• Journal of the Korean Dietetic Association
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• v.26 no.2
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• pp.153-173
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• 2020

The purpose of this study was to objectively quantify the effects of nutrition and dietary life education on preschoolers through meta-analysis. In addition, it provides basic data for the implementation of nutrition education and development of systematic nutrition and dietary life education programs. In this study, a meta-analysis of 27 papers was conducted that conformed to the selection criteria in the study conducted from January 2012 to August 2019 to derive objective data on the effects of education. As a result of the analysis, the overall effective size of nutrition and dietary life education for preschoolers was 0.829, which indicates a strong effect. According to the education method, the effect size of general education was 0.562, which indicates a medium effect size, the vegetable playing-based experience education was 0.685, which indicates a medium effect size, and cooking activity-based experience education was 1.101, which indicates a large effect size. Judging from this result, experience activity education was more effective than general nutrition education. In addition, the combined size of convergence education conducted through a combination of general and experience education was found to be the most effective at 1.301. In terms of educational effect, it was confirmed that the effect size was 0.898 for improving nutrition knowledge, 0.858 for improving dietary habits, 0.836 for improving unbalanced diet, and 0.756 for improving food preference and intake, and the sizes of effects were all found to be large. As frequency of education increased, the number of education participants decreased and the effect of education increased.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.663-677
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• 1998

The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.

• Journal of Science Education
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• v.39 no.2
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• pp.180-208
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• 2015

The purpose of this study was to investigate secondary students' perception of a good secondary science classes. Subjects were 18 secondary students who enrolled in alternative school located in Korea. The instruments of this study was a questionnaire which consisted of 18 items on 4 domains. Also data were collected from in-deep interviews and students' drawing. The results of the study were summarized as follows; First, students explained that good schools have the characteristics of the interesting and respectful atmosphere. Also there are good relationships between teachers and students. Second, they emphasized that good teachers are humanistic teachers. Third, good science classes are based on the constructivism in terms of the education methods. The results suggest that it may be necessary to remodel the merits of the alternative schools to solve the problem of public school. It is important to develop expertise of the science teachers in alternative school through teacher education programs based on the constructivism. Also it is necessary to provide appropriate learning space and various media for effective science teaching and learning in alternative school.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.589-599
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• 2010

When the Korean government announced the lowering of the school entrance age from 6 to 5 years in an effort to increase the fertility rate, one candidate for the Seoul mayor rode on the slogan, 'one dong, one public kindergarten'. This study attempted to show the introduction of a preschool class for six-year-olds being used as analternative to lowering school entrance age in Sweden. First, the current state of preschool class, the Early Childhood Education and Care, and the education system in Sweden were described. Next, the background for the introduction of the preschool classes was analyzed. Thirdly, the effects of preschool class were evaluated from the perspectives of 6 year-olds as well as the institutiona land social status of the ECEC. Results from this study imply not only that the lower school entrance age policy should be abolished but also preschool classes could be considered as an alternative.

• Journal of the Korean earth science society
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• v.35 no.6
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• pp.484-497
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• 2014

This study aimed to investigate high school students' conceptions of plate tectonics. Seventy students (N=70) in their 2 year of high schools in the province of Chungcheong-do participated in this study, and they took a conception test of visual representation. We conducted a semi-structured interview with 10 volunteering participants out of seventy. After learning about the concept of plate tectonics, this study found that participants ended up having alternative conceptions relating to terminology, meaning of colors, plates' movement, plates' boundaries, position and cause of melting, mantle's physical conditions, and driving forces of plate motion. The conceptions that the participants held after class were organically related, which included the meaning of colors, mantle's physical characteristic, and driving forces of plate movement. In addition, the visual representation used for teaching plate tectonics influenced the students' understanding about terminologies, plates' boundaries, position of melting, and the physical characteristic of mantle. The study found that there were the factors of visual representation that caused the learners to create alternative conceptions in learning about plate tectonics.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.319-322
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• 2018

Unplugged computing, the teaching and learning method, helps you learn the principles and concepts of computer science, and its advantage is that even elementary school students can easily understand it. Most of the North Korean Defector specialized alternative schools in the country have the purpose of having their students pass the qualification exam and be admitted to college. Therefore, the data, or information courses, are comprised of simple typing practices and basic office program handling. The purpose of the present study is to offer a teaching plan for these North Korean refugee adolescents, and we had assessed the courses in terms of its effectivity through a verification process. As a result, during the stage where we analyzed the answers from surveys, that they considered suggested curriculum for these specialized North Korean refugee alternative school was appropriate and have the potential to increase the student's satisfaction and interest.

• The Korean Journal of Rehabilitation Nursing
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• v.18 no.1
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• pp.46-56
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• 2015

Purpose: The purpose of this study was to identify health status and the use of complementary and alternative therapies in the community dwelling pre-elderly and elderly. Methods: A total of 193 subjects participated in this study. They were recruited from one senior welfare center, four senior citizen centers and subjects' home in two cities. Data were collected with self-reported questionnaires to measure health status and the use of complementary and alternative therapies. Data were analyzed by t-test, ANOVA using SPSS/WIN 22.0. Results: Health status in this subjects was different depending on their age, sex, education, religion, type of family, and average monthly living expenses. Most used items as complementary and alternative medicine are diet therapy, herbal medicine such as health supplement food therapy, vitamin therapy, and Korean folk remedies. There were statistically significant differences in using complementary and alternative therapies according to one's current health status (F=7.09, p<.001), comparing health status to peers (F=3.67, p=.013), and chronic disease having more than three months (t=-2.50, p=.013). Conclusion: This study suggest that individualized health care should be continued for the pre-elderly and elderly. Moreover, we need to prepare long term care plans such as educations for applying complementary and alternative therapies.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.161-172
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• 2017

The purpose of this study is to characterize students' conceptions on causes of the phases of the moon. For this purpose, students were given a worksheet for argumentative writing activity where in they need to choose the right answer between five statements and provide reasonable evidences about causes of the phases of the moon. Written arguments collected were used as analysis data and TAP(Toulmin's argument pattern) including conceptual analysis of TAP elements were utilized to figure out logical structures and subordinate conceptions. The result showed that students had various alternative concepts about causes of the phases of the moon and associated with celestial. Also 70.5% of subjects had incomplete argument structures, and error types of concepts had difference according to types of alternative concepts as well as TAP. These results mean that importance of checking students' preconceptions, need of scientific argumentation, and appropriate instructional strategies considering alternative conception types and fallacy types that students had.

• Korean journal of food and cookery science
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• v.32 no.1
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• pp.114-122
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• 2016

This study was conducted in order to evaluate the current status of management of students affected by food allergy and provide basic data necessary to school foodservice. A survey was conducted on 300 nutrition teachers (dietitians). For food allergy management, 79.3% of participants regularly checked on students with food allergy. The rate of providing allergy-free or alternative food for students with food allergy was 35.7%; and the reasons for not providing such food was 'lack of cooking time and employees' (69.4%). Furthermore, 79.7% of participants provided nutrition education and counseling for students with food allergy and the reasons for not providing education and counseling was 'lack of time' (59.0%). Nutrition teachers (dietitians) with experience of job training related to food allergy comprised 53.7%. The mean score of importance of food allergy management was 4.02/5.00. The items with high scores of importance of ${\geq}4.20/5.00points$ were periodical check on students with food allergy, sending newsletters or homepage posting of foods causing allergy; however, provision of allergy-free or alternative food scored 3.64/5.00 points. The score of importance was significantly higher in those who checked on students with food allergy (p<0.05), offered allergy-free or alternative food (p<0.01), and in those with experience of job training (p<0.05) than those who did not. Therefore, in order to manage students with food allergy, nutrition teachers (dietitians) require on-going training on food allergy in order to practice provision of alternative foods and administrative support to the cooking personnel and facilities.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.1-14
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• 2012

The purpose of this study is to analyze the student's modeling patterns of modeling experiments. The 1st year students who were taking the general chemistry laboratory course performed three modeling inquiry experiments and submitted laboratory reports. Students expressed the model in a formula form and/or a written form. Student's modeling patterns could be classified by five types; 'Refining tentative modeling', 'Accepting alternative modeling', 'Discarding tentative modeling', 'Failing to find causes', 'Disbelieving results'. This modeling experiment provides for students the opportunity for understanding how a scientific model is created and what the nature of scientific modeling is.