• The Mathematical Education
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• v.62 no.1
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• pp.151-173
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• 2023

In this study, we explored factors that affect high school student's affective attitude on mathematics with respect to the school mathematics instructoin, school mathematics assessment, mathematics textbook, private mathematics education, college entrance and career, and social atmosphere. Considering students' grade, major, academic level, gender, and school location, 1,029 high school students participated in the survey. To analyze the survey results, descriptive statistics, t-test, ANOVA, and chi-square test were conducted using SPSS ver 29.0. Results are as follows. First, generally, college entrance and career and school mathematics instruction affected students' affective attitude on mathematics. Second, according to student's academic level and gender, there was a statistically significant difference in the factors affecting the affective attitude on mathematics. Third, according to students' background, there was a statistically significant difference in students' responses to sub-categories of each factor. We suggested that to improve student's affective attitude on mathematics, diversity of the school mathematics instruction, improvement of the mathematics textbook, student's appropriate participation in the private mathematics education, improvement of student's perception of the utilization of the mathematics in the future and the importance of the mathemaitcs in the society, and parents' emotional support are needed.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.5
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• pp.674-680
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• 2005

The purposes of this study were to compare the effect of several reheating treatments (heating in the frying pan, convection oven and microwave oven) on sensory characteristics and to evaluate the safety during storage period of cook/chill Pajeon. The sensory evaluations were made on 5 sensory attributes by a 9-member panel using quantitative descriptive analysis (QDA). The fresh cooked Pajeon and the Pajeon reheated in the frying pan obtained a significantly (p<0.01) higher score in taste than the ones reheated in a convection oven and microwave oven. The reheated cook/chill Pajeon had a significantly (p<0.01) lower score in flavor than the freshed cooked one. Regardless of the reheating methods, sensory scores in texture of the Pajeon reheated at $v$ for 1 day were not different from that of fresh cooked one. However, the scores of the reheated ones in a convection oven and in a microwave oven decreased with storage time up to 5 days at $3^{\circ}C$. On the other hand, the Pajeon reheated in the frying pan, even after 3 days' storage at $3^{\circ}C$, was not found to be inferior to the freshed cook one in every quality attributes except flavor. Therefore, the reheating treatment in frying pan may be superior to those in a convection oven and a microwave oven. The safety of Pajeon was also evaluated by measuring total count, coliform count, psychrotrophic count, acid value and peroxide value during 5 days of storage periods at $4^{\circ}C$. Total counts of Pajeon was ranged from not detectable to $5.2\times10^2$ CFU/g. The coliform and psychrotroph were not detected at all experiments. The acid values were ranged from 1.90 to 4.03 mg of KOH/g of fat until 5 days at $4^{\circ}C$. And the peroxide values were ranged from 3.63 to 12.50 meq of peroxide/kg of fat until 5 days of storage period. Therefore, these results demonstrated that Pajeon is microbiologically and chemically safe during 5 days of storage period at refligeration temperature.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.6
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• pp.850-856
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• 2005

The sensory and safety of cook-chilled Buchu-jeon were evaluated to provide to foodservice operation during chilled storage for 5 days. The sensory evaluations of cook-chilled Buchu-jeon were conducted according to 3 reheating methods which was frying pan, steam/convection oven and microwave oven. The sensory evaluations were made on 4 sensory attributes (taste, odor, color, and texture) by a 9-member panel using quantitative descriptive analysis (QDA). The Buchu-jeon reheated in the steam/convection oven, after 1 day storage at $3^{\circ}C$, obtained higher score in taste, odor and texture than the ones reheated in a frying pan and microwave oven. Three reheating methods didn't show any difference in taste, odor, color, and texture of Buchu-jeon at $3^{\circ}C$ for 3 days. The Buchun-jeon reheated in microwave oven at $3^{\circ}C$ for 5 days had a significant $(p\leq0.05)$ lower score odor and color than the ones reheated in frying pan and steam/convection oven. The safety of Buchu-jeon was also evaluated by measuring total count, coliform count, psychrotrophic count, acid value and peroxide value during 5 days of storage periods at $4^{\circ}C$C. Total counts of Pajeon was ranged from $5.0\times10^{1}$ CFU/g to $2.2\times10^{2}$ CFU/g and the coliform and psychrotroph were not detected at most experiments. The acid values were ranged from 1.80 to 2.18 mg of KOH/g of fat until 5 days at $4^{\circ}C$. And the peroxide values were ranged from 4.44 to 17.87 meq of peroxide/kg of fat until 5 days of storage period. Therefore, these results demonstrated that the cook-chilled Buchu-jeon is microbiologically and chemically safe during 5 days of storage period at refrigeration temperature.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.