• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.1
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• pp.151-161
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• 2014

As concerns have been raised about the increasing number of children with food allergies, the management of food allergies through the consideration of school meals is an emerging issue. This study investigated the perception and practices regarding food allergy of elementary and middle school nutrition teachers in the Jeonnam area. A total of 236 nutritionists/nutrition teachers participated in the survey and completed questionnaires. The foods most reported to cause allergic reactions were peach, eggs, peanuts, shrimps, mackerel, and milk. Participants reported that the major tasks to be completed for management of food allergies: the estimated number of students with food allergies, the offering of allergy-free or alternative foods and informing families of foods that may cause an allergic reaction. A majority of the participants (94%) recognized that the nutrition teacher has the primary role in managing students with food allergies in school. To manage these students, nutrition teachers mostly reported informing of allergic foods/ingredients in the school menu and the estimation of students with food allergy. The percentage of participants who experienced education programs on food allergies was 16.9%, whereas 97% of participants answered that a good professional education regarding allergies for nutrition teachers is required. The knowledge level evaluated with objective questions was significantly higher than the self-estimated knowledge level. In conclusion, nutrition teachers understood the tasks regarding food allergy thoroughly and that, the tasks are relatively under-practiced. To improve the management of food allergies in school meals, professional education programs regarding food allergies should be provided for nutrition teachers.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.3
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• pp.408-417
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• 2012

This study examined the satisfaction of a school milk program as well as the preference of school milk and flavored milk. The subjects of this study were $4^{th}$ , $5^{th}$ and $6^{th}$ grade students in 4 different elementary schools, who were attending the school milk program in Ulsan. The survey was conducted from April 10, 2009 to April 30, 2009. Of the 403 questionnaires distributed, 347 responded and analyzed (usage rate: 86%). The results were as follows. Of the 347 respondents, 53.9% were boys and 46.1% were girls. 34%, 31.1% and 34.9% of the students were $4^{th}$, $5^{th}$ and $6^{th}$ graders, respectively. Second, 80.1% of the students reported 'have milk everyday', and 89.9% of the students reported 'have milk as it is'. Third, the overall satisfaction with the school milk program was 3.32 based on a 5-point likert scale, the 'guidance of nutrition teachers and class teacher' was 3.21 and 'taste of school milk' was 3.37. There were significant positive correlations between the school milk satisfaction variables and overall satisfaction (p<0.01). Fourth, the preference for school milk was 3.33. The preference for flavored-milk were 3.63 (coffee milk), 4.44 (chocolate milk), 4.16 (strawberry milk), 4.26 (banana milk) and 3.53 (black bean milk). Fifth, to improve the school milk program, 85.9% of students wanted a provision for flavored milk. In conclusion, schools need to find a way to increase the satisfaction of the school milk program and the preference of school milk to increase the milk intake of students. Nutrition education for students and parents should be conducted systematically and choices for various kinds of milk and milk products should be given to the students.