DOI QR코드

DOI QR Code

An Integrational Approach for Culinary Education based on Brain-based Teaching Principle

뇌학습 원리에 기초한 조리교육을 위한 통합적 고찰

  • 이정애 (호원대학교 외식조리학부)
  • Received : 2018.02.08
  • Accepted : 2018.03.23
  • Published : 2018.03.31

Abstract

This study was conducted to explore the direction of culinary education based brain-based education with analysis of comprehensive research. Questionnaire was completed by frequency analysis, factor analysis, reliability analysis and regression analysis by using SPSS 21. The purpose of this study was to investigate the educational system for creative development through cooking sources and to develop brain-based learning theory, and thus to generate the characteristics and effects of the practice in culinary educational context. The basic principles of brain- based learning are brain plasticity, emotional brain, and ecological brain. Students need to be able to enrich their understanding of social interaction so that social brain's function will be activated through consistent and high-quality feedback. Likewise, students should be capable of collecting everything what they have learned. Defining main ideas and goal of the lesson, four factors were derived from development of competency, personality, application, and diversity. Regarding to the result of this study, the implications for the development of a brain-base program were suggested.

Acknowledgement

Supported by : 한국연구재단

References

  1. Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. New York, Amerca: Addison-Wesley Publishin Gompany.
  2. Chul, J. H. (2006). Study on the influence of human relationship between teachers and students on student's studying attitude and achievement (Master's thesis). Kumoh National Institute of Technology.
  3. Chung, H. J. (2011). A study on the Korean food(Hansik) curriculum of culinary art & science related department - Focus on the mainly four-year universities in Korea. Korean Journal of Human Ecology, 20(1), 183-194. https://doi.org/10.5934/KJHE.2011.20.1.183
  4. Chung, M. R., Kim, M. J., & Lee, M. N. (2016). The effects of the brain-based early childhood teacher training program on teacher's happiness, teacher's efficacy, and burnout. Korean Journal of Teacher Education, 32(3), 169-194. https://doi.org/10.14333/KJTE.2016.32.3.169
  5. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, United States Of America: Harper Perennial.
  6. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  7. Jang, M. H. (2005). Current state of the management of culinary education and measures to educate human resources in the culinary field. Culinary Science & Hospitality Research, 11(2), 48-66.
  8. Jensen, E P. (2008). Brain-based learning: The new paradigm of teaching. California, United States of America: Corwin Press.
  9. Jeong, J. W., Park, M. R., Cheong, C. (2007). Reflective inquiry disposition: Students' responses to different class types of inquiry-based high school earth science. Journal of Korean Earth Science Society, 28(1), 1-13. https://doi.org/10.5467/JKESS.2007.28.1.001
  10. Jin, Y. A. (2012). Constructivist teaching theory of learning and sharing applying to science class learning ability increase. Journal of Future Education, 2(1), 45-65.
  11. Kang, K. S. (2011). A study on the recognition level of high school and university students and teachers about culinary practice education. Korean Association of Human Ecology, 20(2), 475-485. https://doi.org/10.5934/KJHE.2011.20.2.475
  12. Kang, S. K., Kim, J, W., & Chung, M. R. (2015). The effect of the brain-based early childhood teacher training program on the teachers' views on and their practice of early childhood education. The Korean Society For Early Childhood Education, 35(3), 309-335. https://doi.org/10.18023/kjece.2015.35.3.014
  13. Kim, D. J. (2010). Brain science: Its implications for education and the school curriculum. The Journal of Curriculum Studies, 28(3), 127-145. https://doi.org/10.15708/kscs.28.3.201009.006
  14. Kim, M. S. (2016). Design of brain based cooking teaching model activities for early childhood (Master's thesis). University of Brain Education, 1-142.
  15. Kim, T. H. (2007). A study on the development of communication model for teaching-learning in culinary practical education (Doctoral dissertation). Kyonggi University, 1-157
  16. Kim, T. H., & Kim, W. M. (2005). A study on the learning model for efficient culinary practice. Culinary Science & Hospitality Research, 13(3), 91-103.
  17. Kim, U. M (2003). The motivation in brain based teachinglearning. The Journal of Korea Open Association for Early Childhood Education, 8(1), 93-110.
  18. Ko, J. S. (2015). Flipped learning and printed material learning for a college english instruction model(Chosun University). The 21st Century Association of English Language & Literature, 28(4), 247-271.
  19. Lee, I. S., & Lee, L. K. (2010). Effect of satisfaction with the curriculum on career decisions among the students majoring in Korean food. Culinary Science & Hospitality Research, 16(1), 50-60. https://doi.org/10.20878/cshr.2010.16.5.005
  20. Lee, J. H., & Park, J. E. (2014). An exploratory study on brain-based instructional design strategies. Journal of Educational Technology, 3(3), 335-359.
  21. Lee, S. H., Seo, J. H., & Lee, J. H. (2017). The influence of the educational environment of the cooking institute on the educational satisfaction and the behavior intention: Moderating effect of educational period. Culinary Science & Hospitality Research, 23(7), 194-203. https://doi.org/10.20878/cshr.2017.23.7.020
  22. Moon, S. H. (2004). A curriculum development model for brainbased learning theory (Master's thesis). Hanyang University, 1-182.
  23. Na T. K., & Lee, D. K. (2010). Culinary art students' adaptation to college life according to their satisfaction with a culinary laboratory and their educational experience - Focus on the universities in Chungcheong province. Culinary Science & Hospitality Research, 16(2), 185-198. https://doi.org/10.20878/cshr.2010.16.2.012012012
  24. Na, T. K., & Choo, S. Y. (2009). The importance-performance analysis(IPA) of the laboratory facilities for the practical education of culinary arts majors in the continuity of educational experiences. Culinary Science & Hospitality Research, 15(2), 255-267. https://doi.org/10.20878/cshr.2009.15.2.020020020
  25. Na, T. K., & Jung, Y. S. (2011). The differences in career preparation behavior by grades and career decision-making self-efficacy of foodservice and culinary arts majors - Focused on the four-year universities in Chungcheong province. Culinary Science & Hospitality Research, 11(2), 1-18.
  26. Na, Y. S., Jung, J. H., Kang, J. H., & Lee, J. H. (1999). A study on the curriculum development in culinary department of college. Culinary Science & Hospitality Research, 5(2), 31-56.
  27. Nicole, D. J., & Macfarane. D. D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
  28. Sin, H. S. (2006). The characteristics and meanings of three related educational fields involved in brain education. University of Brain Education, 1(1), 13-21.
  29. Song, M. K., Jung, H. S., & Yoon, H. H. (2011). The effect of perceived educational services among the high school students majoring in culinary arts on school satisfaction and recommendation intention Culinary Science & Hospitality Research, 17(4), 1-12. https://doi.org/10.20878/cshr.2011.17.5.001
  30. Woo, S. H., Lee, H. J., & Kim, J. W. (2009). A method of composing an effective design cooperative learning group - elementary school students in the early grades. Archives of Design Research, 84(22), 93-108.