• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.77-87
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• 2007

This research investigated the eating out and snack intakes situation of five hundred eighty five $5^{th}\;and\;6^{th}$ graders living in the city and rural parts of Jeonbuk province. The results of this study are as followed: Nuclear families in urban area and rural community are 84.5% and 64.7% respectively. On the other hand, extended families are 7.9% in urban area and 18% in rural communities. Out of all the households, 34.3% (urban: 37.2%, rural community: 31.5%) answered they like to eat out. Over 50.3% preferred eating Korean style food and the reason was 'the taste': urban (71.4%) and rural community (67.8%). People living in urban communities seemed to eat out more frequently than rural places and $3{\sim}4$ times a month was the average. Usually people seemed to eat out during the weekends and in the evening time 84.3% (after 7:00 p.m.). Based on each family's living standard, people answered 'we hardly ever eat out' for those in the lower class (59.1%), the middle class said once or twice a week (47.1%), and the upper class (35.7%). It was obvious that people in the middle and upper class tend to eat out more frequently than those in the lower class. The most common period of time which snacks were taken was after school (38.5%), on the way back from educational institute (35.0%) and the choices of snacks which they purchased were frozen sweets (56.4%)chips & cookies (25.2%) beverages (9.9%) Fast foods (4.6%) and fried foods (3.9%) in order. Urban children seem to eat more frozen sweets and rural children ate more chips & cookies. Also, amount of snacks between meals showed a higher percentage to those who had more pocket money, The type of snacks were fruits (37.1%) chips and cookies et cetera (19.2%) instant foods (12.8%) dairy products (11.1%) confectionary (10.3%) fried foods (5.1%) in order. The result shows that urban children eat out more frequently than those in rural areas, Eating around 7:00 p.m. was most common and the middle and upper class tend to eat out more frequently than those in the lower class, Also, snacks were most often bought before and after school. After 10:00 p.m frozen goods and chips were the most preferred choice. Specially, the reason for eating fast foods was because of the pleasing taste. From this study, it is clear that eating out and having snacks became pervasive into our lives in both urban and rural areas. Hereafter, an appropriate eating habit should be correctly educated to elementary students by spoken words and textbooks in a curriculum. In reality, snacks are classified as being the leading factor of obesity. Therefore more products containing balanced nutrition should newly develop rather than snacks with high fat content.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.63-77
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• 2006

The Purpose of this study is to provide the basic data for the improvement or the contents or clothing curriculum in the 7th technology home economics of middle school. The standard of satisfaction of students' according to the detail domains and the standard of necessity and practical use and learners' patterns of activity task suggested in textbooks were evaluated. The ninth grade 169 boy students and 336 girl students in the national capital region were participated in this survey. According to the survey results, firstly, a dress domain got the highest relative importance(28.56%) while a clothes material domain took the lowest relative importance(8.07%) among various detail domains. Secondly, the standard of satisfaction according to each detail domain fell below the average. Generally girls' satisfaction for teaching was higher than boys'. Thirdly, a clothes material domain showed the lowest necessity for textbook contents according to detail domain and other domains showed above the average. The necessity for textbook contents appeared high for boy students rather than girl students. In addition, boy and girl students did not have interest in content relevance in textbook. Especially, they could not do well and understand experiments and practices in clothing section. Finally, The degree of utilization of the activity task ill textbooks was very low. Among various activity tasks, the learning by discovering and exploring were more utilized than cooperating learning.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.15-32
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• 2017

This study investigated the effectiveness of home economics class on self-esteem and stress of middle school students. Data were collected from self-reported inventory of the middle school students in Y city of Gyeonggi province and 165 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, corelation and dependent t-test using SPSS/PC 18.0 program. The results were as follows. First, the average of positive self-esteem was 2.74 and that of negative self-esteem was 1.90 on a 4 Likert scale. The range of stress level was 1.88~2.48 on a 5 Likert scale. Life satisfaction was 3.90 and helpfulness of home economics class was 3.89 on a 5 point Likert scale, which means moderately high. Second, examining differences in variables according to gender, there were statistically significant differences in stress regarding family for both pre- and post-tests. Third, helpfulness of home economics class had positive correlation with positive self-esteem and life satisfaction and had negative correlation with negative self-esteem and stress, which means that home economics class enhance life satisfaction and positive self-esteem and lessen negative self-esteem and stress of middle students. Fourth, as a result of comparison of pre and post-tests, positive self-esteem, life satisfaction, and helpfulness of home economics class increased statistically after home economics classes, while stress regarding school life decreased statistically. Even though students' growth and changes resulting from learning other subjects were not controlled, it was meaningful that effectiveness of home economics class were examined and helpful information for enhancing perception of home economics education were provided.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.82-93
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• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.453-463
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• 1997

The contents of high school 'Common science' textbooks was analyzed qualitatively and quantitatively. Seven common science textbooks were selected and its contents, structure, inquiry, activities, appendix and its characteristics were investigated, and analyzed using the Goal Clusters of Project Synthesis and Romey's indices of text evaluation were calculated. The contents of each unit are not much different among textbooks because they are written according to the curriculum ordinance and textbook guidelines of the Ministry of Education. The textbooks was consist of $471{\sim}519$ pages. It was distribute similarly among the chapter of 'materials', 'forces', lives' and 'earth'. The chapter of 'energy' and 'environment' was treat significantly. The contents and structure of common science is a mere physical consolidation. I make an alternative plan that a topic form. Inquiry activities used in the textbooks are 11 type, however most of that is interpretation of data, experiment, survey and discussion. Ninety six percents of the experiment, belong to the 1st level, four percents of that belong to the 2nd level of the Schwab's inquiry level and there are no activities of the 3rd level. Little attention is given to Goal Cluster I, II, IV in the common science textbooks currently employed. Its content should be broadened to include all Goal Clusters of Project Synthesis. Homey's indices representing the degrees of student involvement. are $0.57{\sim}1.14$ for sentence analysis, $0.60{\sim}1.67$ for figure and diagram analysis, $0.67{\sim}1.50$ for analysis of questions at chapter ends, respectively, student activity per page investigated being $0.6{\sim}0.9$. But chapter summaries cease to repeats the conclusions of the chapter also it be rather formally and inattentively written.

• Journal of Korean Academy of Nursing
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• v.15 no.1
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• pp.59-75
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• 1985

Accepting the health as the fundamental human right, the nation and society came to admit the duty to give it to all the people. Korean government is expanding the Primary Health Care as one of the policies for developing the people's health by the lead of community. Like this current situation the School Health Service which is the center of community Health Service schould be active to keep, promote and maintain the health of students and teachers. This investigation was attempted to help to establish the basis of the Health Education Program which would perform the health education efficiently and bring the reforming of student's health control, by measuring the degree of junior high school student's practice concerning health care and con-firming the relationship of knowledge, concern and level of health. The subjects for this study were made up 296 boys at the third grade in a school, located in Seoul. The tool for this study was questionaire. Data were collected for five days, September 22∼26, 1983. The investigators explained the students how to answer the questions of the survey questionaire and then collected the survey cards immediately. The data were analyzed by means of percentages, Pearson Correlation Coefficient and Stepwise Multiple Regression. The results of this study are as follows. 1. The subjects' reaction to the practice concerning Health Care; According to the average proportion of practice concerning health care, subjects' practice in the aspect of Infectious Disease Care is the highest 82.4％ and they showed their practice in the aspect of the accident prevention by 77.5% and in the aspect of mental health by 74.8%. Their practice in the aspect of personal hygiene and daily lifehabit is the lowest 71.2%. 2. Health Knowledge; The whole mark distribution of health knowledge is ranged from the lowest 4 point to the highest, 30 point, therefore point range is 26.0. The Average point is 16.58. 11.2% of students solved more than two thirds of personal knowledge levels. 81.4% of students did more than one third of them. 7.415 of students did less than one third of them. 3. Health Concern; The Students of the average 3.99 point respond positively to the question about the health concern, ‘They think health is more important than money’, this is the highest rate. The students of the average 2.78 respond“when they are sick, they enter the appointed hospital where they own choose”, while it is the lowest. 4. Subjects' response to the health level are at follow: Very healthy 26.0%, healthy 47.0%, less healthy 10.5%, 34.9% of them have ever been sick within two weeks, the number of symptoms they reported amount to 114 and the number of cases poi one person is 0.35. 5. The hypotheses test about the practice concerning health care and the factor which effect on it. 1) The main first hypothesis:“The more knowledge of health the subjects have, the better they practice health care.”was accepted. (r=0.1582, p <0.05) 2) The minor first hypothesis:“The more interest in health subjects have, the better they practice”was accepted. (r=0.4354, p ＜0.001) 3) The minor second hypothesis;“The healthier subjects are, the better they practice health care”was accepted. (r=0.1069, p＜0.05) As other test, partical correlation test is performed in other refine whether health knowledge, a fact influencing the students practice concerning health care, is associated with the practice after controlling the third variables. First, after controlling health concern, the correlation of health knowledge and practice concerning health care was kept. (r=0.1347, p <0.005) Second, after controlling health level, the correlation of health knowledge and practice concerning health care was kept. (r=0.1526, p <0.005) And finally, after controlling economic state, the correlation of health knowledge and practice concern-ing health care was kept. (r=0.1413, p <0.05) Additionally Stepwise Multiple Regression between practice concerning health care and variables. 1.6591 of compliance was explained with the know-ledge (F=5.584, p <0.05), 20.0% of compliance was explained with the health concern added to knowledge. (F=63,213, p <0.005) As the above, health knowledge obviously have effects on the practice about the health care. But, contrary to researcher's expectation, health concern has more affects than health knowledge. Therefore, we must grope the plan to enhance health concern through the regular curriculum and systematic health education for students. Besides, we must study further on, to find the factors which have affect on the practice concerning health care.