presented by the track-up display. Participants were asked to decide how to move the own-ship to avoid the ship collision for each case. Results: Most participants attempted to avoid the collision by adjusting the direction of the ship, representing an average of 22.4 times in 32 judgment trials (about 70%). Participants who did not have experience on board were more likely to control speed and direction at the same time than participants with onboard experience. Participants with onboard experience were more likely to control the direction of the ship only. On the other hand, although the same ARPA Information was provided to the participants, the participants in many cases made different judgments depending on the method of information representation; track-up display and north-up display. It was only 25% that the participants made the same judgment under the same collision situations. Participants with onboard experience did make the same judgment more than participants with no onboard experience. Conclusion: In marine collision situations, maritime officers tend to avoid collisions by adjusting only the direction of their ships, and this tendency is more pronounced among maritime officers with onboard experience. The effect of the method of information representation on their judgment was not significant. Application: The results of this research might help to train maritime officers for safe navigation and to design a collision avoidance support system.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.159-168
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• 2008

The purpose of this study is to examine the characteristics or significances of anger in children by understanding the common factors observed in children's anger and the psychological process of children's anger, applying the experiential analysis method. In order to conduct the study, 8 elementary students in 5th grade participated in the experiential study as joint researchers. This study was conducted during 6 sessions. Joint researchers learned about the experiential analysis method and recorded what they had experienced at the stage of anger on their analysis sheets. 34 experiential analysis sheets were used for this study. The following provides a summary of the study results. Children were observed to perceive the factors representing desires more intensely than the factors indicating a mood or senses. Secondly, when they felt urge to express an extreme anger, they were just explored without the cognitive process of judgment. Thirdly, the processes that children feel and treat anger are "the stage of awareness of the situation," "the stage of initial cognitive evaluation," "the stage of induction of anger," "the stage of secondary cognitive evaluation or the stage of intensive drive of anger," and "the stage of anger management".

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.524-532
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• 2003

The purpose of the present study was to test the hypothesis that student's abductive reasoning skills play an important role in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on the pendulum motion and a prior knowledge test about the length of the pendulum motion were developed and administered to a sample of 5th grade children. A significant number of subjects who have the prior knowledge about the length of the pendulum motion failed to apply that prior knowledge to generate a hypothesis on a swing task. These results showed that students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability, rather than the simple lack of prior knowledge. Furthermore, children's successful generating hypothesis should be required their abductive reasoning skills as well as prior knowledge. Therefore, this study supports the notion that abductive reasoning ability beyond prior knowledge plays an important role in the process of hypothesis-generation. This study suggests that science education should provide teaching about abdctive reasoning as well as scientific declarative knowledge for developing children's hypothesis-generating skills.