• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.570-577
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• 2020

This study is aimed at figuring out the influence of early childhood teachers' playfulness and sensitivity on play teaching efficacy. The subjects of the study were 262 early childhood teachers working in kindergarten and day care centers located in J City. The instruments were the Adult Playfulness Scale, the Sensitivity Scale, and the Play Teaching Efficacy Scale. The collected data were analyzed by using SPSS. In order to find out the general background of the early childhood teachers, frequency and percentage were used. In addition, in order to assess the relationships among playfulness, sensitivity, and the play teaching efficacy of an early childhood teacher, Pearson's correlation analysis was carried out. Lastly, for examination of the effects and a relative explanation of the effects of playfulness and sensitivity on play teaching efficacy in early childhood teachers, a multiple regression analysis was conducted. The results of this study are as follows. First, there was positive correlation among playfulness, sensitivity, and play teaching efficacy in the early childhood teacher. Second, play teaching efficacy of early childhood teachers was influenced by their playfulness and sensitivity. In conclusion, the significance of this study is that there was a significant correlation among playfulness, sensitivity, and play teaching efficacy in early childhood teachers, and that both of the first two variables were factors influencing play teaching efficacy.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1025-1035
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• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Korean Journal of Community Nutrition
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• v.26 no.3
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• pp.188-199
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• 2021

Objectives: The purpose was to identify the ingredients that are usually surveyed for assessing real prices and to present the demand for such surveys by nutrition teachers and dietitians for ingredients used by school foodservice. Methods: A survey was conducted online from December 2019 to January 2020. The survey questionnaire was distributed to 1,158 nutrition teachers and dietitians from elementary, middle, and high schools nationwide, and 439 (37.9% return rate) of the 1,158 were collected and used for data analysis. Results: The ingredients which were investigated for price realities directly by schools were industrial products in 228 schools (51.8%), fruits in 169 schools (38.4%), and specialty crops in 166 schools (37.7%). Moreover, nutrition teachers and dietitians in elementary, middle, and high schools searched in different ways for the real prices of ingredients. In elementary schools, there was a high demand for price information about grains, vegetables or root and tuber crops, special crops, fruits, eggs, fishes, and organic and locally grown ingredients by the School Foodservice Support Centers. Real price information about meats, industrial products, and pickled processed products were sought from the external specialized institutions. In addition, nutrition teachers and dietitians in middle and high schools wanted to obtain prices of all of the ingredients from the Offices of Education or the District Office of Education. Conclusions: Schools want to efficiently use the time or money spent on research for the real prices of ingredients through reputable organizations or to co-work with other nutrition teachers and dietitians. The results of this study will be useful in understanding the current status of the surveys carried out to determine the real price information for ingredients used by the school foodservice.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.149-159
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• 2017

The objective of this study was to investigate the effects of family meals on eating behavior, academic achievement, and quality of life among middle school students. A total of 302 participants were recruited from a middle school at Goyangsi. We asked participants about family meals, eating behavior, academic achievement, and quality of life, using structured questionnaires. Family meal questionnaires were classified according to frequency, rules, and awareness. The findings of this study were as follows. First, there were significant differences between rules(p<0.05) and awareness (p<0.05) of family meals and family type. Second, there were statistically significant differences between frequency and awareness of family meals and eating behavior, academic achievement, and quality of life. On the other hand, there was a significant difference between rules about family meals and eating behaviors and quality of life. Third, we found that factors of family meal were positively related to the eating behavior, academic achievement, and quality of life at the level of statistical significance. Finally, we found that participants with a higher frequency of family meals and more positive eating behavior were more likely to higher academic achievement and quality of life than those in lower frequency of family meals and less positive eating behavior among middle school students. The frequency of family meals has a strong effect on higher academic achievement and better quality of life. In conclusion, engagement in family meals was related to better eating behavior, academic achievement, and quality of life among middle school students. Our findings may warrant further studies to support the benefit of family meals in improving eating behavior, academic achievement, and quality of life among high school students as well as middle school students.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.10
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• pp.1475-1485
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• 2012

This study was conducted in order to understand nutrition teachers (dietitians)' perceptions of barriers to implementation of HACCP system in school foodservices in Gyeongnam, Korea. Questionnaires were distributed to 350 nutrition teachers (dietitians) from November to December of 2009, and 214 were collected and analyzed. The results of this study were as follows. First, nutrition teachers (dietitians) recognized the following as barriers in implementing the HACCP system: 'the status of facilities and utilities'> 'monitoring'> 'work satisfaction'> 'foodservice employees'> 'cooperation of HACCP team'> 'cooperation of persons concerned besides foodservice employees'> 'understanding the HACCP system'. Second, total working experience was found to be the factor most affecting 'cooperation of HACCP team (p<0.01)', 'cooperation of persons concerned besides foodservice employees (p<0.01)', 'foodservice employees (p<0.05)', and 'work satisfaction (p<0.05)'. Further, 'the status of facilities and utilities' was significantly affected by 'construction/reconstruction of kitchen (p<0.01)', 'division of kitchen area (p<0.01)', 'existence of preliminary preparation room (p<0.01)', and 'existence of dishwashing room (p<0.01)'. Third, dietitians perceived the following concerning hindrance factors of the HACCP system according to CCP stage: 'CCP 1'> 'CCP 3'> 'CCP 2, 'CCP 6'> 'CCP 4'> 'CCP 8'> 'CCP 7'> 'CCP 5'. In conclusion, this study showed that nutrition teachers (dietitians) in the Gyeongnam area recognized 'the status of facilities and utilities' from HACCP areas and 'CCP 1 (menu planning)' from CCP stages as the greatest barriers to implementing the HACCP system in school foodservices. To implement the HACCP system successfully in school foodservices, facilities and utilities should be properly equipped, and menu planning training for nutrition teachers (dietitian) should be conducted.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.1-10
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• 2004

Being engaged in the musical tasks needs cognitive skills to perceive musical sound, organize them into meaningful unit, store them in the memory and retrieve them when needed. These skills are also required for academic tasks indicating that there is positive correlation between skills for musical and academic tasks. Based on these findings, the study purported to examine whether the developed sessions can enhance cognitive skills which is composed of auditory information skills, which is composed of perceiving sounds, organizing them into groups based on the existing information or organization pattern, and short-term memory skills. Eighteen elementary students in 4, 5, and 6th grades have participated in the study. The study has administered Music Cognitive Skills Test(MCST) before and after implementing music therapy sessions. The MCST consisted of five parts, first one measuring the rhythm imitating skills, second, measuring the melodic imitation skills, third, measuring discriminative skills in identifying higher pitch, fourth, measuring discriminative skills in identifying identical chords, and lastly, measuring the tone retention skills. The results indicated that there was statistical difference between the pre and post test in rhythm and melody imitation skills. Because reproduction of perceived rhythm patterns requires memory skills, imitating patterns are considered cognitive skills. Also melody is defined adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. The subjects have shown significant improvement in these two areas. In other areas, there were definite increase of scores, however, no significant differences. The study also explores interpretation of these results and also observed consistencies among the participants in completing the musical tasks.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Music and Human Behavior
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• v.6 no.1
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• pp.55-80
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• 2009

The objective of this study was to improve the self-expression of children through Orff activities. In this study, three (3) children from D day care center in Seoul who demonstrated withdrawn behaviors were chosen as research subjects, based on a self-expression test score of 50 points. The activities were conducted for 6 weeks, totaling fourteen (14) sessions, with each session being scheduled for forty (40) minutes. Across 14 sessions, the researcher conducted, analyzed and compared the self-expression scale of subjects, measured during the third and the last session. The researcher then qualitatively analyzed verbal and non-verbal self-expression behaviors of subjects by video recording the session. The analysis results shown by the study are as follows. First, the results of a quantitative analysis of the self-expression scale showed significant changes in self expression. Furthermore, the results of a qualitative analysis of verbal self-expression showed positive changes in self-perception and an increase in feelings of independence and activity than that of initial sessions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.418-425
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• 2018

The purpose of this study was to investigate the effects of young children's empathic ability and interpersonal competence on caring behavior in forming relationships. Subjects included 152 4- and 5-year-old children attending a kindergarten located in a micropolitan city. Questionnaires required self-reporting by teachers, and were used to investigate young children's caring behavior, empathic ability and interpersonal competence in forming relationships. Data was analyzed using t-test, Pearson's correlation coefficient analysis and Stepwise-Regression analysis. Results were as follows: First, young children's caring behavior was negatively correlated with empathic ability and positively associated with interpersonal competence in forming relationships. Second, young children's emotional behavior as each domain of caring behavior were predictable variables for explaining the relative effect of the social reactivity and explaining the relative effect of relationship formation. Active behaviors were predictable variables for explaining the relative effect of follow-up instructions, but negatively affected mental burden. Normative behaviors were predictable variables for explaining the relative effect of social reactivity, but negatively predictable variables for explaining the relative effect of the relationship formation and mental burden. Value-contributing behavior in each domain of caring behavior were predictable variables for explaining the relative effect of the positive interaction.