• Korean journal of food and cookery science
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• v.28 no.2
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.

• Korean journal of food and cookery science
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• v.31 no.2
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• pp.162-174
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• 2015

The purpose of this study was to evaluate the current status of dietary habits and dietary life competency of elementary school parents, who are influential to the dietary life of their children and family. A survey was conducted with 362 elementary school parents living in Seoul and Gyeonggi province by using a self-administered questionnaire consisting of 53 questions on dietary habits, dietary life competency, home cooking frequency, and dietary education needs. The results were as follows: The scores of dietary habits and dietary life competency were 76.35 and 74.51 out of 100, respectively, suggesting a need for improvement. Parents with higher monthly income, demonstrated higher scores of both dietary habits and dietary life competency (p<0.001). As expected, female parents showed higher scores of dietary life competency than male parents (p<0.01). there was also a close relationship between the scores of dietary habits and dietary life competency (r=0.58). The parents with high scores for dietary habits and dietary life competency showed a significantly higher frequency of home cooking (p<0.001) compared to medium- or low-scored parents. Most parents answered that dietary education need to be started earlier, and that their main source of dietary life information was mass media. They also showed a preference for real experience and practice for dietary education. The above results showed that there is a close relationship between dietary habits and dietary life competency, and suggest that continuous education is necessary to improve the dietary habits and dietary life competency of elementary school parents. Because monthly income appeared to be the most influential socioeconomic factor for the parents' dietary habits and dietary life competency, continuous efforts on dietary education are necessary to reduce the score gaps in these categories.

• Journal of Korean Public Health Nursing
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• v.18 no.1
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• pp.132-142
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• 2004

Purpose: The study was to test the effects of nutrition education program changing the dietary self-efficacy and dietary practice of elementary school children. Method: The study was designed as a nonequivalent control group pretest-posttest design. The subjects of the study were 70 boys and girls in the fourth grade of elementary school in Seoul. They were devided in two groups evenly : control group and treatment group. The control group participated in the nutrition education with 4 sessions for 4 weeks. data were collected by self-reported questionnaires(dietary self-efficacy and dietary practice) from the 28th of August to the 10th of October. 200l. Result: 1. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary self-efficacy than the elementary school children who did not participated' has been adopted(t=-6.36. p<001). 2. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary practice than the elementary school children who did not participated' has been adopted(t=-5.03. p<001). Conclusion: The nutrition education is an effective nursing intervention strategy for elementary school children by supporting them form positive dietary self-efficacy and improve dietary practice.

• The Korean Journal of Food And Nutrition
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• v.24 no.3
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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.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.189-203
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• 2010

Recently, Korean society is experiencing many serious dietary problems of adolescents. There is an urgent need to revitalize and improve the effects of dietary education program for middle and high school students. The purpose of this study is to establish the basis for dietary education in school. This research was conducted using various dietary education program of foreign countries in order to find a way to increase the effects of the program so that more and more adolescents can participate in and eventually get benefits from it. We analyzed contents of the program and the ways how the program is actually conducted in other countries. We were able to find some important factors for developing new directions of dietary education program contents. The dietary education for middle school students requires a practical integrative approach based on home economics education. This study was initiated from the probing question of how should we set dietary education goals and contents of middle and high school. It will definitely play a important role in establishing a standard framework for dietary education based on the Home Economics Education in middle and high school students.

• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.125-136
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• 2010

The purpose of this study is the systematization of the contents analysis to develop school dietary education based on the government-published textbooks for elementary school students. The components of the content are divided into several categories that include a general perspective of the pages, illustrations, table of contents, introductory remarks, summary evaluation, and etc. This study carried out as basic fundamental research to propose a theoretical framework for the elementary school dietary education. We examined and analyzed the nature and characteristics, the educational goals, and the structural framework of the contents of the textbooks. We have developed a systematic structure with 4 large content elements for dietary education as foods & cooking, nutrition & health, dietary environment & consumption, and food culture & industry. This analysis will definitely play an important role in establishing a standard framework and the curriculum contents for school dietary education in elementary school.

• Korean Journal of Community Nutrition
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• v.24 no.5
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• pp.363-373
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• 2019

Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.73-88
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• 2023

Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

• Journal of the Korean Society of Food Culture
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• v.38 no.5
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• pp.314-325
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• 2023

This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

• Nutrition Research and Practice
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• v.9 no.1
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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.