• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.1-15
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• 2007

This study was conducted to analyze recognition, applicability, class satisfaction, and needs as well as students' attitudes for eating behavior by 1st and 3rd graders of a mixed middle school located in Gyeonggi area in relation to food and nutrition section of the Technology and Home Economics curriculum and thereby provide basic data for development of strategies of educational effect maximization of food and nutrition in the curriculum. 522 questionnaire were collected and statistically processed. Findings from this study are as follows. Both 1st and 3rd graders were found to exhibit relatively low preference for technology and home economics curriculum. While 1st graders were more interested in the subject than 3rd graders, the frequency of practical use of the food and nutrition section in every day life was higher in 3rd graders than that in 1st graders. For food and nutrition section of the subject, preference level of the 1st graders was higher than 3rd graders. The 1st graders were higher than 3rd graders in the needs for food and nutrition section as well as in usefulness in every day life of the unit. The applicability in every day life of the unit was found to be generally higher, with 1st graders having a higher level of applicability than 3rd graders (p<0.001). Class satisfaction of the unit was higher in 1st graders than 3rd graders, with the most satisfactory unit being 'basics and practice of cooking' both for 1st and 3rd graders. Needs for food and nutrition unit were higher in 1st graders than 3rd graders, with the unit highly needed being 'basics and practice of cooking' both for 1st and 3rd graders. Regarding interrelation of the degree of preference, need, applicability and class satisfaction, as the preference was high on food and nutrition, the degree of need, applicability, and class satisfaction was high. As respondents recognized food nutrition section necessary, they were more satisfied and showed high applicability for the section. Therefore, contents of food and nutrition section should be improved with re-organization of educational and subject contents so that they will be best fit for students by grade, to increase preference, applicability and necessity in every life. In addition, to maximize the applicability of the subject in everyday life, sufficient class-time should be assigned for the purpose of experiment- and practice-based education, and a wide range of teaching strategies are needed to increase students' interest in the subject.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.75-89
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• 2007

This study has its aim at suggesting new direction of our education to search different ways in housing contents by comparing the necessity perception and demands between teachers and students for housing contents in Technology Home Economics curriculum of middle school. To achieve this aim, I chose middle school teachers in charge of Technology Home Economics and male and female students who are in the first grade in high school in Ulsan. I sent e-mail, mail, and visited researcher to gather the data. I used SPSS +12 statistical package for frequency, percentage, mean, standard deviation, and t-test to analyze the data. Here is the result. First, In the part of application of living place, teachers had necessity perception in use and placement of furniture, and arrangement of objects. Students had necessity perception in the use and placement of furniture, the kind and choice of furniture. Also in the indoor environment and equipment part, both teachers and students had necessity perception in controlling of ventilation, temperature, and humidity. In the part of maintenance repair of housing, teachers had necessity perception in the need for maintenance management but students had necessity perception in house equipments and repair had high necessity perception Second, In housing-related general part, teachers demanded housing for elderly, disabled people, information about future housing and students demanded environmentally friendly living environment, housing for elderly, disabled people. In interior design part, teachers demanded in the expression of interior places through computer, the kind and characteristic of housing material and students demanded the way to reuse old furniture, kind and characteristic of housing material. In the part of housing preparation and occupation, teachers demanded the kind of housing-related occupation and students demanded the housing tax and the process of house purchase or concerned matter. Third, there were some difference of necessity perception and degree of demand between teachers and students. Teachers had higher necessity perception and demand in all part except in demand for housing equipment, maintenance, and environmentally friendly living environment.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.57-74
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• 2007

The purpose of this study was to investigate differences in adolescent's academic motivation, which is composed of intrinsic learning motivation and extrinsic learning motivation, by family strengths and parent's expectation styles. The subject of this study were 508 students who were selected at random from second, and third grade of middle school in Daegu. Factor analysis and MANOVA were employed for data analysis and Scheff test for post - hoc analysis. The main findings of this study were as follows: First, there were significant differences in learning motivation of adolescents according to the degree of family strengths. More specifically, adolescents who perceived their family strengths to be high had higher intrinsic learning motivation than adolescents who perceived their family strengths to be middle and low. Second, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles. Adolescents who perceived their parent's academic expectation styles paternal support-maternal support, paternal pressure-maternal support, and paternal support-maternal pressure showed higher intrinsic learning motivation than adolescents who perceived their parent's academic expectation styles paternal pressure-maternal pressure. Third, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles and the degree of family strengths. In adolescents group who perceived their family strengths to be low, adolescents who perceived their the parent's academic expectation styles to be paternal support-maternal support, paternal pressure-maternal support and paternal support-maternal pressure had higher intrinsic learning motivation than adolescents who perceived their the parent's academic expectation styles to be paternal pressure-maternal pressure.

• Korean Journal of Health Education and Promotion
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• v.19 no.1
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• pp.87-107
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• 2002

Recently, the industrialized world is suffering from accidents referring from the lack of safety consciousness. According to Korean Safety Regulation Department(1996), students at junior high schools are mostly involved in safety accidents, and this is due to lack of safety consciousness. To prevent these accidents, we need to have safety consciousness and attitude. To make junior high school students who are mostly affected in these accidents act safely, they need to know their level of safety consciousness. The purpose of this study is to develop a guideline of measuring the scale of safety consciousness and analyze the relationship between safety education, accident experiences and safety consciousness. This study is based on a survey of 708 junior high students in Seoul, which was carried out from 12 November, 2001 to 21 November, 2001. 1. The main fields of safety consciousness are home safety, school safety, fire safety, emergency management based on documents. Home safety is again divided into facility safety and livelihood safety, school safety is divided into facility safety, livelihood safety and laboratory safety, traffic safety is divided into pedestrian safety, bicycling safety and public transportation safety, fire safety divided into prevention and escaping during fire breakouts, emergency management safety is divided into general principles and escaping during emergency situations. 2. The primary safety consciousness scale was made according to every field of safety consciousness. A preliminary examination based on the scale and a study of reliance and the factors was held. Based on these results, 27 questions which were concerned to be impairing reliability or lacking in factor were deleted on the secondary safety consciousness scale development The secondary safety consciousness scale which constituted of 73 questions was put into another preliminary study and after analyzing reliability and the factors, 12 questions of low reliabilities were deleted and with these results, the third scale were made consisting of 61 questions. 3. A study based on the third safety scale which is made of 61 questions, were held and with a analysis of the reliability and factors made, the relationship between safety education, accident experience and safety mind were examined. (1) The study of reliability and factors show that Cronbach's coefficient in home safety fields is .7598, in school safety .7924, in traffic safety .8306, in emergency treatment .7775, in fire safety .7247. The questions indicating low reliability were deleted. The factor analysis revealed that home safety is converged on facility safety and livelihood safety. But one question was deleted because it showed incongruence of validity. School safety was converged on facility safety, livelihood safety and laboratory safety. But 2 questions showed incongruence of validity and these were deleted. Traffic safety fields were converged on pedestrian safety, bicycle safety and public transportation safety. One question showing incongruence of validity was deleted. Emergency treatment fields converged on general principles and acting in emergency situations and three questions showing incongruence of validity were deleted. Fire safety was converged on prevention and acting in fire breakouts. Totally, eight questions were removed and the final scale were consisted of 53 questions (2) The 3/sup rd/ grade students scored higher average safety mind scales than 1st graders(p〈.05). And students who had high scores at school tend to have a higher scale than those who do not(p〈.001). (3) Average scale of students who had experience in safety education were higher(p〈.001). Students who had previously been involved in home safety accidents had a low score(p〈.001). This was same to students with experience in school safety accidents(p〈.001). Students with traffic safety accidents and fire safety accidents tend to have a lower scale too(p〈.05, p〈.001).

• Journal of the Korean Institute of Landscape Architecture
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• v.39 no.2
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• pp.103-112
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• 2011

The purpose of this study is to specify the prior eco-preserve zone by establishing the eco-landscape unit on the stream corridor and evaluating the stream ecosystem in the dam basin. The fundamental ecological data was surveyed and collected through "the ecosystem project on Yongdam multipurpose dam watershed" from 2008 to 2009. The Yongdam Dam Watershed has several streams, Jujacheon, Jeongjacheon and Guryangcheon, of which the area is $930km^2$, stretching to Jinangun, Jangsugun and Mujugun Jellabukdo. In spite of being used for drinking purpose, the dam water quality and ecosystem is threatened by in-watershed pollution produced by development, golf course grounds and sports complex, etc. The landscape unit of stream corridor was zoned across by 250m, 500m, and 750m from the vicinity line of stream, which was decided to the accuracy of mapping and surveying. Types of evaluation are the Stream Corridor Evaluation(SCE) and the Vegetated Area Evaluation(VAE). In the process of SCE, several indices were analysed, fish species diversity, species peculiarity, and stream naturality. Indices for VAE were forest stand map, vegetation protection grade, species diversity and peculiarity for wild bird and mammal life. The importance of the ecological items is categorized into three levels and overlapped for specifying the prior preserve zone. The area at which legally protecting species appeared is categorized as absolute preserve area. This study might be meaningful for proposing the evaluation process of a stream corridor ecosystem, which can synthesize a lot of individual ecological surveys. We hope further research will be actively performed about the ecotope mapping which is based on a individual wildlife territory and habitats and also their relationships.

• Resources Recycling
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• v.2 no.2
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• pp.27-38
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• 1993

In this study, we investigated the grinding and sedimentation(elutriation) process of the dusts for the effective separation of high purity iron and iron oxides. For characterization of the dust, particle size distribution and chemical composition, were examined. The results obtained in this study may be summarized as follows : 1. The converter CF(clarifier) dust of the Pohang 1st, 2nd steel making factory and EC(Evaporation Cooler), EP(Eltrostatic precititator) dust of the Kwangyang 2nd steel making factory are composed $\alpha$-Fe(21~50%), FeO(wustite)$Fe_3$$O_4$(magnetite), $Fe_2$$O_3$, CaO, $Al_2$$O_3$, $SiO_2$, and etc. 2. Pure iron has ductile characteristic in nature, particle size of the pure iron increase by increasing the grinding time. On the other hand, it is conformed that bo고 particles of hematite and magnetite become less than 325 mesh after 10 minutes grinding. 3. By applying the elutriation technique for the EC dust of the Kwangyang 2nd steel making factory, the iron powder of high content more than 99.17% of pure Fe was recovered with 37.8% yield at grinding time for 40 minutes. 4. By applying the elutriation technique for the CF dust of the Pohang 2nd steel making factory, the iron powder of high content more than 98.38% of pure Fe was recovered with 44.42% yield at grinding time for 40 minutes. 5. When magnetic separation was performed using plastic bonding magnet of 70 gauss, more than 98% Fe grade of iron powder was recovered in the size range +65 -200 mesh but the recovery of it was low.

• Journal of the Korean Institute of Educational Facilities
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• v.3 no.3
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• pp.59-70
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• 1996

장안초등학교는 한국전쟁 이후인 1955년에 개교된 초등학교이다. 처음에는 8학급의 가교사시설에 18학급으로 편성되어 초기부터 시설이 양적으로 부족하였다. 또한 이 지역의 학생수 증가로 거의 매년에 걸쳐 학급수의 증가와 교실증축이 함께 이루어 졌다. 현재 건물의 건립년도를 살펴보면 1965년 6월에 처음 신관 1층 부분이 건설되어 70년대와 80년대에 걸쳐 꾸준히 증축되어 왔으며, 대지 동측의 별관은 1993년 12월에 건설된 새건물로, 학교교사 건물이 30년된 건물과 최근의 건물이 함께 공존하고 있다. 철근콘크리트 건물이 구조적으로는 100년도 견딘다 하지만 실제로는 약 30년이면 콘크리트의 산성화가 가속화되면서 구조적으로 안전하지 못하다는 학설이 인정되어, 최근 30년이 경과된 학교 건축의 재건축이 사회적 문제로 대두되고 있다. 실제로는 25년이상 경과된 건물에서도 구조적인 하자가 발생하는 예 가 많아 교육부에서는 대체로 25년이상 경과된 건물에 대하여 재건축을 실시하고 있다. 장안초등학교는 20년에서 30년 경과된 건물이 많은 부분을 차지하는 관계로 재건축이 실시되는 예이다. 아직까지 사용이 가능하다고 판단되는 건물은 본관의 남측부분의 교사(1983년 증축)과 신관의 우측부분(1985년 9월 23일 증축)과 별관(1993년 12월 14일 신축)교사동을 들수 있다. 때문에 이 부분에 대하여 철거할 것인가 혹은 그대로 사용할 것인가에 대한 의견이 있어, 최종적으로 별관은 그대로 사용하는 것을 원칙으로 하고 본관 남측부분은 가장 마지막 건설시기에 철거하고 신관 우측부분은 규모가 작아 철거하기로 하였다. 학교건축은 다른 일반건물과는 달리 교육이라는 기능을 충분히 발휘할수 있는 공간구성이 필수적이라 할수 있다. 여기서 말하는 교육이란 예전의 주입식 교육이 아니라 21세기를 바라보는 정보화 세계화를 지향하는 교육으로 학생 개개인의 창의성과 자주성을 발휘시킬수 있는 교육이라는 점에 대하여 의견은 없을 것이다. 이러한 교육이란 다양한 교육방법을 전제로 하며 하나의 학년을 하나의 학습그룹으로 생각하는 것은 중요한 출발점이 될 것이다. 한 학년의 그룹을 교대상의 기본으로하여 이러한 그룹에 대하여 일제학습, 그룹학습, 팀티칭, 개별학습이 이루어 질수 있는 공간을 제공하는 점을 본 장안초등학교 기본계획에서 출발점으로 하였다. 물론 학교전체 학생을 콘트롤할 수 있는 교육방법도 존재한다. 선진 외국의 예를 살펴보면 아동의 능력별 교육을 위하여 무학년제(Non-Grade)를 도입하는 경우도 있지만 아직 우리나라에서는 학급단위가 중요시되고 있다. 이 학급단위는 교육단위이면서 생활지도 단위이기도 하다. 이러한 점을 인식하여 학교건축의 간장 기본 단위가 되는 보통교실 계획을 보통교실과 오픈스페이스를 연속시킨 유니트로 계획하여 일제학습, 그룹학습, 팀티칭, 개별학습 등이 이루어 질수 있도록 하였다. 실제로는 36학급을 계획할 경우, 한학년의 6개 학급이 하나의 공통된 공간내에 그룹핑 되는 것이 바람직하지만(제3안의 배치에서 제안하여 보았지만 북측교실, 오픈스페이스의 통로화등의 문제점이 있었다), 그 규모가 너무 커서 3개학급을 하나의 유니트로 하였다. 물론 한학년이 동일한 층에 배치시켜 서로의 관련성을 높게 하였다. 특별교실 계획은 보통교실과의 관련성과 장래 지역개방의 역할을 고려하여 계획하여야 할 것이다. 장안 초등학교의 경우는 별관을 그대로 사용 한다는 조건이 있기 때문에 기존의 편복도 형식의 교실에서는 보통교실 계획의 어려움이 있어 특별 교실동으로 고려하였다. 때문에 지역개방에 대해서는 문제점을 안고 있다. 체육관은 기준령에는 권장시설로 되어 있지만 학교시설에 필수적인 시설이라 생각한다. 체육은 국민건강에 직결되기 때문이다. 또한 체육관 건설은 실외체육 실내체육에 대응할 뿐 아니라 학교 행사등에 유용히 사용되기 때문에 더욱 필요시설이라 할수 있겠다. 또한 지역개방을 위하여 정문 혹은 후문 가까이에 배치시키는 것은 필수적이다. 별관, 체육관, 운동장, 후문측에 12학급용의 단독건물 등의 기본적인 제약조건을 고려하여 배치하자면 자연히 교실동들이 분산되는 결과를 낳게된다. 이러한 각각의 교사동을 A동을 중심으로 구름다리로 연결하여 동선의 불편함을 해소시켰다. 주차장은 후문 가까이에 약 10정도의 주차공간이 확보가능하다. 이외에는 운동장을 사용하는 방법과 체육관의 1층부분을 필로티로 하여 그곳에 20대 정도 주차시키는 방안이 있다. 주차는 많을수록 편리는 하겠지만 제한된 대지에 모두 만족 시켜주기는 불가능하다. 공공용의 주차와 소방에 필요한 동선이 요구된다. 특히 도심주차난을 생각할 때는 차라리 적극적으로 지하주차장을 계획하는 방안이 있을 것이다. 마지막으로 현재 67학급은 초대형 규모로 초등학교 규모로는 적합하지 못하다. 장래를 고려하여 48학급에서 최종적으로 36학급으로 계획하였으나 한동안은 67학급이 그대로 유지될 것으로 보인다. 신설 초등학교가 가까운 시기에 개교될 것을 기대한다.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.

• Journal of dental hygiene science
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• v.17 no.2
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• pp.123-133
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• 2017

The aim of this study was to analyze in depth the standardized Clinical dental hygiene curriculum of the Fones School in the United States. We investigated the clinical dental hygiene curriculum in 2015~2016 including title, credit, hours, contents, goals, competencies, and evaluation. We obtained the course syllabus and data related to each subject, for each grade, from the professors and students at the university. The goals and competencies, of the clinical dental hygiene program, which were based on the goals of the Fones School and the mission of the University of Bridgeport, were developed in accordance with the dental hygienist practice standards proposed by the American Dental Hygienists Association. The curriculum consisted of theory to teach proper dental hygiene care procedures and incorporated practical exercises that modeled an actual clinical setting. The students had to document the procedures performed for each client/patient and improve their clinical competency through discussion with the professors. Dental hygiene care should be provided for children, adolescents, adults, elderly, and patients, which includes patients with moderate or severe periodontal status. Students were evaluated by a paper test or case study presentation and their clinical evaluation was based on their clinical competency. In particular, professors evaluated students on a rotational basis, so they could evaluate the level of achievement of clinical competency of all students and find ways to improve any weaknesses. Therefore, the current study suggested that clinical dental hygiene program in Korea could be improved if based on the curriculum of Fones School in the United States.

• Journal of the East Asian Society of Dietary Life
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• v.25 no.2
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• pp.352-362
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• 2015

The purpose of this study was to examine portion sizes and nutritional quality of foods served to children at Community Child Centers (CCCs), July 2014, in Korea. A survey was administered to foodservice employees working at CCCs. Thirty-nine participants completed the self-administered questionnaire regarding CCCs foodservice practices. In the weight test, fifteen volunteers of demonstrated typical portion sizes for $5^{th}$ grade elementary school students. Nutrition knowledge scores were significantly different between foodservice employees with experience taking a foodservice class for one year (6.04 out of 10.0 points) and those without experience (4.58 points). Foodservice employees with experience taking a foodservice class scored significantly higher in performing meal serving practices, e.g., wearing a sanitary cap and apron when serving food, than those without experience. The amount of foods served for children did not meet standard serving sizes; portion sizes of rice, soup, main dish, side dish and kimchi served by foodservice employees were 87.3%, 63.2%, 56.5%, 37.1% and 81.3% of standard serving sizes, respectively. When energy and nutrient intakes from portion sizes were calculated, energy, vitamin A, thiamin, riboflavin and calcium intakes did not meet standards for nutrition control of school meals. However, protein, vitamin C and iron intakes met more than 100.0% of standards. These findings suggest that foodservice employees with experience taking a foodservice class apply their knowledge to foodservice practices. Although portion sizes can influence energy and nutrient intakes in children, the actual portion sizes served by CCCs foodservice employees were inadequate and did not meet standards for serving size and nutrition. Thus, all CCCs foodservice employees need to receive foodservice education and be provided guidelines regarding portion sizes for children.