• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of the Korean Society of Food Culture
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• v.14 no.3
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• pp.259-269
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• 1999

The purpose of this study was to investigate the eating behavior, food preference and nutrition knowledge according to the body style of male college students. The subjects were 219 male students enrolled in University, Taegu. The data was collected by using a survey questionnaire and an anthropometric measurement. The results were summarized as follows: The mean height, weight and BMI of subjects were $173.8{\pm}8.7cm,\;65.8{\pm}7.9Kg,\;and\;21.9{\pm}2.4$, respectively. The subjects were divided into three groups according to the BMI: underweight group(<20); normal group(20-25); and overweight group(>25). One third of the subjects preferred to gain weight(33.8%); 47 subjects preferred to lose weight(21.5%); and the rest of the subjects satisfied their physique(44.7%). Most of subjects considered 'supper' as the most important meal during a day. Among the food items, the most frequently and evenly ingested item by subjects was 'Kimchi' : 'Ham and sausage' was the least preferred food among subjects. There was no significant difference in preference among three groups and almost half of the subjects had irregular meal time because of busy schedule. The preference for meat showed high score among underweight group; on the other hand, the preference for fruits and vegetables showed high score among overweight group. Usually subjects gained nutrition knowledge through media including newspaper, magazine and TV. There was no significant difference of the nutrition knowledge score among three groups. Based on these results, nutrition education program for the college student should be arranged in the classes.

• Journal of Nutrition and Health
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• v.41 no.8
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• pp.797-808
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• 2008

This study has been carried out to obtain information related to food habits and snacking behaviors including health related behaviors. The subjects were 300 middle school students (144 boys and 156 girls). The results were as follows: Average height and weight of boys were 162.3 cm and 54.1 kg respectively. Those of girls were 159.8 cm and 49.0 kg respectively. 59.0% of the subjects of the subjects had 10,000-30,000 won as monthly allowances and their subjective health condition was good (55.7%). In the regularity of meal, 47.0% of the subjects had twice a day, the main reason for skipping meal was insufficient time to eat due to oversleep (54.3%). Most of the subjects (75.0%) had a prejudice in food selection because of a bad taste. 62.0% of the subjects ate snack between meals more than three times a week, because they were hungry, good taste and habitual. The criteria of choosing snack were taste, nutrition and quality of food. Food as snacks they frequently had fruits, milk and milk products, cookies, chocolate in order. Boys had more french fries than girls, girls had more fruits, cookies and chocolate than boys. Average food habit score of boys (49.27 ${\pm}$ 7.53) was higher than that of girls (48.54 ${\pm}$ 7.81). The group who had a higher food habit score, they had more fruits and less soft drink as snacks, lower BMI, and also less monthly allowance than the group who had a lower food habit score. This study may provide basic information on eating habits of middle school students, suggests that nutrition education or counseling can improve food habits and develop positive behaviors toward healthy diets.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.233-245
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• 2007

The purpose of this study is to investigate the appropriate way of essay writing education which helps the learners perceive and express a stream of knowledge through Home Economics education curriculum by themselves. While one-way type, which teachers just give instructions to students and students just learn from them, has dominated the education, new education focuses on interactive and reciprocal way in thinking and researching together. This new stream requires appropriate and various education method as well as the new concept of education curriculum. This study applies the curriculum of the German practical philosophy that recently has been a debated topic in Home Economics education. The purpose of the curriculum pursuits improving students' practical and critical thinking competence and essay writing is the center of it. In the curriculum learners write essays by asking and answering the questions through seven areas which students can experience based on three angles such as individual, social, and idealogical viewpoints. In this process learners don't remain in the individual angles and are able to be trained as intellectuals who can lead the social and cultural change as well as the individual growth by getting an insight into the idealogical angles. The Germany curriculum what is mentioned in advance presents one possibility that essay education can be introduced in Home Economics education that has accessed the education process by the practical inference based on the practical philosophy. That is, Home Economics education shares the context with essay education whose purpose is the intellect enlightenment because the former is the curriculum to make students build the abilities to access in many-sided angles not just one point, to deal with problems wisely, and to deduce the solutions. Therefore, students are expected to participate in the class dynamically by being satisfied intellectually abreast of practical essay education that helps learners read the stream of knowledge through Home Economics education. In this manner the category of Home Economics education will enlarge by making efforts to diversify the education methodology not staying only one method.

• Journal of Science Education
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• v.33 no.1
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• pp.111-121
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• 2009

The purpose of this research is to survey elementary pre-service teachers' in understand the legal Units, focusing on seven basic unit such a 'm', 'm2', 'L', 'kg', 'K', 'cd', 's'. This study specifically investigates whether the students understand the legal units. The subjects were 1096 students from the University of Education in Jinju, Gyeongnam. Data was collected through a questionnaire which was designed by this research and checked by authority, and the frequency and percentage of responses to each question were obtained and analysed. The survey was the legal units on interesting, using the experience of confusing and understanding of elementary pre-service teachers. The Korea Government is regulating using traditional measures such as 'pyeong' or 'don' in commercial transactions change to adopt the metric system for as a subsidiary the first of July, 2007. The interesting of the legal units dose not exceed a positive answer to the question 52.1%. Their were answered that the experience of the confused of 60.1% in the life. How to do efforts for the settle down of the legal units that answered broadcasting>in class>a campaign>study and training by an academic year in oder. Findings show regardless of academic year, gender and from the department of liberal arts or the science department all the students knew very well that 'm' '$m^2$', 'L', 'kg' are included in the legal units, compared to the others low percentage of 'K', 'cd' and 's' the legal units. In case of time(s), women has correct answered 2.7 times than man. In case of academic year, except for the third-year students was not to exceed 50%. In case of from the department of liberal arts or the science department contrary to one's expectations increase of 50% or more correct answer while half the students scored in science. The elementary pre-service teachers are seems to thinking separate the legal units with their in university life. Also elementary pre-service teachers are the lack of interest on society. Their should be for settle down of the legal units through learning to class in university, newspapers, strengthen publicity activities of broadcast media's further more by maintenance efforts of the government.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.85-105
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• 2021

The purpose of this study is to develop and implement cooperative consumption education programs using design thinking in middle school home economics education classes to understand the impact on students' cooperative problem solving competency. Accordingly, a cooperative consumption education program based on design thinking was developed according to the ADDIE model, and the evaluation was conducted on a total of 25 students. The results of the study were as follows. First, based on prior research, we developed a consumption education program based on D. school's design thinking process under the theme of 'Creating a Shared School' for the practice of cooperative consumption. As a result of expert validity verification of the teaching/learning course plan and workbook for the eight sessions, the average question was 4.72 (out of 5 points) and the average CVI was 0.93, indicating that the content validity and field suitability were excellent. Second, to summarize the results achieved from the implementation of the cooperative consumption education program, the pre-/post-test using the revised and supplemented cooperative problem-solving competency tool, and the open-ended survey, It was confirmed that the developed program had a significant effect on improving not only the students' knowledge and perceived necessity for cooperative consumption along with the awareness of practice, but also the cooperative problem-solving competency. As a follow-up study, we propose to expand the research to a wider audience, and to further conduct research and develop programs applied with design thinking in home economics curriculum and in consumer competency development. This study confirmed that cooperative consumption education programs using design thinking are effective in improving youth's cooperative problem-solving competency and is meaningful in that they developed consumption education programs under the theme of 'cooperative consumption' in response to changing consumer education needs.