• Hwankyungkyoyuk
• /
• v.20 no.2
• /
• pp.67-77
• /
• 2007

The purpose of this study is to investigate the change in ecological footprint made by the eco-friendly consumer education program, and ultimately, to help the high school students, future consumers, have eco-friendly attitude. This study will be contributed to helping them to understand the importance of the eco-friendly consumption and the seriousness of the environmental problems arising from their bad consumption habit, to get interested in the environmental problems in daily lives, and to reduce the ecological footprint through the eco-friendly habit acquired when young. This study is designed to have 60 high school students experience the eco-friendly consumer education program for 10 months and compare the levels of each ecological footprint though two different Questionnaires in five sections: housing, food, transportation, purchase, and waste. The program used in this research consists of three parts: eco-friendly attitude education for consumers, eco-friendly citizen education for consumers, and eco-friendly resource management education for consumers. The data are analyzed by SPSS Window 10.0 program. The findings are as follows: First. The eco-friendly consumer education is more likely to help the students develop critical thought and eco-friendly attitude, unlike the economy-related consumer education. Second. The level of ecological footprint is significantly decreased in the group with the eco-friendly consumer education program. compared to the group without it. Third. Experiencing the eco-friendly consumer education program helps the students have the positive attitude on ecology and lead an environmentally sustainable consumer life. The results show that eco-friendly consumer education can make a contribution to raising the good citizens who have eco-friendly attitude and behavior, lead sustainable consumer life, and try to reduce the level of ecological footprint.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.17 no.1
• /
• pp.117-130
• /
• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.

• Journal of the Korean Society of Food Culture
• /
• v.9 no.5
• /
• pp.467-478
• /
• 1995

The school food service system has been an important national policy in Korea. To find out the reference data of the school food service system, we surveyed four primary schools, one middle school, and one food service center in Nara, Japan. The results are as follows; 1. The school food service was carried out in 99.4% of primary school children and in 82.5% of middle school students. 2. The central commissary school food service system was utilized at 49.0% of primary schools and 68.5% of middle schools. 3. The expense of the system is supported partially by the student's parents and partially by the government, of which the support rate was noticed by the law of school food service. 4. The dietary content of school food service was laid down by 'The rule of the operation basis of school food service'. The menu was chosen by the 7 kinds of stepwise meetings. 5. The teachers emphasized on the food etiquette, the appreciation to the food and the personal relationship during meal, as well as on the nutritional balance. 6. We found other problems in Japanese food service system, such as the sanitary problems, the problems of the new tableware, and whether the central kitchen had less advantage than the individual school kitchen. We can conclude that the school food service system is becoming the essential part in school education, and hope to design not only economical but also educational system in Korea, with the consideration of Japanese system.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.4
• /
• pp.15-29
• /
• 2010

We developed the novel coursework of 'NIE community activity teaching-learning plan' in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum and applied it to classes in the middle school. The educational themes of 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' were extracted from ten kinds of textbooks. And eight lessons of NIE community activity teaching-learning plan were developed. Ninety-seven students at second grade in 3 classes of the middle school were randomly enrolled in this study. After learning, their environmental recognition and educational interest and attitude on the class of NIE community activity were investigated. The general environmental recognition of most students was improved via NIE community activity, which is emphasizing on the analysis of articles of newspapers, the critical and creative thinking, and the mutual discussion. The environmental recognition related to 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' was significantly improved. Educational interest and attitude on the class of NIE community activity were also improved of great significance. The novel contents and methods of NIE community activity were evaluated to help students understand the class better and enhance their environmental recognition higher. With these results, NIE community activity teaching-learning plan might not only improve the educational interest and attitude, but also enhance the environmental recognition of the students.

• Hwankyungkyoyuk
• /
• v.24 no.4
• /
• pp.32-40
• /
• 2011

The purpose of this study was to develop an evaluation standard by which teachers in charge of environment and green growth education could conduct a project activity and examine its applicability. The results were as follows; First, 26 evaluation items were developed through interviews with teachers and expert meetings. These categories were base on 'Theme', 'Planning', 'Result' and 'Presentation', and 'Evaluation' of the project. Second, a reliability test showed that internal consistency of the items was currently high(Cronbach's alpha .8709). To examine the content validity, the project activity was evaluated by 5 different teachers, and the result showed that the evaluation standard developed in this study was a very effective tool for the teachers to do project learning. Third, from the 2011 revised national curriculum, the subject 'Environment' in middle schools would be renamed as 'Environment and Green Growth'. Also, environment project activity would be introduced in the middle school. Therefore, this study had a significant importance in the fact that it provided teachers and students with a practical evaluation standard for the environment and green growth project activity.

• Journal of the Korean Society of Earth Science Education
• /
• v.3 no.3
• /
• pp.228-238
• /
• 2010

The purpose of this study is to examine the effects which applies teaching program that search solution to prevent global warming in middle school gifted class. This program of total 10 class was theoretical and experimental class and the students presented after collecting the synthetic data about climate-change and roleplayed what they debated to firm their country's opinion about Kyoto Protocol. Finally, students as policymaker made mock Kyoto Protocol by discussion. Impression papers and images about climate-changes was made by students in last class. In discussion of making up mock Kyoto Protocol, developed and developing nations had an argument about carbon dioxide emissions because of their economic benefits. In the course of allocating mutual $CO_2$ reduction, they needed yield and negotiation among nations. Although they mainly took passive position about $CO_2$ reduction, atmosphere that all the country make greater effort for the future global environment was formed. Like this, students had more concepts over climate change by making mock Kyoto Protocol. And they could equipped global scientific literacy and responsibility by participating in social decision making process of solving global environmental issues.

• Hwankyungkyoyuk
• /
• v.13 no.1
• /
• pp.65-74
• /
• 2000

Environmentally literated students and adults should be able to use and apply the basic ecological concepts when considering environmental problems and issues. Because ecology forms the foundation of environmental education, a review of the literatures on the degree of students' understanding for ecological concepts can provide useful insights for environmental educators. The purposes of this study were as follows: first, to analyse the parts connected with ecological knowledge of two environmental education books, ‘environments’(middle school) and ‘environmental science’(high school), second, to investigate the level of understanding on ecological concepts by the use of new developed instrument. The 20 most important ecological concepts from Cherrett(1989) and the important ecological concepts' lists from Hungerford and Volk(1990), Ramsey, Hungerford and Volk(1992), Volk(1993) would be recognized and endorsed by most environmental educators as concepts essential to environmental literacy, We referenced these informations and sequenced ecological knowledge as four main categories(communities, populations, ecosystem, man as a component of the nature systems). We have used it as a criterion in the analysis of teaching materials and the development of a new test instrument($\alpha$=0.81). According to the analysed results, the understanding levels for scales and relationships of communities, populations, ecosystem were high but those for individual concepts and differences were low. By the analysis of Korean High School EE book, ‘environmental science’, learning for some concepts(succession, material cycling, niche etc.) has pointed out as one of problems. Environmental educators must pay a careful attention to the concepts that showed high rates of incorrect answer and this work will contribute toward consolidating the basis of EE and help the accomplishment of the ultimate goals in EE.

• Hwankyungkyoyuk
• /
• v.23 no.3
• /
• pp.115-125
• /
• 2010

This study conducted a survey on recognition of teachers, students, and Parent Teacher Association(PTA) for the Education for Sustainable Development from April to October, 2008. It confirmed a couple of facts, which were summarized as follows; First, among eight educational areas including Environmental Education, Energy Education, Gender Education, World Heritage Education, Multi-cultural Coexistence Education, Peace Education, Education for human rights, and Education for international understanding that UNESCO had offered, this study showed that the 'Environmental Education' is a relatively important area comparing with others. Second, 54.4% of the respondents have agree with the need of the education for sustainable development in the middle school and the high school, and 54.1% of them showed their willingness to participate in the program. Third, because 49.2% of the respondents chose 'important' on the question of 'how important the field education and the experience education are', it looked like most of them agreed with the importance of the field education and the experience education. Fourth, because 61.1% of the responded teachers chose 'need' on the question of 'if it needs relationship with other studies', it looked like most of them agreed with the necessity of relationship with other studies. Fifth, 62.5% of the respondents chose 'no' on the question of 'if they conduct the education for sustainable development Even if some wanted the education for sustainable development, most of them would not do it in the regular curriculum, but in the special activity class or teacher's discretional time. Sixth, most respondents indicated the teacher's class burden and the teacher's lack of knowledge as the problem if the education for sustainable development would be conducted. This result implied that in order to vitalize the education for sustainable development, the teacher's class burden should be reduced and the teacher train program is necessary. Finally, urgent requested studies could improve the education for sustainable development in communities and schools, because the result of the survey showed education, natural observation learning, and visiting ecological parks as important elements.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.2
• /
• pp.115-133
• /
• 2021

The purpose of this study is to develop a teaching-learning plans for middle school Home Economics that practices clothing life in response to climate change. Four steps of analysis, design, development, and evaluation were used for the research. 'Phenomenon and cause, impact (environmental, economic and social) and response (relaxation and adaptation)' were selected as educational content elements for climate change through reviewing the literature related to climate change. Six types of middle school Technology and Home Economics textbooks under the 2015 revised curriculum were analyzed using the selected content elements for climate change as the basis for analysis according to the data type(reading data, picture data, activity data) and clothing use cycle (production, purchase, use, and disposal). Based on the content elements of climate change in the clothing life area extracted through textbook analysis, a total of 12 teaching-learning plans in response to climate change were developed by utilizing various teaching and learning methods, data and media. The teaching-learning plans were designed based on an integrated understanding of the phenomena, causes, effects, and responses of climate change for the students to realize the seriousness of climate change and to exercise positive influence on families and society.

• The Journal of Korean Society for School & Community Health Education
• /
• v.18 no.1
• /
• pp.13-29
• /
• 2017

Objectives: The purpose of the study was to investigate the effect of stress, depressive mood and suicide ideation with oral health behavior in Korean adolescents. Methods: The subjects were 57,904 adolescents who were selected from the web-based survey of the 10th(2014) Korean Youth Risk Behavior of Korean Center for Disease Control. Data were analyzed by SPSS 18.0. A web-based self-reported questionnaire was completed by 72,060 middle and high school students. The subjects consisted of 28,269 man students(48.8%) and 29,635 women students(51.2%) from 500 middle schools and 400 high schools. Results: Multiple logistic regression analysis after adjustment to demographic characteristics and stress, depressive mood and suicide ideation by man and women of middle, high school students the subjects whose have had different oral health behaviors. low level of stress, do not think about suicide ideation, they were increased their oral brushing frequency of yesterday($$3{\geq_-}$$) with brushing after lunch(p<0.05). alternatively subjects whose do not have depressive mood, they were decreased their oral health behaviors(p<0.05). Conclusions: According to gender by middle and high school students are mental health of the youth, which has direct and indirect effects on physical health, is closely associated with their oral health according to oral health behaviors.