• 한국식생활문화학회지
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• 제38권5호
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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.

• 대한지역사회영양학회지
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• 제18권3호
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• pp.203-212
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• 2013

This study was conducted to develop a dietary life education textbook and teaching manual for creative activities of elementary school students in middle grade. First, we extracted dietary life related contents from textbooks for third and fourth grade and created systematization of contents involving educational objectives, goals, contents and activities. The development of textbook and teaching manual were based on systematization of contents. The textbook was composed of five major chapters, which were 'nutrition', 'cooking', 'environment and hygiene', 'food' and 'dietary culture'. Each major chapter having six to seven smaller chapters, adding up to a total of 34 smaller chapters. The textbook was in activity format so that can be readily and directly used in actual classes. The textbook had fun characters and various activities (particularly a lot of cooking activities) to deliver the main theme of each chapter. The teaching manual was composed of background, goal, teaching plan and teaching point. The smaller chapters had learning goal, teaching-learning resources, important points, teaching-learning process and reference material. In evaluation after operating the model school, the developed textbooks were suited for students' needs and cognitive level. This textbook can be utilized at creative activities consisting of ten to fifteen students.

• 동아시아식생활학회지
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• 제24권6호
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• pp.700-709
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• 2014

Recently, a large number of people are growing interested in Korean cuisine and progress Korean culture. This study inverstigated several kinds of Korean traditional alcoholic drinks and brewing methods, including ingredients in ancient culinary manuscripts "Soowoonjabbang", "Eumsikdimibang", "Onjubub", "Jusiksiui", "Uumjeabang" and "Eumsikbangmunnira" of Korean head family. Korean traditional alcoholic drinks were sorted into two groups based on characteristic (danyang ju, yiyang ju, samyang ju, sayang ju, yakyoung ju, gahyang ju, honyang juand soju) and five categories based on preconditioning methods of Korean traditional alcoholic drinks (iporrige, baeksul ki, gumung tteok, godubap, bumbuck). The most announced ancient Korean culinary manuscript is "Onjubub" (57 varieties of Korean traditional alcoholic drinks), the second largest book is "Eumsikdimibang" (49 varieties of Korean traditional alcoholic drinks), and the third highest book is "Soowoonjabbang" (40 varieties of Korean traditional alcoholic drinks). The "Uumjeabang" and "Eumsikbangmunnira" announced 21 and 15 varieties of Korean traditional alcoholic drinks in six books of ancient Korean culinary manuscripts, respectively.

• 한국식생활문화학회지
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• 제24권6호
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• pp.613-630
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• 2009

This thesis, which involves honest life stories of members of the ìtraditionalî Korean generation that lived through the turbulent times of the first half of the twentieth century, assesses the meaning and import of Korean cuisine during an individual Korean's lifetime, as well as the relevant properties of the culinary culture of the traditional generation and how those properties continue to influence the present generation of Koreans. Thus, traditional Korean culinary culture was subdivided into the following four aspects, each of which were exemplified by representative examples. The first of these is slow-food dietary life, which is exemplified by fermented foods. The development of side dishes (panchan) based on fermentation - kimchi, different types of soy and bean paste, salted seafoods, dishes of dried radish or cucumber slices seasoned with soy sauce, and so on - made the quantitative and qualitative supplementation of food possible for traditional Koreans. The second of these aspects, referred to as friendly dietary life, is exemplified by self-sufficiently produced foods. The system of many species and small production suitable with the season made it possible to produce food from sustainable ecological systems and to maintain locally grown food-cultures, each of which was distinguished from others by a local specialty product. The third aspect of the traditional Korean culinary culture involves the same use of medicinal roots and plant materials for foodstuff, and this is exemplified by the use of foods to cure and prevent diseases. The notion, for example, that 'boiled rice is an invigorant' is characteristic of the notion that diet can function in a preventative medical context, and other similar Korean notions illustrate the importance, also, of the curative properties of food. The fourth and final aspect of traditional Korean culinary culture identified herein is creative dietary life, which can be viewed essentially as a Korean adaptation to the turbulence of life during the early $20^{th}$ century in Korea. This trend is exemplified by many Korean foods that were created in response to foreign influences, such as onions, cabbages, curry, etc. which found their place in overall Korean culture through the age of Japanese settlement, as well as the Korean war.

• 대한지역사회영양학회지
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• 제22권1호
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• 대한영양사협회학술지
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• 제24권1호
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• pp.92-107
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• 2018

The purpose of this study was to investigate the status of school nutrition education and changes in perception of nutrition teacher's job in order to determine the need for redesign to achieve their ideal job. The questionnaire was distributed to 1,550 nutrition teachers, and a total of 1,487 usable data were collected with a 96% response rate from August to December 2015. Statistical data analysis was completed by using SPSS/Win 21.0 for descriptive analysis. The results were as follows: 45.5% of nutrition teachers periodically implemented nutrition education classes, and 32.7% of responses used creative activity times for nutrition and dietary life education. Various topics were taught such as strategies to improve dietary habits, choice of healthy foods and nutrition labeling, nutrition information, food safety, and environmental problems, etc. Current performance ratios of nutrition teacher's duties and tasks were as follows: nutrition operation 31.3%, foodservice hygiene and safety 28.0%, nutrition management 22.7%, nutrition and dietary life education and counselling 11.6%, and professional development 6.4%. Opinions about ideal job performance of nutrition teachers were investigated to determine needs for job redesign. Two in nutrition management duty tasks and four foodservice management duties duty tasks were reduced. On the other hand, another two nutrition management duty tasks and three nutrition and dietary life education and counselling tasks were increased compared to current job performance.

• 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.

• 한국콘텐츠학회논문지
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• 제20권8호
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• pp.327-337
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• 2020

본 연구에서는 논제의 해답을 얻기 위하여 주관성연구 분석방법을 활용하며, 이에 따른 연구문제는 첫째, 효과적인 건강 증진을 위한 식생활 습관에 관한 대학생들의 수용 유형은 어떠한가? 둘째, 이들 각 유형들 간의 동질적인 특성과 그 함의는 무엇인가? 등이다. 분석내용에서는, 대학생들의 '효과적인 건강 증진을 위한 식생활 습관'의 유형(주관적 성향)과 그에 따른 함의점을 알아보는데 주안점을 두었다. Q 방법론으로 분석한 결과, 총 3가지의 유형, 즉, 유형I[(n=9) : 아침밥 먹기 유형(eating type in morning)], 유형II[(n=11) : 야식 안먹기 유형(type of no having a midnight meal)], 유형III[(n=9) : 운동 후 밥먹기 유형(type of mealing after taking exercise)] 등으로 나누어 졌다. 최종적 차원에서, 추후 관련 주제에 관한 양적인 실증연구(R연구)와 해당 전문가들의 심층분석 등의 해결책이 보완되어진다면, 새로운 시대에 적합한 효과적인 건강 증진을 위한 식생활 습관의 개선과 활성화 정책에 도출될 것으로 보여진다.

• 한국가정과교육학회지
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• 제1권1호
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• pp.53-62
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• 1989

Cooking practice is keenly related to not only the betterment of family health but to the improvement of dietary life. Cooking is a kind of practical skill and one is skill in it by repeated practice. The aim of cooking practice in school is to fix cooking method practically and scientifically, to acquire cooking skill. To achieve this aim there are many unrecognized or unsolved problems in the first-line schools. The problems and efficient ways of cooking practice in the middle and high school are as follows； 1. The aim of cooking practice： It should be first of all remembered that the practice is so practical that the knowledge and skill of cooking should be related to the future domestic life. Second, the practice should be able to serve the communal and national life by scientifying and improving life. 2. The content of the practice： First, it should be so arranged step by step that the content of each year should not be repeated. Second, the ratio of Korean cooking practice should be increased and the material of the practice should be chosen in consideration of the peculiarity of the community, seasons and economical problems so that it may be applied to the very day life. Third, to improve dietary life, the practice should be a way of the simplification of dietary life, of the nutritional efficiency. Forth, for the betterment of physical condition of the family the practice should involve balanced dietary plans and dietary therapy. 3. Teaching method： First, the practice should be scientific and comprehensive in consideration of not only cooking skills but also knowledge of nutrition. Second, micro-class system should be adopted, and practice labor should be allotted each student to develop cooperative attitude and the sense of responsibility. Third, in addition to the practice conducted in a body, comparative cooking, applicable cooking and experimental ability and the content of the text. Fourth, teachers should let the students examine and find problems by bringing them to a focus on the basis of theory. 4. Administration method： First, the practice schedule should be planned that a class has practices at least more than twice a semester. Second, two hours of class should be continued without cessation after beforehand survey and theory study. Third, facilities and utensils for practice should be enlarged. That is, cooking practice rooms, tools, utensils should be prepared. Fourth, enough cost of practice should be secured. The above mentioned points show the present situation and problems with which cooking practice teaching is confronted. In order to normalize cooking practice teaching, the first-line schools should give the above mentioned problems their careful consideration and improve the present situation so that efficient, creative, practical cooking practice will be possible.

• Human Ecology Research
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• 제60권4호
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• pp.484-496
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• 2022

The purpose of this study was implementing the high-school 'Food Safety and Health' curriculum using the workbook, and to evaluate the educational impact on, and satisfaction of student who participated in class. A total of 109 lessons were undertaken in home economics classes by referring to the 'Food Safety and Health' workbook for 1,154 students attending seven high schools located in seven cities and provinces across the Korea. In order to examine the effects of classes by referring to workbooks, pre- and post-evaluations were conducted by devising a questionnaire about dietary behavior associated with food safety, creative problem-solving abilities, community capacities, and social cooperation capacities. The results of the analysis of the collected data from 674 students who participated in the pre- and post-evaluations are as follows. First, according to the results of the paired t-test conducted to examine the effects of using the workbook in classes on dietary behavior, significant positive changes were observed in the dietary behavior related to food safety, creative problem-solving skills, community consciousness, and social cooperation capabilities. Second, as a result of the students' evaluation of classes by referring to the 'Food Safety and Health' workbook, both satisfaction and interest in the class using the workbook were high, and the difficulty level was deemed to be appropriate. Additionally, it was found that the students actively participated in learning activities. The reason for this appears to be that the aforementioned workbook consisted of various student activities such as experiments, practical exercises, and group activities aimed at strengthening the link between life and education, thus enabling increased student participation.