• Korean Journal of Community Nutrition
• /
• v.15 no.1
• /
• pp.50-60
• /
• 2010

The purpose of this study was to conduct nutrition education using animations for the establishment of proper eating habits among elementary school students and to evaluate its effectiveness. The subjects of this study were two classes of fourth grade students in an elementary school located in Daegu-city. There were 29 students in each class. One class, the "nutrition-education" group, received nutrition education; the other class, the "no-education" group, did not receive the education. After completing the eight nutrition lessons, the effectiveness of the education was analyzed by measuring changes in the nutrition knowledge, eating habits and food preferences of the nutrition-education group vs. the no-education group. Before nutrition education, there was no significant difference between the two groups in terms of nutrition knowledge. However, after the nutrition education, the nutrition-education group's nutrition knowledge was significantly improved, compared to that of the no-education group (p < 0.001). Following education, the nutrition-education group's responses to the "eating habit" item, "I eat fruits every day," were significantly more positive, compared to the responses of the no-education group (p < 0.01). However, for the ten food groups listed as food preferences, except for fish and shellfish (p < 0.05), there was no significant difference in the responses of the two groups. Following the education, the nutrition-education group showed significantly increased preferences for 12 food items (red beans, mackerels, yellow corvinas, dried laver, kelps, radish, lettuce, pears, kiwi fruits, plums, grapes and sweet drinks made from fermented rice) out of 112 items, compared to the selected preferences of the no-education group. After education, 75.9% of the students in the nutrition-education group indicated changes in their eating habits, and 89.6% of them answered that the nutrition education helped them change their eating habits. The most helpful medium for changing their eating habits was animations (31.0%), followed by songs (20.7%) and lectures (17.2%). As a result of this study, after completing the nutrition education, students in the nutrition-education group showed significant changes in food preferences, and their level of nutrition knowledge was significantly increased. However, their eating habits did not actively change. Therefore, in order to establish proper eating habits, a longer period of consistent education is required, using various educational media and learning methods such as extracurricular activities and discretionary activity programs.

• Journal of the East Asian Society of Dietary Life
• /
• v.22 no.4
• /
• pp.440-451
• /
• 2012

The purpose of this study was to provide basic information on nutrition education for proper meal purchase habits by conducting a survey on the adolescents' meal purchases, which is gradually increasing nowadays. The survey was conducted on 311 middle school students living in Gyeonggi province. The largest number of students (79.1%) received an allowance under '2,000 won'. Among those students who received a daily allowance, 70.7% of students spent under '1000 won' a day on meal purchases. Most students answered 'meal purchase is necessary'. Of the reasons for thinking that meal purchases are necessary, 'for staving off hunger' took the highest ratio (67.1%). As for standards of food choice, the largest number of students answered 'taste' (57.6%). As for frequency of meal purchases, most students answered 'once or twice a week', and with regard to day of the week, 'weekdays' took the highest ratio. As for possibility of balanced nutrition by meal purchases, the answer 'surely possible' took the highest ratio. Asked whether or not one had learned nutrition education on meal purchases, 73% answered 'no'. Asked about the necessity of nutrition education on meal purchases, 'necessary once' took the highest ratio. The most preferred purchase meals were breads, snacks was ranked second, followed by frozen foods, beverages, fast-foods, rice-cakes, flour-based foods, ice-cream, and fruits. To sum up the results, most students perceived that meal purchases are necessary. However, high quality meal purchases were not achieved, as most of the students did not verify nutrition labeling, and placed emphasis on 'taste'. Further, many students wanted nutrition education on meal purchases while only a few had actually received it. Therefore, systemic, regular, and multilateral nutrition education conducted at home, school, and society will contribute to establishing proper meal purchase habits.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.19 no.3
• /
• pp.313-321
• /
• 2012

Purpose: The purpose of the study was to investigate hand washing practice and proper hand cleansing among first and second year nursing students who are prone to be exposed to nosocomial infections, and to identify the influence of perceived behavior control and self-efficacy on hand washing practices and proper hand cleansing. Method: Data for 91 students were collected from a nursing college in a metropolitan city in Korea. Data were analyzed using descriptive, t-test, one way ANOVA, Pearson correlation coefficient, and multiple regression with SPSS/WIN 19.0. Result: The mean score for hand washing practice was 38.35 out of a possible score of 48, and the mean sore for proper hand cleansing was 18.63 out of a possible score of 28. The significant factors affecting student hand washing practice were 'residential type' (p=.016), 'perceived behavior control' (p=.021), and 'self-efficacy' (p=.033) which explained 19.9% of the variance. The significant factors affecting proper hand cleansing by the students were 'perceived behavior control' (p<.001) and 'regular exercise' (p=.026) which explained 29.8% of the variance. Conclusion: These results indicate a need for education programs on hand washing including strategies to improve perceived behavior control and self-efficacy to promote more effective hand washing practices.

• Hwankyungkyoyuk
• /
• v.16 no.1
• /
• pp.1-11
• /
• 2003

The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.

• Journal of Intelligence and Information Systems
• /
• v.18 no.1
• /
• pp.109-123
• /
• 2012

Many kinds of the education systems are provided to students. Many kinds of the contents like School subjects, license, job training education and so on are provided through many kinds of the media like text, image, video and so on. Students will apply the knowledge they learnt and will use it when they learn other things. In the existing education system, there have been many situations that the education system isn't really helpful to the students because too hard contents are transferred to them or because too easy contents are transferred to them and they learn the contents they already know again. To solve this phenomenon, a method that transfers the most proper lecture contents to the students is suggested in the thesis. Because the difficulty is relative, the contents A can be easier than the contents B to a group of the students and the contents B can be easier than the contents A to another group of the students. Therefore, it is not easy to measure the difficulty of the lecture contents. A method considering this phenomenon to transfer the proper lecture contents is suggested in the thesis. The whole lecture contents are divided into many lecture modules. The students solve the pattern recognition questions, a kind of the prior test questions, before studying the lecture contents and the system selects and provides the most proper lecture module among many lecture modules to the students according to the score about the questions. When the system selects the lecture module and transfer it to the student, the students' answer and the difficulty of the lecture modules are considered. In the existing education system, 1 kind of the content is transferred to various students. If the same lecture contents is transferred to various students, the contents will not be transferred efficiently. The system selects the proper contents using the students' pattern recognition answers. The pattern recognition question is a kind of the prior test question that is developed on the basis of the lecture module and used to recognize whether the student knows the contents of the lecture module. Because the difficulty of the lecture module reflects the all scores of the students' answers, whenever a student submits the answer, the difficulty is changed. The suggested system measures the relative knowledge of the students using the answers and designates the difficulty. The improvement of the suggested method is only applied when the order of the lecture contents has nothing to do with the progress of the lecture. If the contents of the unit 1 should be studied before studying the contents of the unit 2, the suggested method is not applied. The suggested method is introduced on the basis of the subject "English grammar", subjects that the order is not important, in the thesis. If the suggested method is applied properly to the education environment, the students who don't know enough basic knowledge will learn the basic contents well and prepare the basis to learn the harder lecture contents. The students who already know the lecture contents will not study those again and save more time to learn more various lecture contents. Many improvement effects like these and so on will be provided to the education environment. If the suggested method that is introduced on the basis of the subject "English grammar" is applied to the various education systems like primary education, secondary education, job education and so on, more improvement effects will be provided. The direction to realize these things is suggested in the thesis. The suggested method is realized with the MySQL database and Java, JSP program. It will be very good if the suggested method is researched developmentally and become helpful to the development of the Korea education.

• Journal of the Korean Institute of Educational Facilities
• /
• v.4 no.2
• /
• pp.5-12
• /
• 1997

Distance learning is becoming recognized as the key to meeting the needs of more people on more subjects with cost-effective way. The purpose of this paper was to review the literature and current information related to distance education. The topics include, the characteristics of distance education, definitions of distance education, various applications of distance education, and needs of distance education in our society. This paper focused on lastest technologies of distance education such as two-way videoconferencing, e-mail, and on-line classroom. Suggestions for the effective implementation in our educational environments that include, proper teacher training and as an interactivity of the distance education program were discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.6
• /
• pp.477-487
• /
• 2007

Previous studies show that students have difficulties in understanding and using molecular visualization tools. This study focuses on the ways in which first year chemistry undergraduates use ball-and-stick molecular models to explain the concept of addition reaction and the difficulties that they face using the models. Video recordings of interviews with undergraduates manipulating ball-and-stick models to solve problems related to reaction mechanisms are analysed to determine if they are able to elucidate their understanding with use of models. The results showed that students have difficulties with viewing the ball-and-stick models from the proper perspective and understanding the relationship between the various structures that they have created using the models. They also find the use of ball-and-stick models tedious and prefer drawing molecular structures on paper to explain their ideas. Implications for the teaching using ball-and-stick molecular models are discussed.

• Journal of the Korean association of regional geographers
• /
• v.4 no.2
• /
• pp.201-217
• /
• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Journal of the Korean Society of Environmental Restoration Technology
• /
• v.5 no.3
• /
• pp.40-49
• /
• 2002

The objective of this research is to suggest the appropriate natural environment conservation facility management plan in Korea through development of the proper definition and categorization. Bearing the above objective, this study employs the comparison and analysis between domestic and international case studies. Furthermore, several survey methods have been adopted as check-lists for the evaluation of the sample sites and quantitative interviews with government officials and visitors to investigate their perspectives. On the consequence, firstly it was found that considering ecological types and objectives, the proper applicability of natural environment conservation facility could be disaggregated into three types of eco-park, eco-experience and education, and eco-observation facility. Secondly, based on the interview results, the necessity of provision of the natural environment conservation facilities was strongly found among the governmental officials and the residents groups who also expect the expansion of the facilities. Lastly, it appears necessary that the expansion of supporting projects and programs on the natural environment conservation facilities, the estimation and provision of the appropriate funding for monitoring, management and operation, the arrangement of resident experts, and activation of the nature environment education programs.

• The Mathematical Education
• /
• v.42 no.2
• /
• pp.159-176
• /
• 2003

From the mid-1990s in Korea, performance assessment has been continuously emphasized in school mathematics and thus many researchers and teachers have been steadily studying this topic. But the concepts relevant to performance assessment and its purposes are very confusing because the mathematics educators' different views and voices are vary. As a result most mathematics teachers experience trouble in executing performance assessment properly and effectively in their math class. This unability for proper execution of performance assessment was once again revealed in this study which dealt with 15 articles on performance assessment. These 15 articles includes almost every article written on the topic of performance assessment that have been published in 4 domestic journals since December 1997. By examining this inability, it is required that its concepts and purposes should be organized with a common view and newly defined in the near future. Therefore, to successfully accomplish this, this paper outlines the basic problems on the understanding of performance assessment as follows: ㆍWhat is the relationship between performance assessment and alternative assessment\ulcorner ㆍWhat is the proper types(methods) of performance assessment\ulcorner ㆍIs the subject test a type of performance assessment\ulcorner ㆍWhat is the difference between subject test and essay test\ulcorner ㆍWhat is the relationship between performance assessment and performance tasks\ulcorner ㆍWhat is the relationship between performance tests and project method\ulcorner ㆍWhat is a project method\ulcorner ㆍIs it assessment standard or scoring standard to score a test result\ulcorner ㆍWhat is the difference between analytic scoring method and holistic scoring method?