• 한국식품영양학회지
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• 제24권3호
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• Nutrition Research and Practice
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• 제9권1호
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• pp.87-91
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• 2015

BACKGROUND/OBJECTIVES: This research was conducted to compare lecture- and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture- and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. RESULTS: Lecture- and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture- and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.

• 디지털융복합연구
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• 제15권1호
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• pp.461-469
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• 2017

연구 목적은 초등학생을 대상으로 한 식생활교육의 효과를 성별 학년별로 분석함으로써 식생활교육과 연계한 농촌융복합산업 활성화 방안을 모색하는 것으로 연구 대상은 충청남도 초등학교 8개교 152명이다. 연구 결과, 식생활교육 프로그램 적용 후 점수는 통계적으로 유의미하게 개선되었으며, 밥상머리교육, 바른 식생활 실천, 음식쓰레기 줄이기, 로컬푸드 알기의 네 하위영역도 통계적으로 유의미한 향상을 보였다. 성별 점수는 남 여학생 모두 통계적으로 유의미하게 개선되었고, 식생활교육 네 하위영역의 성별 분석 결과도 통계적으로 유의미하게 향상되었다. 학년별 점수는 모든 학년에서 통계적으로 유의미하게 개선되었고, 식생활교육 네 하위영역의 학년별 분석 결과도 통계적으로 유의미하게 향상되었다. 본 연구의 식생활교육 프로그램이 식생활 개선에 효과가 있으므로, 초등학생 대상의 교육에 활용 가능하며, 바른 먹거리 선택 능력을 신장시킴으로써 지역 먹거리 소비로 이어질 것으로 기대된다.

• 한국식생활문화학회지
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• 제29권2호
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• pp.222-230
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• 2014

This study was conducted to investigate the effects of 10-week dietary education on elementary students in an after-school program in Seoul. Participants were 20 1-2 grade students and 283-6 grade students, and the dietary program consisted of dietary education and activities focused on children's levels of understanding. The results were as follows: Total participant's food habit scores and nutrition knowledge significantly increased (p<0.05) after dietary education. Food habit and nutrition knowledge scores of lower grade participants (grade) increased desirably (p<0.05). Meanwhile higher grade participants' (grade) food habit scores also changed (p<0.05), but their nutrition knowledge scores were changed. Boy's food habit scores significantly changed (p<0.05), whereas girl's food habit scores did not change significantly. Further, female participants' nutrition knowledge scores did not changesignificantly after education. Participants' obesity knowledge scores significantly changed after the education (p<0.05), but their attitudes on obesity increased insignificantly. Lower grade participants' attitudes on obesity significantly and desirably changed (p<0.05), whereas higher grade participants' attitudes on obesity changed insignificantly. Girl's knowledge and attitudes on obesity significantly and desirably changed (p<0.05-0.01). This study revealed the correlation between food habit scores and attitudes on obesity (p<0.01), demonstrating that participants with high food habit scores have advisable attitudes on obesity. The result of this study shows that lower grade participants' food habit scores, nutrition knowledge, and attitudes on obesity changed desirably after dietary education. Therefore, this study promote the development of adequate nutrition education and materials focused on lower grade students and the need for systematic and continuous dietary education programs based on elementary school.

• 한국가정과교육학회지
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• 제34권2호
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• pp.153-166
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• 2022

본 연구는 중학생의 배려심 및 다문화수용성 향상을 위해 중학교 기술·가정교과의 '가정생활과 안전'영역의 '청소년기의 영양과 식행동, 식사의 계획과 선택' 내용 요소를 중심으로 교수·학습 과정안을 개발하였다. ADDIE 모형을 바탕으로 개발된 교수·학습 과정안은 비주얼 씽킹을 활용하여, 배려와 감사의 마음 기르기, 가족에 대한 배려, 다문화 가족에 대한 이해와 배려, 사랑의 도시락 만들기의 주제로 총 5차시로 개발되었다. 개발된 프로그램은 중학교 3학년(교육군 34명, 비교육군 35명)을 대상으로 적용되었고, 수업 전·후 교육군과 비교육군의 배려심 및 다문화수용성의 차이를 대응표본(paired t-test)을 통해 비교하였다. 식생활 교육프로그램 적용 후, 교육군의 배려심 하위영역인 식생활, 정서적, 행동적, 인지적 배려 모두 유의적으로 증가하였으며(p<.001), 다문화수용성 하위영역인 다양성, 관계성, 보편성 또한 유의적으로 증가하였다. 비교육군의 배려심 및 다문화수용성 사전-사후 평균에는 유의미한 차이가 없었다. 따라서 본 연구에서 개발된 식생활 교육프로그램은 중학생들의 배려심 및 다문화수용성 향상에 긍정적인 효과를 주었음을 시사한다.

• 한국가정과교육학회지
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• 제35권1호
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• pp.89-103
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• 2023

본 연구는 프로그램 개선과 보급에 활용하고자 청소년 식생활교육 표준 프로그램을 개발하고 시범교육을 통해 교육효과 및 만족도를 평가하였다. 프로그램은 청소년용으로 '나탐(미각교육)', '우탐(전통 식생활교육)', '지탐(지속가능한 식생활교육)'의 3개 영역으로 구분하고 총 10개 소단원으로 구성하였다. 소단원별로 1차시(차시당 90분)를 배정해 총 10차시로 편성하였으며 전체 소단원을 조리실습 위주로 구성하였다. 일부 지역의 14~17세 남녀 청소년을 대상으로 식생활교육지원센터에서 활동하는 해당 지역 강사가 1주에 1차시씩 총 10주간 대면으로 시범교육을 실시하였으며 시범교육 기간에 교육효과(n=72) 및 만족도(n=82) 평가를 위한 설문조사를 실시하였다. 교육효과 평가를 위해 동일한 설문지로 사전조사, 사후조사를 실시하였으며, 만족도 평가를 위해 영역별로 마지막 수업시간에 설문조사를 실시하였다. 교육효과 평가에서 지식 정도는 '우탐'과 '지탐' 영역의 문항에서 사전보다 사후에 유의적으로 향상되었다. 태도·행동 정도는 전체 영역의 대부분 문항에서 사전보다 사후에 유의적으로 향상되었다. 만족도에서는 영역별 모든 문항에서 5점 만점에 4.10 이상으로 높았다. 이상에서 본 프로그램을 적용한 시범교육에서 대상자는 교육에 재미있게 참여하면서 식생활관리 역량을 향상시킨 것으로 확인되어 의의가 있었다. 연구 결과로 볼 때 바른 식습관 형성 관련 내용보다는 전통 식생활, 지속가능한 식생활 관련 내용에 비중을 두도록 프로그램을 조정하고 조리실습 위주의 교육방법을 유지해 나가야 할 것으로 생각되었다.

• 한국식생활문화학회지
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• 제34권5호
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• pp.577-586
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• 2019

The Ministry of Agriculture, Food and Rural Affairs has conducted the Dietary Education Projects at Childcare Centers since 2015. This study provides preliminary data for early childhood dietary education programs, by evaluating the outcomes of the projects. This survey enrolled 212 participants whose children had participated in the projects, and 142 non-participants. Comparing the perception of importance towards each educational program of the projects, dietary education program gained significantly higher importance than other subjects included, and was significantly higher in the participants than in non-participants. In the preference for food group survey for children, vegetable and seaweed preferences were higher among participants than non-participants, indicating that participation in the dietary education projects contribute towards increase in preferences for vegetables and seaweed, which children generally dislike. No significant differences were observed in children's dietary habits between participant and non-participant groups, thereby suggesting that the education projects were insufficient for inducing dietary habit changes. In order to accomplish effective improvement of dietary habits, the education projects need further improvements to achieve systematic and long-term plans.

• 대한영양사협회학술지
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• 제14권3호
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• pp.259-275
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• 2008

Children are an important target of health promotion activities due to the life long effects. Therefore, the purpose of this study was to evaluate a nutrition education program offered to primary school students by community health centers. Eight hundred and twenty-six children from 4 primary schools in Seoul voluntarily attended the program. Teachers taught the classes with materials that were provided to them. The subjects were asked to fill out a questionnaire before and then after completion of the program. The data were analysed by SPSS. The results showed that there were significant positive differences in the children's nutrition knowledge scores after the program (p<0.001). In terms of dietary attitude, the rate of 'yes' responses, as a desirable answer to many questions, had increased (p<0.001); however, this positive change in scores was not statistically significant. For dietary habit changes, it was shown that the proportion of children regularly eating breakfast five days a week had improved to 3.3%. And the proportion of children eating fast foods and instant foods decreased. There was no change in fruit intake, but vegetable intake increased (p<0.001). However, the children's overall dietary habit scores did not show a significant change. In the evaluation of the program, 52.3% of the subjects answered that was helpful, and they viewed 'fast food' as the most interesting topic, whereas 'nutrition labeling' was the most difficult topic in the program. The program's effectiveness was positive in terms of enhancing the 'nutrition knowledge', 'dietary attitudes', and 'dietary habits' of the children. Therefore, the above results indicate that this type of program, provided by community health centers, was effective for nutrition education.

• 한국식품조리과학회지
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• 제32권1호
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• pp.123-135
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• 2016

The purpose of this study was to evaluate the effectiveness of an intervention program using dietary consult and physical exercise conducted by public health center in Chuncheon city for obese adults. This study used a pretest-posttest design. The subjects were 58 out of 90 obese adults with body mass index (BMI) greater than $25kg/m^2$ who completed all education sessions for 8 weeks. Data on dietary habits, dietary behaviors, nutritional knowledge, anthropometric parameters and biochemical indices and daily nutrient intakes assessed by a 24-hour recall were collected before and after the intervention program., in order to evaluate program effectiveness. After the intervention, there were positive changes in exercise status and dietary habits and nutrition knowledge accuracy. Especially, the answer of 'I drink a cup of milk every day' were significantly improved (p<0.001), and the answer of 'I don't overeat', which is a dietary attitude question was significantly improved (p<0.05). Dietary intakes of most of nutrients were not significantly different between pre-test and post-test. But calcium (p<0.05), potassium (p<0.05), vitamin A (p<0.01), vitamin E (p<0.05), and folic acid (p<0.05) were significantly increased in the female group after the intervention. Weight (p<0.05), BMI (p<0.01), blood pressure (p<0.001), were significantly decreased after program, but changes of skeletal muscle mass, body fat mass were not significant. Resting heart rate (p<0.01), flexibility (p<0.001), whole body reaction (p<0.05), grip strength (p<0.01) and balance (p<0.01) showed positive changes after the intervention. Blood glucose level in serum was significantly decreased (p<0.001). These results indicated that dietary education and exercise program was effective not only for weight reduction but also for the improvement of physical fitness in obese adults.

• Journal of Community Nutrition
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• 제2권2호
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• pp.146-158
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• 2000

This study was designed to develop, implement and evaluate a nutrition education program for elementary school children. Subjects consisted of 47 children in the 6th grade in Seoul, Korea. They received five sessions of nutrition education from June to July, 1999. Topics for nutrition education included function of nutrients, food sources of nutrients, balanced diet, meal planning, and adequate energy intake. Each session lasted 40 minutes. To evaluate program effectiveness, one group pretest-posttest design was used. Subjects were given a pretest and a posttest on nutrition knowledge, eating attitudes, eating behavior, and dietary intake. All data were statistically analyzed mainly using the paired t-test and $\chi$$^2$-test. There was a significant difference between pretest and posttest score on nutrition knowledge(p<0.001), subscales of nutrition knowledge including food sources of nutrients, function of nutrients, and balanced diet(p<0.001). These changes in nutrition knowledge were also shown both in boys(p<0.001) and in girls(p<0.001). Eating attitudes, subscales of eating attitudes, and eating behavior were not significantly changed after nutrition education, although some changes were observed in these variables. Dietary intakes were not significantly were not significantly changed after nutrition education for all subjects ; however, different patterns in dietary intakes were observed when examined by sex. There was an increase in nutrient intakes among boys, while there was a significant decrease in nutrient intakes among girls after program implementation. Especially, it was noted that girls had diets deficient in iron, calcium, and vitamin A, even after nutrition education. It was concluded that a five-week nutrition education program can improve nutrition knowledge or some dietary intake, but this might not be enough to induce changes in food attitudes, eating behavior or dietary intakes. It might be necessary to incorporate diverse approaches, targeting sub-groups of children, and follow-up in nutrition education for elementary school children. (J Community Nutrition 2(2) : 146∼158, 2000)