• Title/Summary/Keyword: Green life education

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Effect of Green Dietary Life Recognition and Low-Carbon Green Life Practice on Health-Related Dietary Habits in High School Students in the Incheon Area (인천지역 고등학생의 녹색식생활 인지와 저탄소 녹색생활 실천이 건강관련 식습관에 미치는 영향)

  • Park, So-Hyun;Son, Eun-Ju;Chang, Kyung Ja
    • Journal of the East Asian Society of Dietary Life
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    • v.25 no.6
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    • pp.952-962
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    • 2015
  • The purpose of this study was to investigate the effect of green dietary life recognition and low-carbon green life practice on health-related dietary habits in high school students. The subjects were 367 high school students in the Incheon area. This cross-sectional survey was conducted using a questionnaire, and data were analyzed with the SPSS 20.0 program. According to the findings, green dietary life recognition were categorized into two sub-factors: 'Eco-friendly traditional dietary life', and 'Life of consideration and thanks'. Low-carbon green life practice was 'Low-carbon green life', and health-related dietary habits were categorized into four sub-factors: 'Vegetables-oriented traditional dietary habits', 'Balanced dietary habits', 'Life practice for health', and 'Various cereals intake'. Green dietary life recognition showed a significantly positive relationship with all sub-factors of health-related dietary habits (p<0.05), whereas 'Eco-friendly traditional dietary life' had no significant effect on 'Balanced dietary habits'. Low-carbon green life practice showed a significantly positive relationship with all sub-factors of health-related dietary habits (p<0.01). Students who received green growth education showed significantly higher health-related dietary habits than those who did not (p<0.01). Girls showed significantly higher green dietary life recognitions and low-carbon green life practice than boys (p<0.01). Therefore, more green dietary life and low-carbon green life education programs targeting students are need. Voluntary activities, along with green dietary life and low-carbon green life education will help students improve their health-related dietary habits.

High school students' Low-carbon green growth awareness and Eco-friendly Clothing attitudes (고등학교 학생들의 저탄소 녹색성장 인식과 친환경 의생활 태도)

  • Jeon, Yunhee;Koo, Insook
    • Journal of Fashion Business
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    • v.17 no.1
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    • pp.42-63
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    • 2013
  • The attitude of Eco-friendly clothing is based on environmental awareness and Low-carbon green growth awareness. It can be developed through our education. I studied and analyzed the survey which targeted on highschool students whether the recognition of low-carbon green growth can be effected to the eco-friendly clothing attitude or not, and school education effect. The research shows the green growth recognition affects significantly to the eco-friendly clothing attitude. Also the study proves the education of green growth awareness and the eco-friendly clothing attitude informs the realizations of environmental and green growth concepts. The education of clothing habits affects our eco-friendly clothing attitude. Therefore this education is necessary for school curriculum and it must be expanded in any areas both in 'environment and green growth' course and 'home economics' courses in secondary education. The education of Eco-friendly clothing habit should be keep researched specifically and develop further and further.

The Relevance of the Area of Home Economics in Practical Arts (Technology & Home Economics) Curriculum to Green Growth Education (실과(기술.가정)교육과정 가정생활영역에서의 녹색성장교육 관련성 탐색)

  • Park, Mi-Jeong
    • Journal of the Korean Home Economics Association
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    • v.48 no.9
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    • pp.89-102
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    • 2010
  • The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

The Effect of Cognition Degree of Green Life on Green Consumer Behavior (녹색생활관련 인지정도가 녹색소비행동에 미치는 영향 연구)

  • Jung, Joo-Won;Cho, So-Yeon
    • Journal of Environmental Science International
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    • v.23 no.8
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    • pp.1455-1462
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    • 2014
  • The purpose of this study is to examine green consumer behavior (green product purchasing behavior and green consumption life) affected by demographical characteristics, and cognition degree of green life (cognition of a green indicator, a green life catalyst system, and environmental problems). It's also to promote strategy and suggest effective activation plans for the vitalization of green consumer behavior. To carry out the task, verification of credibility, multiple regression analysis, two-step cluster analysis, and multinomial logistic analysis were used. The results are as follows: First, the factors that effect green product purchasing behavior were gender, age, cognitive of a green indicator, carbon points system, electricity peak hour system, and seriousness of environmental damage due to lifestyle. Second, the factors that effect green lifestyle were gender, age, carbon grade indicator system, cognition of a green system, and the seriousness of environmental damage due to lifestyle. Third, the comparative group characteristic analysis showed low rates for careless green consumer behavior groups compared to the passive green consumer behavior groups in cognition of a green indicator, green system, and environmental problems. For active green consumer behavior groups, the analysis showed high rates in cognition of carbon grades, eco-labeling, electricity peak hour system, and environmental damage due to lifestyle. In order to encourage green consumer behavior, it's evident that cognition of a green indicator, a green life catalyst system, and environmental problems need to be improved through strategic education and continuous encouragement.

Content Analyses of Green life-Education in Korean and Japanese Secondary School Home Economics Curricula (한국과 일본의 중등 가정 교육과정에 명시된 녹색생활교육)

  • Jang, Sang-Ock;Lee, Yon-Suk;Park, Mi-Jeong;Cho, Jae-Soon
    • Journal of Korean Home Economics Education Association
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    • v.23 no.2
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    • pp.109-130
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    • 2011
  • The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.

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Analysis on knowledge, behaviors, and educational content need regarding green dietary life among middle school students in Daegu and Gyeongbuk region (대구.경북지역 중학생의 녹색식생활에 대한 지식, 행동 및 교육내용 요구도 분석)

  • Yoon, Jaesun;Kim, Hyochung;Kim, Meera
    • Journal of Korean Home Economics Education Association
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    • v.25 no.4
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    • pp.13-27
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    • 2013
  • The purpose of the study was to analyze the levels of knowledge and behaviors of green dietary life and the factors affecting them, and to examine the educational content need for green dietary life. The data were collected from 246 middle school students in Daegu and Gyeongbuk region through a self-administered questionnaire. Data were analyzed by SPSS Windows V.21.0. The levels of knowledge and behaviors of green dietary life were not generally high. Percentage of correct answers of health category was higher than that of environment category in the knowledge of green dietary life. On the other hand, in the mean of the behaviors of green dietary life, health, environment, and consideration was higher in order. According to the result of multiple regression analysis for knowledge of green dietary life, grade was significant. In addition, monthly allowance (60,000~90,000 won), socioeconomic status (medium), and knowledge of green dietary life were the significant factors affecting behaviors of green dietary life. In the educational content need, the mean of weight maintenance was the highest, followed by separate garbage collection, prevention of environmental pollution, healthy foods, and traditional foods. On the basis of these results, education to increase knowledge of green dietary life is needed to revitalize behaviors of green dietary life.

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Content Analyses of Green Life-Educational Materials in Korean and Japanese Middle School Horne Economics Textbooks (한.일 중학교 가정교과서의 녹색생활교육 내용분석)

  • Park, Mi-Jeong;Cho, Jae-Soon;Jang, Sang-Ock;Lee, Yon-Suk
    • Journal of Korean Home Economics Education Association
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    • v.23 no.1
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    • pp.1-17
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    • 2011
  • The purpose of this paper was to explore the materials in the Korean and Japanese Home Economics textbooks in middle school with the perspective of green life education. Home Economics is one of the relevant subjects to green growth education. Therefore, home economics teachers need to teach green life based on the low $CO_2$-green growth in the class. Sustainable living at home has been emphasized as one of the main importance of Home Economics since the first curriculum period. However, it is required to reinforce in the 2009 revised curriculum. The content analyses had been done to explore the materials of five areas in the 8 Korean and 2 Japanese junior highschool Home Economics textbooks through two checking steps. Each subject area of Home Economics had various form of materials such as terminology, table figure pictures, reading, and activity, related to green life related to environmental, economic, and social sustenance. The forms and the quantity of materials were some what differ by subject areas as well as textbooks. The levels of material contents were ranged from the knowledge, recognition, to intention to practicum of green life. The green life materials were more likely practical in Japanese textbooks rather than Korean ones. It is recommended teachers to choose the valuable materials over the textbooks and practical green life should clearly mentioned in home economics curriculum to be showed in textbooks.

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Content Analyses of Green Life-Teaching Materials in Korean and Japanese High School Home Economics Textbooks (한.일 고등학교 가정교과서 녹색생활 학습자료 분석)

  • Cho, Jae-Soon;Park, Mi-Jeong;Jang, Sang-Ock;Lee, Yon-Suk
    • Journal of Korean Home Economics Education Association
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    • v.23 no.1
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    • pp.19-36
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    • 2011
  • The purpose of this paper was to explore the teaching materials in the Korean and Japanese high school Home Economics textbooks from the perspective of green life education. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has reinforced in the 2009 revised curriculum. The content analyses had been done to explore the teaching materials of five areas in the 6 Korean and 4 Japanese high school Home Economics textbooks through two checking steps. The material form of table-figure-pictures was the most frequently shown in both Korean and Japanese textbooks. Green life-teaching materials were more likely in the area of household management/consumer activity than in any other ones. All textbooks of both countries have included the green life-teaching materials according to the elements of contents mentioned in the curricula. The quantity and contents of the materials were some what differ by textbooks, so home economics teacher need to cross check the all textbooks to select useful information although the textbooks have included various types of green materials over the 5 areas. Home Economics curriculum need to actively and concretely include the green growth educational elements suggested by the previous study.

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Perceptions and Practices for Core Action Message on Green Dietary Life: The Case of Homemakers in Ulsan, Korea (울산지역 주부의 녹색식생활지침에 대한 인식 및 실천)

  • Ha, Tae Jeong;Park, Dong-Yean
    • The Korean Journal of Community Living Science
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    • v.25 no.4
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    • pp.533-548
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    • 2014
  • The Ministry for Agriculture, Food and Rural Affairs developed a program called "Core Action Massages for Green Dietary Life" to reduce greenhouse gas emissions and energy consumption and improve health. This study examines the degree of perceptions and practices with respect to these massages by considering a sample of 245 homemakers in Ulsan, Korea. The questionnaire consisted of questions about perceptions and practices of Core Action Massage and its three parts of detailed massages: , , . The data were analyzed with cross tabulation analysis, Tukey analysis after ANOVA. The score of agreement to Core Action Massage was 4.57(range 1-5). The score of perception about showed significant differences in age(p<0.01) and income(p<0.05). The score of perception about and showed significant differences in age(p<0.05). The score of practicing showed significant differences in age(0.001), education(0.01), housing style(p<0.01), and region(0.01). The score of practicing showed significant differences in age(p<0.001), education(0.05), and region(0.05). The frequency of practices for was low. As to the results of the study, education on green dietary life must be provided to homemakers, especially young homemakers. Opportunities to experience of farming to appreciate others' efforts to obtain food should also be provided.

Beta-carotene and Lutein Contents in Green Leafy Vegetables (녹색잎 채소류의 ${\beta}$-Carotene과 Lutein 함량)

  • Lee, Hwa-Suk;Kim, Young-Nam
    • Journal of the East Asian Society of Dietary Life
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    • v.7 no.2
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    • pp.175-180
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    • 1997
  • Beta-carotene and lutein contents in 7 different green leafy vegetables(perilla leaf, mugwort, chwi, lettuce, spinach, leek, and crown daisy) were analyzed by HPLC. The isocratic separation was performed on a ${\mu}-Bondapak$ $C_{18}$ column with a solvent system of acetonitrile : dichloromethane : methanol = 70:20:10. To check the reliability of the method applied, precision and recovery tests were performed. Perilla leaf showed the highest ${\beta}-carotene$ content(12,570 ${\mu}g$ / 100 g), followed by mugwort and chwi, all of those have ${\le}10,000\{\mu}g\{\beta}-carotene$ per 100 g vegetables. Green lettuce, spinach, leek, crown daisy and reddish brown lettuce contained 9,869, 6,689, 5,664, 3,601 and 3,299 ${\mu}g\{\beta}-carotene/100 g$, respectively, Lutein content was the highest in perilla leaf($13,718{\mu}g/100 g$) followed by chwi($11,989{\mu}g/100 g$), mugwort($11,522{\mu}g/100 g$), green lettuce($10,307{\mu}g/100 g$) and spinach($10,115{\mu}g/100 g$). ${\beta}-carotene$ contents in perilla leaf, mugwort, chwi and green lettuce were 47.8~49.6% of total carotenoids, and ${\beta}-carotene$ contents in the other green leafy vegetables analyzed were 37.7~41.4% Vitamin A contents of green leafy vegetables analyzed by HPLC were 2~6 times higher than the vitamin A values shown in food composition tables except crown daisy.

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