• 대한영양사협회학술지
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• 제11권2호
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• pp.205-215
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• 2005

Health is easily overlooked because it doesn’t be changed good or bad due to sudden effort or indifference unexpectedly but kept in daily life. Especially, schoolchildren period, an important lifetime to develop both physically and mentally needs to be helpful to promote the growth of the body and keep well-balanced mind through balanced and nourishing diet. The purpose of this study was to develop nutrition education contents for discretional activities in elementary school. The present educational contents about food and nutrition was analysed in the curriculum of elementary school. The results showed the Korean language(20.8%) included an highest ratio in educational contents about food and nutrition, the next was the courses of physical education and wise life(18.1%, each). As the educational contents about food and nutrition in the textbook were dealt with food information (20.8%), Health․Disease(15.3%), and correct dietary habits by order. We could found more contents in the text for the higher classes than for the lower classes. But the most of the contents appeared lack of structure, profundity and continuity for the systematic nutrition education in its entirety. The developed nutrition education contents for discretional activities in this study consist of korean dinning cultures and foreign dinning cultures, correct dinning etiquette, how to choose healthy food, personal sanitary and health, nutrients and food tower, and problem for children’s nutrition as main subject. This six main subjects were composed of 23 subtitles. The teaching manual consisted of the educational goal, background, teaching plan and effect-evaluation plan, and the notice point for the effective lesson. The teaching plan was made for 30 hours and consisted of cooking course, singing/making lyrics, games in nutrition, debate on dietary habit, and role play etc which are oriented to practical learning. We intended to develop this program that attempts to improve in dietary habit of schoolchildren. It is because once formed an adults dietary habit is difficult to change. Schoolchildren’s period is the best adjustable stage. Therefore, nutrition education in elementary stage can change to dietary habit and build the awareness of health.

• 대한지역사회영양학회지
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• 제15권5호
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• pp.603-613
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• 2010

Nutrition education in elementary school is confronted with the present problem, as a legal basis about obligation of nutrition education in school was clarified. Moreover, it's also important for providing evidence based scientific resources to make a study of evaluating the education effectiveness. Most studies of the nutrition education effectiveness have evaluated the changing dietary attitude and nutritional knowledge score before and after the nutrition education, and suggested the effectiveness of intervention as changing between pre- and post-treatment. Nutrition education, however, purposing long-term changes, follow-up evaluation process about the learned attitude and knowledge of nutrition education were requested. For these reasons, this study attempted to fulfilled standardized nutrition education program which use "Na Story and Food World" and "Na Story for Me", a textbook for the 1st-3rd grade and 4th-6th grade designed by KFDA, and analyzed the changes about the effectiveness of nutrition education happened over a period of time. In this study, each student was assessed their dietary attitude and nutritional knowledge by four periods, before the education, right after the education, after 3 months, and after 6 months. As a result, an average score of nutritional knowledge before the education, $70.08{\pm}17.91$, were changed significantly higher right after the education to $85.69{\pm}15.05$ (p < 0.001), but it lowered to $84{\pm}15.56$ after 3 month. After the nutrition education, students in all grades had positive dietary attitude to Na reduction (p < 0.001). However, the healthy eating attitude about Na reduction had been unable to maintain after 3 and 6 months. Therefore, the systematic reeducated program in elementary school was positively necessary to reinforce children's learning and cognitive skills to maintain healthy eating knowledge and attitude toward Na reduction.

• 한국식품영양학회지
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• 제27권5호
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• pp.826-836
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• 2014

This study was conducted to evaluate the effects of a set of 16 nutrition education lessons on the eating behaviors and nutrition knowledge of middle school students. The target was a group of 128 boys in the first year of middle school in Changwon, who took the classes from the 29th of August, 2011, to the 17th of February, 2012. The education was performed for 16 weeks using the e-learning textbook, 'Health and nutrition of youth', and a teacher's guidebook developed by the Ministry of Health and Welfare. The results were summarized as follows. Students demonstrated significant changes in their knowledge about nutrition and in their dietary behavior due to the nutrition education, and the effects were observed to be maintained for one year after education. The average nutrition knowledge score before, immediately after, and 1 year after the education was significantly increased from 13.0 before the education to 18.8 after education (p<0.001), maintaining the score of 18.5 1 year later. The eating-related questions of 'I will practice healthy eating habits in life' and 'Nutrition education is necessary to build healthy eating habits', were given a high score by the students at the last survey conducted one year later. Of course, it is not easy to change the dietary behavior of students through dietary education in schools. Nevertheless, the results of this study demonstrated that such educatcan is necessary since the habits can indeed be changed, as observed in the present study.

• 한국가정과교육학회지
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• 제10권2호
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• pp.87-99
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• 1998

The purposes of the study are to see as to how much of changes has occurred in the newly revised high school Home Economics Textbooks required by the 6th Curriculum and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 6 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part faUs into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pacover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weigh laboratory experiences, and illustrations and tables. To conclude the study, there found followings key features : 1) The new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. 2) The content area consists of 3 major areas of Human Development & Family Relationship. Food and Nutrition. Clothing and Textiles with ratio of 23.8%, 23.1%, and 21.9% respectively. 3) Human Development & Family Relationship area ranked first with 71 times in the numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea. numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea.

• 한국가정과교육학회지
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• 제32권3호
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• pp.111-133
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• 2020

이 연구의 목적은 2015 개정 가정과 교과서를 중심으로 세계시민교육에 대한 내용을 분석하여 가정과에서의 세계시민교육과의 관련성을 살펴보는데 있다. 이를 위하여 병행 삼각 설계(concurrent triangulation design)의 절차에 따라 세계시민교육의 기준틀(UNESCO의 TLO)의 관점에서 2015 개정 중학교 가정과 교과서에 나타난 세계시민교육의 내용을 추출하여 분석하였다. TLO의 9가지 주제에 대해 빈도를 조사한 결과 세계시민교육 내용은 2015 개정 가정과 12종 교과서 전체에서 세계시민교육 관련 주제가 다뤄진 비율 중 사회·정서적 영역은 54.6% 정도를 차지하였다. 특히, TLO 4가 가장 높은 비율을 보였고 TLO 5, TLO 1의 순으로 나타났다. 중학교 12종 가정과 교과서에서 추출된 세계시민교육 학습 주제를 가정과 학습 영역별로 분류해 본 결과 아동·가족생활 영역(94개)은 모든 학습 주제와 가장 큰 관련성을 보였으며, 식생활(13개), 의생활(13개), 주생활(15개), 소비생활(14개)은 비슷한 분포로 학습 주제를 나타내었다. 아동·가족생활 영역은 청소년기 발달과 특징, 가족 관계, 성폭력과 가정 폭력 예방, 변화하는 가족과 건강가정, 저출산·고령사회와 일·가정 양립, 생애 설계와 진로 탐색에서, 식생활 영역은 청소년기의 영양과 식행동, 식품의 선택과 안전한 조리에서, 의생활 영역은 의복 관리와 재활용에서, 주생활 영역은 주생활 문화와 주거 공간 활용, 주거생활과 안전에서, 소비생활 영역은 청소년기의 소비생활 내용 요소가 세계시민교육의 학습 주제와 관련성이 있었다. 이처럼 세계시민교육 학습 주제와 가정과 모든 학습 영역별 학습 내용 요소와의 관련성이 높게 나타났다. 이에 가정과에서는 세계시민교육과 가정교과와의 관련성을 이해하여 어떻게 적용될지 파악하여 앞으로 세계시민교육과 관련된 프로그램 개발과 수업 개선 및 교과서 개발의 방향 설정이 필요할 것이다.

• 대한지역사회영양학회지
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• 제14권1호
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• pp.43-54
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• 2009

The purpose of the study was to investigate the status of the nutritional education program on educational perception, facilities, contents and systems, which were focused on the school obesity education in the elementary school. A five point Likert scale was used to evaluate the importance and performance of each item in four sections of the survey and Importance-Performance Analysis (IPA; gap between importance and performance) matrix analysis was applied to determine improvement priority. The findings from IPA matrix analysis are in the following. The items of the sections to be improved intensively are recognition of parents and in-charge teacher, availability of the education place, preparation of consulting room, preparation of various teaching media, interest of an education program, meal adjustment of overweight children, combination with education and exercise, education for psychological factors, development of scientific and systematic education program and reduction of meal service duty for education. Accordingly, the IPA matrix analysis suggested that an intensive improvement area should be excessively concentrated on for better performance. The regional gap between importance and performance showed significant difference for textbook and diet of overweight children in Kyunggi-Do. There were significant differences for the government perception, dietary habits and food-life education, fast-food education, education for breakfast importance, and education of school meal indication system and method to read food nutrition indication in Chollabuk-Do. As for the age gap between importance and performance, the twenties showed significantly bigger gaps in perception of school dietitians and linking between school meals and diet education. Therefore, more proactive efforts for the education for obesity prevention are necessary to prevent childhood obesity in elementary school and to help children to possess better health throughout their entire lives.

• 한국가정과교육학회지
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• 제23권3호
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• pp.37-51
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• 2011

본 연구는 Reigeluth의 정교화 이론에 제시된 7가지 교수전략 요소를 이용하여 2007 개정 교육과정의 중학교 1학년 '청소년의 영양과 식사' 단원을 분석하였다. '청소년의 영양'은 개념적 정교화, '청소년의 식사'는 절차적 정교화, '청소년의 식사 및 식습관 영양문제'와 '올바른 식습관 및 영양문제'는 교과서에 따라 각기 개념적, 절차적, 이론적 정교화 과정이 활용되고 있다. '청소년의 영양'과 '청소년의 식사'는 학습내용이 단일 주제인 반면 '청소년의 식사 및 식습관 영양문제'와 '올바른 식습관 및 영양문제'는 여러 개의 학습주제를 포함하고 있기 때문에 활용되는 정교화 과정이 다양한 것으로 판단된다. 선수학습요소는 학습목표, 생각열기, 돌아보기의 명칭으로 12종 교과서 모두에 활용되고 있으며, 요약자는 11종의 교과서에서 활동과 자료를, 종합자는 10종의 교과서에서 활동의 형태를 활용하고 있다. 비유는 활용 실태가 미흡하여 3종의 교과서에서만 활용하고 있고, 인지전략활성자는 활동보다는 그림, 표, 용어 문장의 자료 활용이 많다. 학습자통제 역사 활동과 자료 형태 모두를 활용하고 있다. 인지전략활성자와 학습자 통제는 12종 교과서 모두가 활용하고 있는 것으로 확인되었다. 결론적으로 교과서를 집필함에 있어 다양한 자료와 함께 학생들의 직접적인 참여를 유도하는 활동을 보강하고, 특히 학습자의 이해를 도울 수 있도록 적절하고 다양한 비유를 찾아내려는 노력이 배가되면 바람직할 것으로 생각된다.

• 대한지역사회영양학회지
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• 제18권1호
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• pp.11-24
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• 2013

This study was conducted to provide basic data for development of a dietary education textbook and guidebook by investigating and analyzing eating behavior, nutrition knowledge and educational needs in elementary school students. Most of the subjects were eating three meals a day (71.5%) and breakfast (75.3%). The percentage of students who consumed proper amount of meals (49.2%) was low. The percentage of students consuming salty food and fatty foods was 28.6% and 42.1%, respectively. The consumption of meat, fish, egg, bean and tofu was high, while the consumption of vegetables, fruits and seaweed was low. The percentage of students consuming processed food was high, but the percentage reading nutrition labels (34.9%) and hazard analysis critical control point (HACCP) mark (26.9%) when buying processed foods was very low. Total scores of eating behavior and nutrition knowledge were significantly higher in female students than in male students (p < 0.05-p < 0.001). The desirable frequency of the education was once a week (60.5%). The most preferred educational method was 'experiment and cooking practice' (40.1%). The students wanted dietary information as 'cooking' (39.0%). As a result of this study, many problems were found in the eating behavior of students and nutritional knowledge was observed to be low as well. On the other hand, the demand for dietary education was very high. The findings of this study suggested the need for developing dietary education programs in order to encourage proper eating habits of students.

• 한국가정과교육학회지
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• 제31권3호
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• pp.179-192
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• 2019

본 연구는 중학교 가정 교과서의 식품 섭취 내용을 분석하고 국민건강영양조사를 이용해 중학생의 식품 섭취 변화 추이를 파악하여 중학교의 식품 섭취 교육방향을 탐색하고자 실시하였다. 2015 교육과정 적용 중학교 기술·가정 교과서 중 보급률이 높은 3종을 대상으로 가정 부분에서 식품 섭취 관련 내용을 분석하였고 2007~2015년 국민건강영양조사의 만 13~15세 2,543명을 대상으로 식품 및 영양소 섭취 변화 추이와 이들 간의 관련성을 로지스틱 회귀분석 및 Pearson 상관계수로 파악하였다. 중학교 가정 1, 2 교과서의 식품 섭취 관련 내용은 영양소별 급원 식품, 식품군명, 다양한 식품군 섭취의 필요성, 식사 구성안 관련 식품군별 섭취 횟수와 식사계획 등으로 구성되어 있었으며 식품 섭취 변화 관련 내용은 반영되어 있지 않았다. 식품군별 섭취량은 곡류 및 그제품 섭취량이 2007~2010년까지 증가하다 2011년부터 감소하는 경향이었으며(p=0.0012), 당류 및 그제품, 음료 및 주류, 어패류 섭취량이 증가하는 추세이었다(p<0.0001). 영양소별 섭취량은 탄수화물, 지질, 비타민 A, 티아민, 철 등의 섭취량이 증가하는 추세이었다(p=0.0052). 탄수화물(p=0.0009)에 의한 에너지 섭취 비율은 감소하고 지질(p<0.0001)에 의한 에너지 섭취비율은 증가하는 추세이었다. 영양소 섭취량의 영양소 섭취기준에 대한 비율은 연도와 관계없이 식이섬유는 19~27%, 칼슘은 46~56% 수준으로 매우 낮은 반면에, 나트륨은 221~289% 수준으로 높았다. 당류 및 그제품, 두류 및 그제품, 종실류 및 그제품, 해조류, 음료 및 주류를 제외한 대부분의 식품군 섭취량과 에너지, 단백질, 식이섬유, 비타민 A, 리보플라빈, 칼슘, 철 섭취량 간에 유의적인 양의 관계가 있었다(p=0.0375). 이상에서 2007~2015년 동안 중학생의 당류 및 그제품, 음료 및 주류, 어패류 섭취량 등이 증가하고, 식이섬유, 칼슘 섭취가 부족하고, 지질에 의한 에너지 섭취 비율이 증가하는 추세로서 영양균형을 위협하고 있었다. 따라서 중학교 가정 교과서에 식품 섭취 관련 기본 내용과 함께 식품 섭취 변화 속에서 식생활 문제를 인식하고 균형 잡힌 식품 섭취를 유지해나감으로써 영양과 건강을 돕도록 하는 실생활 기반 내용을 포함시키고 지도하는 방향으로 나아갈 필요가 있다고 하겠다.

• 대한지역사회영양학회지
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• 제24권1호
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• pp.24-37
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• 2019

Objectives: The study purpose is to develop a content system for a healthy dietary education program for after-school care in lower grade in elementary school. Methods: The contents of healthy dietary education in the 2015 revised curriculum and textbooks and the major education programs related to dietary life that are currently used in elementary school education were analyzed. Focus group interviews were held with field experts related to lower grade in elementary care class. Accordingly, the structuring of the education area and the detailed education contents were systematized. Results: From the analysis results, the contents of curriculum, textbook, and administrative department were classified as hygiene safety, health, and culture. The goal of the educational content system was divided into three areas: nutritional dietary life, food hygiene and health, and food culture. The subjects consisted of dietary balance, healthy body weight, digestion and absorption, food hygiene, Korean agricultural products, traditional food, and table manners. The curriculum was composed of 12 content elements. Conclusions: In order to ensure that after-school care students can grow into healthy, growth-oriented and creative talents, the role of the caring guide is important, and associated guidelines are needed in the future.